Melike Ubuz Melike Ubuz

Unlock 3 R&W - Unit 7 Reading 1
B1 level


Abc Unlock 3 Reading and Writing

Main Aims

  • To provide gist and detailed reading practice using a text about fashion

Subsidiary Aims

  • To provide clarification of key vocabulary for fashion
  • To provide practice for speaking and critical thinking skills through a post-reading discussion
  • To provide practice for inference making about people's opinions bassed on their comments
  • To activate students' existing knowlede to predict ideas in the article


Warmer/Lead-in (15-15 minutes) • To set lesson context and engage students

T starts the lesson with a little chit chat about the weekend. Then T directs students to this week's topic. Students look at a picture of fashion design students in a classroom. They answer the following questions in groups in breakout rooms: What is the man doing? Do you think this is important work? Why / Why not? What is designer clothing? Why do people buy designer clothing? Do you prefer designer clothing or clothes that are not designer? Why / Why not? After students discuss the questions, teacher asks for ss' opinions in the main session.

Pre-Reading #1 (20-20 minutes) • To prepare students for vocabulary they will encounter while reading

Students read the sentences with the key vocabulary and work out meaning from context. In breakout rooms they discuss what they understood. Then, as a group they match the target words with their definitions using the wordwall platform. In the main session, T goes over some vocabulary items to check understanding using CCQs and personalised questions.

Pre-Reading #2 (10-10 minutes) • To prepare students for the text and make it accessible

Ss answer the following questions related to the reading text in breakout rooms: What do you think fast fashion means? How often do fashions change? If fashion designers changed fashions every month, what effect would this have on shoppers and on the clothing industry? In the main session T gets feedback from the groups.

While-Reading #1 (10-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T asks students to read the article and check their answers for the previous exercise and reminds them to annotate while reading. Then, students read the text again and number the main ideas in the order they are mentioned. Students compare their answers in the breakout rooms and whole class feedback is given in the main session.

While-Reading #2 (15-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Students read the article again and correct some factual mistakes in the sentences given. Ss compare answers in breakout rooms and check their answers in the main session. In the next part, students need to make inferences reading the comments below the text and answer some questions. Students will work individually and answers will be checked as a whole class.

Post-Reading (20-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In groups, ss discuss the following questions: Do we have any fast-fashion clothing shops in Turkey? Do you ever shop at them? How often? What do you buy? Which comment from the reading do you agree most? Why? Which group of people do you think fast fashion is more important to? Younger or older people? Why? What are some other indications that life today is fast-paced? What could be the reasons for this? After ss discuss these questions in their groups in length, a whole class discussion will follow.

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