Aliye Gokce Guinaudeau Aliye Gokce Guinaudeau

Going Shopping 4
B1 level

Description

In this lesson, Ss reuse shopping words and determiners to write a short text about their shopping experience.

Materials

No materials added to this plan yet.

Main Aims

  • To provide writing practice of a short text in the context of shopping

Subsidiary Aims

  • To provide review, clarification and practice of various tenses and structures in the context of going shopping

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Ss read the title and the first paragraph of the text to discuss the questions in small groups of 3 or 4.

Exposure 1 (6-8 minutes) • To provide a model of production expected in coming tasks through reading

In exercise 2, Ss read the text quickly and in pairs, they decide which thing they think is the coolest. Pairs compare their answers as an open class activity, T writes the winning word on board. Money banks?, Trainers? or Sunglasses?

Exposure 2 (6-8 minutes) • To provide a model of production expected in coming tasks through reading

In exercise 3, Ss underline the answers to the questions given in the first paragraph of the text. T asks a student to read aloud the questions again. Ss change pairs and compare answers before checking as a class.

Exposure 3 (8-10 minutes) • To provide a model of production expected in coming tasks through reading

In exercise 4, Ss read Maria's text again and focus on different tenses and structures. T elicits different tenses and structures and highlights them on board. e.g.: I was --Past Simple Tense T asks CCQs to clarify the tenses and structures. e.g.: Is last week a finished time period? Can I use 'I have been' instead of 'I was'? Why not?

Productive Task (15-16 minutes) • To provide an opportunity to practice target productive skills

In exercises 5 and 6, Ss write a short text by answering the questions and focusing on the instructions. T monitors and walks around the classroom to answer individual questions either on lexis or grammar. Fast finishers swap texts and peer check.

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

T takes notes of questions asked by Ss during the writing process and goes over them by eliciting correct answers as an open class activity.

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