Shops and Shoppers
Reading: comprehension and exploration of a real-world text and meanings
Speaking: conversation built on real-world text and practice
Procedure (39-47 minutes)
WELCOME and re-introductions (names) SEATING into horseshoe WARM-UP / LEAD-IN: Teacher shows in horseshoe and posts on WB three photographs: one of an empty shopping cart, one of a shopping cart full of healthy foods and one of a shopping cart full of unhealthy foods (printed from the internet). Elicits topic of the lesson by asking "What is today's topic?" Teacher writes on WB: "When you go shopping, what is usually in your basket?" Instruction: Each of you will write 2-3 items under healthy and/or unhealthy food pictures on the white board.
Teacher says, "We are going to read a short article about shopping habits in Britain. [Vocabulary check on "habit" through eliciting the word: "What is it called when someone does something regularly?" Form: "What are your shopping habits?"] In pairs [which T will indicate], discuss these two questions [on WB]": 1) What kind of healthy groceries do people in Turkey buy regularly? What kind of unhealthy foods do they buy? 2) What do you think British people might buy regularly? "One person will act as secretary. You have 5 minutes." At 5 minutes or when discussions wane, teacher says "Secretaries, write your answers on the board. Do not repeat something already written." When finished, teacher says "Let's look at the text to see if you are right." W/c: Quick brainstorm on title of article: "Checking Out the Check Out"
PART ONE Teacher chests article handout. Instruction: "Read the first two paragraphs of the article." ICQ: Are you going to read the whole article? When students have finished, teacher chests next handout. Instructions: On your own, answer the three questions on the handout. FB: When first students are finished: "Check your answers with your partner." PART TWO Teacher chests article handout Instructions: Starting from the beginning, read the whole article. ICQ: Where will you start reading? Teacher chests next (activity) handout. Then complete this true/false quiz. If you have vocabulary questions, first ask your partner. You have 6 minutes. FB: Early finishers will be instructed to check the answer key posted on WB and then instruct others. FB: When finished, teacher conducts a vocabulary check and addresses pronunciation including the linking sounds of the phrases "box of," "packet of" and "bottle of" and the /z/ that ends "matches" and "eggs" and "burgers" [on WB]. Pronunciation drill. CCQ: Does "eggs" end with the same sound as "less"? PART THREE Teacher chests next handout Instructions: Work in pairs to make lists of items in these three categories. You have 5 minutes. FB: After 1-minute warning, teacher says, "Let's see how your lists (on WB) compare to what is stated in the article. [Student name], come to the white board and show us what is the same in both lists? [Student name], add what is listed in the article that we don't have on the board."
Teacher distributes images of empty shopping carts. Instruction: Above your cart, list what might be in your shopping cart in 10 years. You have 3 minutes. Students post results on WB/classroom walls. (Early finishers can review each other's)