Imane Naji Amrani 1

1
505 EFL Overview of TESOL Methodology

• Lesson plan
• Purchasing clothes in a store
• Presented to
• Fran Kelly
• Gary Carkin

2
Background

• Students level low intermediate (10 students)
• Length of the lesson1hour and 30minutes
• Material blouse, clothing catalogue, paper and
  pens

3
Lesson Objectives

• By the end of this lesson, students will be able
  to
• Use vocabulary related to clothing
• Ask questions about clothing size style and price
  using at least two types of adjectives
• Refuse or agree to purchase an item of clothing
  after discussing the purchase with a salesperson.

4
Warm up

• The teacher will show the jacket to the students
  and explain to then that her friend has bought
  the wrong size because she does not understand
  Canadian sizes

5
Warm Up

• The teacher asks any other students who have had
  bad shopping experiences to discuss them. The
  teacher and students briefly review a previous
  discussion where the students expressed their
  desire to learn how to shop more successfully.

6
Vocabulary

• Using clothing catalogues the teacher introduces
  or reviews the vocabulary words with the
  students. The students listen to the teacher say
  each word. Then they repeat the word with the
  teacher, while looking at the picture. Finally,
  the teacher shows the catalogue pictures and
  students name the items themselves. (Assumption
  While some of these words will be new to some of
  the students, all of the students will be
  familiar with a few of the terms.

7
Student Groups - Writing

• Using the clothing catalogues, the students find
  items they like and write down a list of items
  they want to purchase. These lists will be used
  in a later activity. During this activity, the
  teacher circulates around the classroom,
  encouraging discussion about the clothing and
  other matters that may arise. Length of time
  10-15 minutes.

8
Speaking and Grammar

• The teacher introduces the concept of going to a
  clothing store. With the aid of an assistant, or
  an advanced student, the teacher pretends that
  she wants to buy certain items of clothing.
  Actual clothing items will be brought into class
  for this activity. The teacher asks questions
  such as, "Do you have this in 10?" and, "Does
  this dress come in blue?" These questions provide
  a model that the students can use later in their
  own role plays and when they are shopping. If
  there is a particular area of concern, such as
  finding long skirts, the teacher will include
  these types of questions. Length of time 10
  minutes.
• After completing a few demonstrations, the
  teacher repeats the final demonstration, leaving
  out a few key words. As a group, the students
  supply the missing words during the role play.
  Length of time 10 minutes.

9
Dialogue Practice

• The teacher hands out the dialogue worksheets.
  The teacher reads the worksheet while the
  students follow. The teacher will then assign one
  group to be the customer and one group to be the
  salesperson. The groups will then read the
  dialogue that goes with their character. Length
  of time 5 minutes.

10
Writing Exercise

• The students write two questions they would like
  to ask in a clothing store. The questions will be
  based on the above-mentioned worksheet and the
  teacher's demonstration. A few students read
  their questions aloud while the teacher writes
  the question on the board. As a group, the
  students discuss whether there are any
  corrections or changes that need to be made to
  the questions. Length of time 10 minutes.

11
Practical Experience

• Students practice asking and answering questions
  about size and color. Each student plays the role
  of the customer and the salesperson so that
  everyone gains the experience and can learn by
  watching and doing. The teacher circulates at
  this time, listening to conversations and giving
  suggestions.

12
Application

• Students practice asking and answering questions
  about size and color. Each student plays the role
  of the customer and the salesperson so that
  everyone gains the experience and can learn by
  watching and doing. The teacher circulates at
  this time, listening to conversations and giving
  suggestions.

13
Evaluation

• Evaluation will be ongoing throughout the lesson.
  As the teacher observes the students, she will
  note their successes and difficulties. The lesson
  can be changed to focus on certain areas of
  concern. During the lesson, the teacher should
  also be observing whether or not the students are
  enjoying activities. The length of time spent on
  each activity can be adjusted accordingly.

14
Demonstration

• Last week my friend went shopping in Canada and
  guess what? She found a Calvin Klein dress on
  sale. So she bought it.
• She did not know that the sizes are not the same
  as here.
• When she went home to try the dress, it did not
  fit!

15
Demonstration

• Now, we will review some vocabulary
• words and here Im going to show the
• catalogue pictures.

16
Demonstration

• Now, I am going to go shopping and you will help
  me talk to the shop assistant, ok?

17
Demonstration

• I will read the dialogue to you ok so listen
  carefully!

18
Demonstration

• Now I want you to form groups of two or three
  people and perform your role, one of you should
  be the customer and the other one should be the
  vendor.

19
Demonstration

• Ok now I want each one of you to write two
  questions that you would like to ask the vendor,
  ok?
• Now, one of you will say aloud his/her sentence
  and we will correct it together , of course, if
  it needs corrections!

20
Demonstration

• I would like two volunteers to role play the
  dialogue we have.

21
Homework

• Remember the list of clothes that you wrote
  earlier? Well, I want you to go to your favorite
  clothes store and do your shopping using
  expressions form todays lesson.
• And next class we will discuss how things went
  along with you.

22
Demonstration

• Now I am sure that your shopping trip will be
  successful!

23
Thank You

• Any Questions?