Listening - Past/Present shopping trends in Britain and Turkey
Pre- Intermediate (A2) level
To provide gist and specific information listening practice using a text about changing trends in how men shop in Britain
To provide review of vocabulary (department store, skincare products, used to, nowadays) in the context of past/present shopping trends
To provide fluency in the context of present/past shopping trends in Turkey
Procedure (41-53 minutes)
Show the class photos of Istinye mall and old photos of iIstiklal caddesi (OHP or hardcopy if not working). Elicit word (shopping): What is this? (name of mall or maybe word mall - if not: How do you call a big building with many shops and restaurants? Mall) Why do people go here? (hopefully shopping) Elicit past/present concept: What is the difference between the photos (point black&white below and coloured above)? hopefully they will say old/new What is today lesson about? The difference between shopping in the past and shopping in the present. Slow slidewhow with words Nowadays, Used to, Skincare products and Department store. Ask Ss to raise hand if they know the meaning of each word. If they know ask one Ss to explain the class then CCQ. If they don't know explain it to the class. CCQ: Used To Are you talking about something that happened only once in the past? No Are you describing past habits, things that happened many times? Yes Are you talking about events, things that have changed? That are different in the present? Yes CCQ: Nowadays Are you talking about these days? Yes Are you talking about the present? Yes CCQ: Department store Is it a building with many different types of shops in it? Yes Is it smaller than a mall? Yes CCQ: Skincare product Do you use them for your hair? No Do you use them for your skin. face? Yes Are body cream, face cream skincare products? Yes
Show questions on the board (write on board if OHP doesn't work). and ask students to discuss the questions in pairs. No need to feedback. The task is on fluency and not accuracy and the conversation is just to activate their schemata.
You are going to listen to a an interview. They are talking about shopping in Britain. Listen carefully and tell me: Is shopping in Britain the same as Turkey? At the end of the listening. Ask Ss to discuss the answer in pair. Then nominate one S for the answer. If he/she doesn't know ask someone else to answer or help.
We are going to listen to the text one more time. I want you to answer these questions (point the handout) Give the handout to the Ss Ask the Ss to read the questions before listening again. (by reading the questions first they will know what to look for in the listening) Play the text again. -> It's a scan so they should be able to do it with one listening, and text is quite easy. But if you feel class is confused and can't answer to most questions. Replay the listening. Ask Ss to check with their partner answers. Nominate students to answer each question. If they get it wrong or right, ask Ss to validate their answer. Depending on what's the response of the class. show the text of that specific section/paragraph on WB with OHP Ask them to answer again. highlight in red the correct answer in the text (all on OHP) *If OHP doesn't work - hand out the original text to the Ss, divide it into paragraph so it's easier for them to look for the answer.
Instruction: In the text you have learned about shopping in Britain. Now I want you to discuss with each other about shopping in Turkey. Show them the questions (flashcards) Ask them to mingle and ask each other the questions on the flashcard. Monitor closely. Don't interrupt. Note down the mistakes they make for delayed feedback
Write on the board the sentences. Ask Ss what's wrong, right and how to correct it. If there is time ask Ss to work in pair to find the mistakes. If there is no time do an open class correction.