Cihaner Cihaner

Shopping Mall
Elementary level

Description

In this lesson students will learn ordinary numbers in the context of shopping malls and then they will listen to an audio about the places in a shopping mall. Then they will talk about their favourite shopping malls.

Materials

Skeyxnsmrjg1qs1xg68j shopping malls Shopping Mall Presentation
Bbroggwqknqxwfqdklaa exercise 1 Handout 1
00bjt5tos0ajcnyejn3j exercise 2 Handout 2
8vwziepmrcg28adda458 exercise 3 Handout 3
Jp7om37qaaks0eab61ms ho 3 answer key Handout 3 answer key

Main Aims

  • To provide gist and detailed listening practice using a text about shopping malls in the context of Shopping

Subsidiary Aims

  • To provide clarification and practice of language used for using ordinal numbers in the context of shopping
  • To provide fluency and accuracy speaking practice in a conversation in the context of shopping

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows Ss some pictures of famous shopping malls around the world and asks Ss ' what are they?'. Then T asks Ss 'Do you like shopping?'. Before giving the first HO T asks Ss to fold the paper first by giving a demonstration. Then T makes Ss partners and asks them to look at the questions in the first exercise and ask these questions to each other. T monitors Ss while they are doing the first task.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T asks Ss to unfold the HO 1 and makes them pairs. T asks Ss to check the second exercise and match the words to the ordinal numbers. Ss peer-check their answers. Then T does a whole-class feedback and Ss repeat the ordinal number together. Before giving the HO 2 T does a demonstration of the task with Ss. T makes Ss pairs and asks them to check the third exercise. Ss ask the questions of the third exercise to each other. T monitors.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T shows Ss the pictures on the HO 3's first exercise and asks Ss to match the pictures with the words above them. Before giving the HO 3 T makes Ss partners and asks Ss to fold the HO 3 with a demonstration. Ss peer-check and whole-class feedback then. T shows Ss the second exercise on HO 3 and tells Ss they are going to listen 4 dialogues at the information desk in the shopping mall. T makes Ss partners. T asks Ss to tick the words from the exercise 1 that they hear. T monitors and if Ss have any problems T plays the audio for a second time. Ss peer-check.

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T makes Ss partners.T tells Ss they are going to listen to the same audio again to match the sentences from the dialogues to places in the first exercise, in the 3rd exercise of the HO 3. T asks Ss to unfold the HO 3 to check the third exercise. T monitors and if Ss have problem with the exercise T plays the audio again. Then Ss peer-check their answers. T gives Ss the audio script to let them peer-check again.

Post-Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T makes Ss pairs. T asks Ss to ask each other questions such as ' What is your favourite shopping mall?', 'Where is this shopping mall?', 'What is in this shopping mall?', 'Why is it your favourite shopping mall?'. T demonstrates this task with a student. Then T monitors.

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