a.teacher.who a.teacher.who

Vocabulary & Listening - Things to Buy
Beginner level

Description

In this lesson, the students will revisit their knowledge of vocabulary about shopping and add to them. To improve their receptive skills, this will be followed by listening for gist and listening for details activities within the same context. After, they will be given a specific context and they will practise a minimal conversation in shop in pairs.

Materials

Emjd1jzvs9oqfenaojva kinds of shops Different Kinds of Shops - PPT
Jaqhbws1r2g82udlklqi listening Listening.JPG
Wymktyxztju5obu99cn0 student a's card Student A's Card.JPG
Gk4epuwksvwoyj5yjpsc student b's card Student B's Card.JPG
1i4gkza3squdsbppfemc speaking open class Speaking Open Class.PDF
0aqqqed6qeusrxauevxd pre teaching Pre-teaching.JPG

Main Aims

  • To provide gist and detailed listening practice using audios about shopping

Subsidiary Aims

  • To practise minimal conversations in a shop

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

- Showing visuals of different kinds of shops on the projector and asking students to predict their names - Eliciting what they sell in the shops for each visual - Eliciting the verb "to sell" by miming and using realia and visuals

Pre-teaching of vocabulary (3-5 minutes) • To prepare students for the text and make it accessible

- Grouping students and asking them to discuss what can they see in the photo - Showing the photo and supporting an example (e.g. I can see a pen) - Giving the handouts - Pointing out that some words are in plural form wheras others are singular and highlighting glasses are plural and " A glasses" is impossible by showing real glasses to explain

While-Listening / Listening for gist (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Writing on the board " What sort of shop?" and to explain what it means giving possible answers (e.g. supermarket / toy shop) - By telling what they sell, eliciting some examples from students - Giving instructions / asking them to listen and find out what sort of shop is it

While-Listening 2 / Listening for details (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Explaining students that they are going to listen an audio and answer 3 questions about it - Reading the questions and to make sure they understand, giving possible answers (Which things do they sell? Books? Toys? Foods? ) - Listening to audio - Checking the answers by playing once more every question and stopping to check

While-Listening 3 / Listening for details (3-5 minutes)

- Explaining the Ss that they will listen an audio and they have to fill in the blanks on the dialogues - Giving the handouts and letting them guess the answers - Listening the audio - Checking the answers and comparing them with their previous guesses

Post-Listening / Speaking Task (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Pairing students and naming each student as either A or B - Writing down the structure they will use on the board (Do you sell...?) , and explaining Student A's ask things on their card for Conversation 1 - Demonstrating role play by acting as Student A and asking Student B a question. B should answer according to the information on their card - Asking ICQs and making sure they know they should keep the information in their cards secret - Giving time for practice and monitoring - Forming new pairs for Conversation 2. This time Student B asks and Student A answers.

Post-Listening / Speaking Task 2 (FLEXY) (5-7 minutes)

- Naming some fruits and vegetables and eliciting the kind of the shop - Eliciting the structure "How much are ... (tomatoes/ oranges etc.) ?" - Giving the handouts and asking them to ask the prices and anwer

Web site designed by: Nikue