Damla Korkmaz Damla Korkmaz

Shopping Online
Elementary level

Description

In this lesson,Ss will learn how to explain themselves when they agree and disagree using proper functional language through listening for gist and specific information based on listening a conversation about shopping online. This lesson starts with a lead in activity to create interest in the topic followed by a controlled and teacher-guided freer activity.

Materials

Abc CD
Abc cut-outs
Abc WB
Abc projector
Abc Pictures
Abc OHP
Abc handouts
Abc boardmarker

Main Aims

  • To provide clarification and review of language used for agreeing and disagreeing in the context of shopping online

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about shopping in the context of agreeing and disagreeing with ideas

Procedure

Lead in (4-5 minutes) • to create awareness in the topic and provide a fluency speaking activity

-Ask question in the context of shopping to create interest in the topic. -Put some pictures on the board. *Do you like shopping? *Who like shopping more, men or women? *Do you use the internet to shop? *Do you buy any of these things in the pictures? *What else do you buy?

Listening for gist (3-4 minutes) • to provide a listening activity for general understanding of the text in the context of shopping

-Tell them they will listen to a conversation between three people.(Don,Marina and Joanna) -Tell them to listen and match it with two of the photos on. -Ask ICQs. *How many items are there on the board? Five. *How many items are they talking about? Two. *Are you writing or matching? Matching. FB: Answer it as a whole classroom

Listening for specific information (5-6 minutes) • To provide a controlled listening practice in the context of shopping online.

-Tell them to listen to the conversation again and answer the questions. -Before they listen, give them 1 minute to read the questions quickly. -Ask them to listen first and answer the questions individually. -Ask ICQs. *What are you doing first? Listening or writing the answers? Listening. *Are you working alone or together? Alone -Tell them to work in pairs and compare their answers in 2 minutes. -Ask ICQs. *Are you working alone or together? Together. *Are you speaking or comparing your answers? Comparing. *How much time do you have? 2 minutes. FB: Answer the questions with the whole class.

Exposure and discovering the phrases showing agreement and disagreement (4-5 minutes) • to provide a controlled listening activity in the context of shopping

-Give them the handout. -Tell them to listen and complete the phrases alone. Ask ICQs. *Are you speaking or writing the answers? Writing. *Are you working alone or together? Alone. -Play the recording again if it's necessary. -Put them in pairs and get them to compare their answers in 2 minutes. FB: -Show them the correct answers on the board and get them to check their answers. -Ask if their answers are correct and if they have any questions.

Clarifying meaning (3-4 minutes) • To clarify meaning through CC questions in the context of shopping online.

-Ask questions and try to elicit correct phrases from the Ss. -Ask CCQs. *When you say 'that's true', do you agree or disagree? Agree. *When you say 'that's a great idea!' , do you like or not like the idea? Like. *When you say ' I'm not sure.' , do you know if you agree or diasgree? No. * When you say 'I don't think that's a good idea.', do you like the idea or not? Not. -Give them some ideas and tell them to agree or disagree by using the phrases on the WB.

Eliciting the form (3-4 minutes) • To provide a set of questions to find out the form of the phrases of agreement and disagreement

-Write a marker sentence on the board. * That's a great idea. -Underline 'that's' and ask what it is.Ask if it is plural 's'. -Ask how you can write it seperately ans elicit the form from them. -Write another marker sentence on the board and tell them to show you how to write it differently as a whole class.

Pronunciation (4-5 minutes) • To practice pronounciation through modelling and drilling agreeing and disagreeing phrases with the whole class and individually

-Write phrases on the board and drill both individually and chorally. -Show intonation and stress by using gestures.

Controlled Practice Provide Ss with the use of agreeing and disagreeing. (3-4 minutes) • To provide a controlled practice of functional language on agreeing and disagreeing.

-Put the titles on the WB.( Agree/Disagree) -Give them the cut outs. -Tell them to work in pairs, read the phrases and place them under the right category. -Demo the first one as an example. FB: -Ask if they agree or disagree with the answers and elicit the correct answer from the whole class.

Freer Practice (9-10 minutes) • Provide speaking accuracy through a teacher-guided freer activity

-Tell students to work in pairs. -Tell them to take turns to speak and respond to their partner's ideas in 5 minutes. FB: Ask each other which ideas their partners agreed and which ones they disagreed.

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