Melisa Melisa

B1 level


In this lesson, students will learn some vocabulary related to shopping. Then they will practice their detailed listening. The students will hear a recording of and interviewer and a shopaholic. The students will first analyze both what the interviewer says and then analyze what the shopaholic says. After that, students will have a role play activity and they will act out both the interviewee (Kathy) and one of the interviewee's friends. The "friend" will give advice to the shopaholic based on the recording that they listened.


No materials added to this plan yet.

Main Aims

  • To provide clarification of Shopping in the context of shopaholic

Subsidiary Aims

  • To provide specific information listening practice in an interview with a shopaholic woman


Lead-in (5-7 minutes) • To set lesson context and engage students with the topic

-T greets the ss and tells their names. -T shows a picture and wants ss to guess what the picture is about. -"Why do you think this shop is so crowded?" -Gives clue if needed: "This is something very popular these days." -T asks: "What do people do on Black Friday?" -"What are the best places to go shopping in İstanbul?" -T takes w-c feedback. VOCAB PRE TEACH 1) "Window-shopping" Elicit: -Draw some shops on the board and pretends to go window shopping 2) Shoplifter Elicit: -Pretends stealing something from one of the students. -Asks: What am I doing? -Shoplifting is stealing from a shop. 3) High street shopping Elicit: -Let's think about İstiklal street, or Nişantaşı. -Is a high street a rich street or a poor street? Rich. 4)Shopaholic Elicit: -If someone drinks too much alcohol, what do you call him? -Alcoholic/// or addicted to alcohol If someone is addicted to shopping, what do you call him? Shopaholic.

Pre-Listening (14-15 minutes) • To prepare students for the listening and make it accessible

-T gives Ss the matching activity. -Tells them to work in pairs. -T writes on the board: "People", "Types of Shopping" and "Places to Go Shopping". -Pairs come to board and write their answers. (with different colored markers) -T tells them to discuss the answers. -Gives the answer key. -T then gives them the gap filling activity. (Individual work) -Ss check their answers in pairs. -T gives the answer key. -T gets them to do the quiz. (What kind of shopper are you?) -Gets them to compare the answers in pairs. -Gets them to discuss "Who is the most shopper in the classroom?" by checking the answers for the quiz.

While listening (5-6 minutes) • To provide Ss with less challenging gist and specific information

-T gives them the questions. -Shortly introduces Kathy, a shopaholic, and the interviewer. -"Which of the questions does the interviewer not ask?" Instructions: Listen to the recording, closely, and look at Listening Exercise 1. Choose the questions below which the interviewer is NOT asking. 
ICQ: Will you be looking for questions that are being asked? No. 
And how will you be listening? Closely. -Opens the listening track. -Take WC FB.

While Listening 2 (5-6 minutes) • To provide ss with more challenging detailed and inference listening tasks

-Gets them to listen again and take notes on the questions that are asked. "We’ll listen to it one more time and this time take notes on what the interviewee (Kathy) is saying. This will be important for the final activity, a speaking activity. 
ICQ: Will you write detailed sentences? No, just short notes.

Post-Listening (9-10 minutes) • To provide students with an opportunity to respond to the listening and expand on what they have learned

-Regroups them in pairs. (A and B) -Gets them to act it out. -A: You are Kathy. -B:You are one of Katy's friends. Instructions: Work in pairs and role-play. Student A will be Katy and Student B will be one of Katy’s friends. Student B will give advice to Student A about how to fix her shopping addiction. -Switch roles AxB.

Web site designed by: Nikue