Shopping
Intermediate, B1 level

Description

The main aim of this lesson is listening. The lesson starts with a discussion about shopping. As the sub-aim, the students first practice on some essential vocabs, if they don't know some of them, I will elicit or explain the meaning. The main part starts with listening. They listen to the listening and answer just some questions. This part is just for getting the whole idea about the listening part. After checking and giving feedbacks, they lesson to the listening again to answer some detailed questions. Answering the questions may be hard for some of them, so they may need to listen again. After checking the answers and giving feedbacks, they have a role model discussion with their partners as Katy and one of her friends. If there is time, I will give them another handout to answer.

Materials

Abc Answering questions handout
Abc Checking questions handout
Abc Gap-fill handout
Abc Matching handout

Main Aims

  • To provide gist, specific information, detailed and deduction listening practice using a text about Shopping in the context of Interview with a shopaholic person

Subsidiary Aims

  • To provide fluency speaking practice in a Shopping Advise in the context of Shopping
  • To provide review and practice of Shopping Lexis in the context of Shopping

Procedure

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

I show a picture of Cevahir shopping center and ask them "Do you know this place?" "How often do you go shopping?", "Do you know someone who is addicted to shopping?" Then I will give two to three minutes to talk about this kind of persons with their partner.

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

Giving two handouts, one is a list, and another is some cutouts papers. The students should stick cutouts on the correct column. The cutouts are categorized into three categories of People, Type of Shopping and Place to go Shopping. This sub-aim vocabulary stage is needed for the main stage, but it is just a practicing passive vocabulary. Therefore, if the students don't know some word meanings, I'll try to elicit or explain them. They check their answers in groups, Then I ask one of the students to write his/her answer on the board, then select another student to write, and so on.

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

A handout including ten questions will be given to the students first. They have one to two minutes to read the questions fast. ICQ is so important for this stage because they should listen to listening individually. Then, I play the listening part and they should just select the questions does the interviewer not ask. The listening will be played once only. Then they should check their answers in pairs. The whole class feedback is enough at this stage, so I ask some students randomly to say their answers.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

As the listening for details, I give students a handout including eight questions. They should listen to the listening carefully and answer all detailed questions. They have time to read the questions first, then I play the listening. They may not be able to answer all questions, so depending on the feedback, I may play the listening twice. Then they check their answers with their partner. After that, I'll give them the answer key to check their answers with partners again.

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

First, I regroup the students to have a new partner. Then I ask them to have a role model conversation. One student should play Katy role, and another one should play as one of her friends. The friend should give some advice about her shopping addiction. After some minutes, the role will change. As the feedback, I ask some students to say his/her advice for the whole of the class. If there is time, I will give the students a gap-fill handout referring to the vocabulary practice. Then I will give them the chance to check the answers with their partner. As the feedback, I will give them the answer key.

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