Intermediate, B1 level
To provide gist, specific information, detailed and deduction listening practice using a text about Shopping in the context of Interview with a shopaholic person
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 (45-55 minutes)
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.
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.
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.
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.
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.