At the shops
To provide clarification of language in the context of shopping for a variety of items
To provide listening to comprehend the gist and understand specific info
Procedure (35-45 minutes)
T regroups sts using English alphabets to make 6 groups of 3. T shows picture of two groups of people shopping different items. Elicits "Where are they? Do they like shopping? How do you know? When do you go shopping? in the morning or in the afternoon?" Instructs sts "Talk to your groupmates and ask these questions: 1- Do you like shopping? 2- When do you go shopping? ICQ: "What questions do you ask? Do you answer only about shopping for clothes?" T distributes handout-milling (HO-1) to all sts. FB: T nominates one/two of the sts to talk.
T elicits "How many places do you know that we go shopping?" for example, supermarket. T takes the HO-2 and instructs "you match each item to its picture with your partner and write the word in the box." ICQ: "What are these words at the top?" "and where do you write the words? Task: T gives HO-2 (handout-matching) to sts. FB: One member of each group stick the sheet to the wall and groups check their answers. Pronunciation: T shows slides and asks sts to repeat chorally and individually. (5')
T sets the scene "Do you remember Martina and Alex from previous lesson. This time Martina and Alex go shopping to other shops." T shows the handout-listening (HO-3) instructs "you listen and tell which shops they are in." ICQ: " What do you write here?" "Do you listen to write .... ?" FB: T asks sts to check their answers with their partners, then gets feedback in class.
T shows sts to unfold their handout and projects the handout on the board. T instructs "You fill in the gaps when you listen." ICQ: " Where do you write the words?" Task:Sts listen to the recording and fill in the gaps in the handout-listening. FB: T asks sts to check with their partners. T shows the answers on the board. If there's enough time, T can ask early finishers to come to the board and fill in the gaps.
T projects the conversation on the board and asks sts to repeat. T asks sts to repaet chorally and individually. T expects sts to follow rising and falling intonation of questions and sentences.
T highlights the structure "one" on the board and elicits from sts "can I write sofa here?” Then, T highlights "ones" and asks the same question. T elicits "why do we use one or ones?" - because we do not want to repeat a word. CCQ " Do we use one for singular or plural?" " Can we use one/ones for uncountables, for example sugar?"
T instructs "We can use one/ones for bold words. You write one/ones for these words with your friend." ICQ "What do you write here?" - one/ones FB: T shows the answers on the board.(since it's not the only TL of the lesson, there should be room to practice the shopping language.)
T sticks two sets of shops labels, "greengrocer's", "department store", "bookshop", "chemist's", "newsagent's", so 10 sts will play the role of shop assistants. T distributes shopping lists to the rest of the class. T instructs sts "Now, some of you are shop assistant and some of you are customer." T models one sample conversation with one of the sts.