Elif Kirci Elif Kirci

Elif's TP8 Plan
Elementary level

Materials

Abc Listening Handout&Transcript

Main Aims

  • To provide clarification and practice of sentences/phrases related to clothes shopping in the context of clothes shopping

Subsidiary Aims

  • To provide accuracy speaking practice in a role play in the context of shopping
  • To provide review of clothes vocabulary in the context of shopping at a clothes shop
  • To practice students' listening listening for specific information tasks by listening to a short audio

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students with the topic

T asks students "You learnt about black friday/clothes. So, did you buy anything? How often do yo do shopping? What do you think about online shopping? Do you like to go to the shops?" T asks and elicits answers from the studenets.

Exposure (8-10 minutes) • To provide context for the target language through a listening task

T says "To buy clothes, we need to go to the shops. Now, we will listen to a listening/conversation at a clothes shop. Please, listen carefully and number the sentences." T plays the audio twice. After that, students pair check their answers. T elicits answers and give feedback. Before T plays the audio again, T says "Now, listen carefully again, look at the sentences and write S for shop assistant and C for customer." Students pair check before whole class feedback. T elicits answers from the whole class and gives feedback. T gives out the transcript for language analysis stage.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks students to look at the transcript and tell what customer says, shop assistant says etc. T writes down the sentences on the board. T asks CCQs and clarify meaning. T can write more examples. T clarifies the form by asking questions and eliciting answer. T clarifies pronunciation. T highlights the stress, students drill chorally and then individually. T writes down any words that can be problematic to the students.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T points at section C of the handout. T says "Now, please read the short dialogues and fill in the blanks with the sentences. You have 4 mins." T monitors. Students pair check before the whole class feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T makes pairs, one takes handout A, the other takes B. T says "Now, A will be shop assistant and B will be a customer. Complete the blanks in the dialogue by asking the questions to each other. So for example, who starts first? (Shop Assistant-T reads the sentence) Now, look at B's paper, it's blank. So she'll write what I said." T notes down any language errors. Students check with other groups. Then, T projects the answers on the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T asks students to write three clothes on a piece of paper. T divides the class into two, on group is shop assistant and other group is customer. T says "If you're a customer, go and ask the shop assistant if they have what you want to buy. If you're shop assistant, decide if you have it or don't." T repeats the instruction again if needed. T continues "You need to speak at least three(depending on the number of the students) shop assistant/customers. When I clap, change the roles. You have 7 mins." T monitors and helps students if needed. T makes note of good language and vocab use. T writes down the errors.

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