Teaching Practice 5
Students will be better able to listen for gist and detail in the context of shopping
Students will have better practiced the language of shopping through two short conversations
Students will be introduced to and practice some vocabulary items about different places to go shopping such as supermarket, bookshop, and etc
Procedure (36-54 minutes)
I will ask Ss if they remember my name and then I try to recall their names. If I can't I will ask them to help me by the first letter of their names.
SS discuss the Qs on the cards in groups of 3 or in pairs. Do you like shopping? Why?/ Why not? When do you usually go shopping? Where do you usually go shopping? ICQs T monitors. When finished T provides FB on content.
T gives the gap-fill exercise to SS. T sets the time. ICQs. SS answer and compare together / in groups. T monitors. FB is given in the class and correct answers on the board.
T selects the difficult words from the previous activity and conveys the meaning. T shows the picture and asks CCQs. T explains the other words. T highlights the pronunciation and stress of the words. SS repeat the words in the class and individually.
T elicits "shopping list" and shows the shopping list activity to class. T elicits the sentences and writes the first 2 examples on the board. ICQs, if needed. SS sit in pairs and write sentences for each item. T monitors and provides scaffolding. Pairs compare the sentences together. T gives the correct answers on the board / walls. T highlights some pronunciation during the activity.
T draws Martina and Alex on the board or elicits their names from the previous activity. SS are told that there are 2 listening conversations. T writes " Which shops are they in ?" and also shop 1 and shop 2. Shop 1 1. in a department store 2. in a bookshop 3. in a bank Shop 2 1. in a baker's 2. in a greengrocer's 3. at a kiosk SS listen and compare the answers with one another. T provides FB and gives the correct answers.
SS are given the gap-fill script of the listening text and some time to read the text individually. SS are in groups of 3 and listen again. ICQs. T regroups them to compare the answers. If necessary, SS listen once more. T monitors and take notes of SS' mistakes unobtrusively. Correct answers are put on the wall. SS are given FB.
SS practice the conversations in pairs. T monitors and takes notes of SS' mistakes unobtrusively. If time, t does the disappearing dialogue activity. If very short time, T does delayed error FB and finishes the class.
If time, SS practice the dialogue in pairs. T monitors. When finished T deletes some of words from the dialogue. SS should practice the task again. This continues until all the conversation disappears. Then they can change their roles.
T puts SS' errors on the board and the class correct form/pronunciation. T thanks the class goodbye.