To provide an opportunity for students to develop their speaking skills.
To provide an opportunity for students to develop their ability to listen for gist and specific information.
To provide an opportunity for students to revise and extend their knowledge of vocabulary relating to things you can buy in various shops.
To provide an opportunity for students to revise and extend their knowledge of some functional language related to shopping.
Procedure (108-90 minutes)
Check students' names. Demonstrate the 'favourite things' activity on the board. Students work individually to complete their answers. Check that students are able to make the question. Students mingle and 'find someone the same'. Feedback.
Show the students the phonemic transcriptions of four shops - fruit and vegetable shop, café, chemist and clothes shop. Elicit, concept check and drill. Provide the written forms.
Students work in pairs and add five more vocabulary items to each list. (Adjust this number if necessary according to time.) Class feedback onto the board.
Using flashcards, elicit, concept check and drill 'carrot', 'cake', 'tissue' and 'soap'. Provide a written record, including the parts of speech, word stress and phonemic transcriptions.
Tell students they will listen to three conversations in three different shops. Listen. Where are they? (Check instructions. How many conversations are there? etc) Students check their answers in pairs. Replay the conversations as necessary. Class feedback.
Draw a grid on the board to set up the specific information task. 1. What did she buy? 2. How much did she pay? Students listen and complete the task. Then they check their answers in pairs. Replay the conversations as necessary. Class feedback onto the board.
Students work in pairs or groups to put the conversation(s) in order. (Use one or more depending on time.) They listen to the conversations to check. (Alternatively, if they have already listened several times, they check with the tapescript.)
Students spend a few minutes practising one or more of the conversations in pairs. Elicit a framework of the conversation(s) onto the board.
Set up shop(s) in the classroom. Nominate customers and shop assistants. Tell students to visit three shops and decide which one they like best and why. Feedback. Change roles and repeat.
Take notes while students are doing the roleplay. Write up about six sentences that students used - some right, some wrong. Students work in pairs and try to decide which are right / wrong and why. Class feedback.
Put the phonemic transcriptions of the three shops on the board. Divide students into teams. The teacher shouts a word and the students have to run and touch the right category.