Cathy Poole Cathy Poole

Demo Lesson
Pre-Intermediate level

Description

In this lesson, students will have the opportunity to develop their listening and speaking skills related to the topic of 'shopping'.

Materials

Z8fwompuqdc4xs4cqzr8 favourite things 'Favourite Things' handout
1pftbjrbqyxufi2mxtgq listening shopping Listening Dialogue
Abc Phonemic transcriptions for shops
Abc Flashcards for pre-teaching vocabulary
Abc Conversations in strips for ordering task
Abc Shop names for roleplay
Iminfsxtxeadbcmhexhi favourite things 'Favourite Things' handout
Fwbbrgndvcaakwyvnswg favourite things 'Favourite Things' handout

Main Aims

  • 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.

Subsidiary Aims

  • 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

Icebreaker (10-15 minutes) • To enable students to relax and start feeling comfortable in the class. To provide students with some speaking practice.

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.

Introduce Context (10 minutes) • To introduce and interest students in the topic of shopping and set the scene for the lesson.

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.

Pre-Listening Task (10-15 minutes) • To prepare students for the listening tasks. To provide opportunities for students to share their vocabulary knowledge.

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.

Pre-Teach Vocabulary (10 minutes) • To check / enable students to learn vocabulary which is essential for the listening tasks.

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.

Gist Listening (5-10 minutes) • To enable students to develop their ability to listen for gist. To build students' confidence and check comprehension.

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.

Listening for Specific Information (10 minutes) • To enable students to develop their ability to listen for specific information. To build students' confidence and check comprehension.

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.

Focus Students on Functional Language (5-10 minutes) • To make the students more familiar with the conversations.

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.)

Roleplay Preparation (15 minutes) • To set up a framework for the roleplay.

Students spend a few minutes practising one or more of the conversations in pairs. Elicit a framework of the conversation(s) onto the board.

Roleplay (25-30 minutes) • To enable students to develop their speaking skills. To personalise the topic for students.

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.

Correction Slot (4-5 minutes) • To focus students' attention on some errors with the vocabulary and / or functional language.

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.

Optional Filler (4-5 minutes) • To revise vocabulary.

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.

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