New lesson plan: Going Shopping 1

Aliye Gokce Guinaudeau

Going Shopping 1 - B1 level

Going Shopping 1
B1 level

Description

In this lesson, students learn about new lexis in the context of shopping through guided listening activities.

Materials

No materials added to this plan yet.

Main Aims

To introduce and provide practice using new lexis related to shopping

Subsidiary Aims

To give practice in listening for specific information and detailed information in the context of shopping

Procedure (39-51 minutes)

Warmer (3-5 minutes) • To set lesson context and engage students

Teacher writes places to shop on board by creating a spidergram (shopping mall, market, department store, small local shop, online shopping, supermarket) and elicits the context of the lesson which will be written in the middle of the spidergram. T puts students into pairs to discuss the differences between these places and what items could be in common we could find in these 6 places to shop. T monitors. Students share and compare ideas as an open class activity. T uses these ideas on the spidergram.

Lead-in (3-4 minutes) • To prepare students for the target vocabulary and to set lesson context while engaging students

SS talk about the Qs in pairs. 'Which is your favourite shop? Why?' T monitors. When finished T provides feedback on content, if there is any, by pointing out the new vocabulary (possible new vocabulary for the spidergram)

Pre-Listening (5-6 minutes) • To prepare students for the listening activity and to collect some ideas before the listening stage

In exercise 1, T asks students to look at the photos and match them with places in the spidergram as an open class activity. T elicits what items they can buy at each place and continues completing the spidergram. T drills pronunciation of some lexis where necessary, e.g. clothes /kləʊðz/, shoes /ʃuːz/, vegetables /ˈvedʒ.tə.blz/ and fruit /fruːt/.

While-Listening 1 (2-3 minutes) • To provide students with specific information through listening tasks

In exercise 2, Students listen to the recording once and match each speaker to one of the photos in exercise 1, they compare their answers in pairs and then as an open class activity. Ss revise the target vocabulary with the teacher by drilling the names of the places with each photo.

While-Listening 2 (8-10 minutes) • To provide students with more challenging detailed listening tasks

In exercise 3, T checks the vocabulary in the box and drills the words where necessary. Ss complete the sentences with the words from the box and they peer check before they listen to check their answers, Ss shares answers with T as an open class activity.

Post-Listening 1 (6-8 minutes) • To provide with an opportunity to respond to the target language and expand on what they've learned

In exercise 4, T changes the pairs before the exercise to provide some mobility. Ss interview each other by asking the questions they created using given words. T walks around the classroom and monitors closely to take notes for feedback.

Post-Listening 2 (8-10 minutes) • To provide with an opportunity to respond to the target language and expand on what they've learned

In exercise 5, T puts Ss in groups (3/4) to discuss the questions. T walks around the classroom and monitors closely by taking notes for feedback.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' use of language

While students are doing the Post-Listening exercises 1 and 2, T collects data on students' language use and then gives language feedback on board in terms of good language and reformulation.