Going Shopping 1
To introduce and provide practice using new lexis related to shopping
To give practice in listening for specific information and detailed information in the context of shopping
Procedure (39-51 minutes)
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.
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)
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/.
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.
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.
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.
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.
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.