Jonathan Bull Jonathan Bull

Shopping - Listening Lesson (TP4)
Intermediate - B1 level

Description

In this lesson, students get listening practice through the context of shopping. The lesson starts with some vocabulary knowledge checking and practice, and continues with a quiz about shopping habits, including the concept of a 'shopaholic'. This leads to a gist and detailed listening of an interview with an alleged shopaholic. The students then engage in a role-play of an intervention with the shopaholic. They then discuss one they personally know if time remains.

Materials

Abc What kind of shopper are you? - Quiz
Abc Listening Ex. 1 Handout
Abc Listening Ex. 3 Handout
Abc Vocabulary Photos
Abc 'Katy' photos
Abc Vocabulary strips

Main Aims

  • To provide gist and detailed listening practice using a text about a shopaholic in the context of shopping habits

Subsidiary Aims

  • To provide semi-controlled and freer speaking practice in the context of shopping habits
  • To provide clarification and practice of vocabulary in the context of shopping habits

Procedure

Warmer/Lead-in & Vocab Check (5-7 minutes) • To set lesson context and engage students

*T asks the Ss about the previous day's lesson, elicits the topic (food/shopping for food) *T points to the list of words posted on the side of the board and asks what the topic is, eliciting shopping. *T writes three categories on the board (People, Types of shopping, Places to go shopping) *Ss discuss with a partner which categories the words belong to *Towards the end of discussion, T asks some individual Ss to go to the board and put one word in the correct category. *T takes WCFB, checking with the class. *T clarifies with CCQs if necessary, checks the form (all nouns/noun phrases), and drills pronunciation.

Vocab Practice (3-5 minutes) • To prepare students for the text and make it accessible

*T tells the Ss that they will take a quiz about their own shopping habits using the words on the board - but first they need to complete the questions - making it clear that the Ss must not answer the questions until the vocabulary is checked. *Ss work alone, then check in pairs. *T hands the pairs an answer key and they check. *T asks about Questions 1 & 6, anticipating that they may have found them difficult and elicits how the Ss know the answers - asking more direct CCQs if necessary.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

*T now has the Ss read and answer the questions with 'True' or 'False' according to their own preferences. *T has the Ss work in groups and share/compare their answers and say who is most similar/different from themselves in their group. *T takes WCFB and asks if anyone is a 'shopaholic', if not mentioned and has Ss share.

While-Listening #1 (5-7 minutes) • To provide students with less challenging gist listening task

*T removes the words and pictures from the board, except for the picture for 'shopaholic', and adds 3 more pictures of the same woman. *T tells the Ss that the woman's name is Katy and elicits that she is a shopaholic. *T tells the Ss that they listen to Katy in interview about being a shopaholic and that they will put a check mark by the question(s) they DO NOT hear. *Ss check in pairs after the listening. *T takes WCFB - has Ss justify their answers if any discrepancies.

While-Listening #2 (10-12 minutes) • To provide students with a more challenging detailed listening task

*T tells the Ss they will now listen for Katy's answers to the questions and that they should take some notes on the answers - but that they need not write full sentences - and tells them that they need not write all the information for every question. *After listening, Ss check their answers in pairs. *T monitors, and if necessary, plays the text again. *T takes WCFB and has Ss justify any discrepancies.

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

*T reminds the Ss of the fact that Katy's friends and family believe she is a shopaholic - but that she doesn't think so. *T tells the Ss that they will now do a role-play in groups of about 3 - and that one of them will be Katy and that the othere will be Katy's friends. *The friends need to convince Katy that she has a problem and needs to stop. Katy has to say why she thinks she doesn't have a problem. *T tells the students that they may take notes to help them, but that they should then practice their role-play through speaking. *T monitors for delayed error correction FB. *If time, T posts the questions: 'Do you know a shopaholic? What kinds of things does he/she usually buy?' on the board and the Ss continue to share in their groups. *T monitors for delayed error correction FB. *T gives delayed error correction WCFB.

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