Roadeh Roadeh

Buying Things in Real life
Level A1 level


In this lesson, students will learn how to buy things in real life. They will listen to a conversation between a shopkeeper and an assistant. Students will listen carefully and try to repeat some chunks in the dialogue differently; PW, GW, IW. to be able to role play it at the end without looking at the model.


No materials added to this plan yet.

Main Aims

  • To expose students to the target language by listening to a conversation between a customer and a shop assistant. Students practice this conversation untill they learn it properly and use it in different contexts.

Subsidiary Aims

  • To provide
  • To help students practise the chunks of language very well to role play the dialogue in the class in different contexts


Warmer (2-3 minutes) • To revise words like ( this - that - these - those) in different contexts.

T. will show the class a photo divided into 4 pictures; each one has a missing word. St. work in pairs to fill in the blanks with the suitable word from the list. Students compare their answers in their group

Lead in (5-8 minutes) • To listen to a conversation between a shop assistant and a customer to expose students to the target language. Here are some of them: Excuse me, Do you have, How much , Can I have, antyhing else? No, that's all.

T. plays recording 4.13.It;s a conversation between a customer and a shop assistant. It teaches students how to ask their questions when buying things in a shop. Students listen carefully and individually and try to complete the missing words in the conversation. When they finish, students compare their answers in pairs. The teacher might play the recording again for class feedback.

Teaching the chunks of the language by moving from controlled to semi then free practice. (10-15 minutes) • To focus on the chunk language by providing enough practice and repetition.

Teacher writes the dialogue which the students listened to in the recording on very clear strips of papers. She cuts down the sentences of the assistant and the customer and sticks them on the board randomly. Students look carefully at the board and try to arrange the conversation properly. Students will do this task in pairs or small groups if possible. When the task is done, the teacher asks two students to read the conversation together for class feedback. Teacher covers words that can be replaced in the conversation like (a map of London, postcards, a box of chocolate, etc. and keeps only the chunks of the language on the board. T. asks students to work in pairs and think of anything that can be used to replace them. T. monitors students' progress in this task and collects errors for for feedback. T. asks two students to practice the new conversation. Then T. regroups the learners and asks them to practice the conversation with the new partner. T. starts covering the chunks of the language to make students go into a more difficult stage. When students are able to say the conversation with the least chunks of language, T. asks them to practice role-playing the conversation using the same chunks but they can use other items to ask about.

Productive skill (7-10 minutes) • to role play the conversation without looking at the the chunks of the language anywhere around them.

T. asks each pair of students to mingle in the class to practice the conversation clearly without any help from the teacher or the the chunks on the board because there will be nothing on the board.

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