Lesson: Buying Things
To provide clarification of language used for buying things in the context of shopping.
To provide accuracy speaking practice in a conversation in the context of buying things.
Procedure (41-53 minutes)
Context will be set in previous lesson. I'll put an image of a shop on the board and ask them where we are to remind them we're shopping.
In groups, students will be given cut-outs of two conversations between customers and shop assistants and asked to order both. • Read sentences – 1 min • Order – 3 mins • Peer check other groups - 1 min • Listen to audio 4.13 (for a final check and to show pronunciation) *I'm debating having this sentence reorder and the proceeding, fill in the blanks activity be a competition but seeing as there are some especially competitive people in the group, I think doing so might sacrifice comprehension. Will play it by ear.
A conversation between a customer and a shop assistant will be put on the board with some missing words. Students will work in groups and fill in the blanks. • Note that words in parenthesis can change • Read conversation – 1 min • Fill in the blanks – 1 min • Peer check other group - 1 min o *WC FB if needed (I'm assuming they will get these right, but if not I will elicit the correct answers on the board with the whole class)
• Note that with "do you have..." we can use any + plural noun • Elicit meaning of "they’re over there" (potential example: I’m here, Joe and Fazi are over there) • Elicit meaning of "they’re 50p each" (potential example: individual/separate pen is 50p) • Note meaning of "here you are" (Amne wants to buy these 2 pens, give them to her → here you are) • Note: thanks a lot (thanks, thanks very much, thank you) • Students find 1 example in the conversation on the board of 1) Do you have... 2) Can I have... 3) How much... • Compare/contrast usage/meaning of these three sentences. *2 images on board to contextualize them - CCQs to lead them to their meaning (Do you have any bananas? No. Question about information. → Can I have a cake? Give me a cake. → How much is this cake. Question about price/cost.) Pronunciation of sentences on board. • *Note: polite (we don’t say…) May need to backchain sentences, will make this decision based on repetition of the first sentence.
In pairs, students will be practice the two conversations from the exposure activity. Student A will be a customer and student B will be a shop assistant Then they'll switch.
Students will work in pairs to complete an information gap activity involving a conversation between a customer and a shop assistant. Student A will be buying from Student B's shop. They will be given the relevant information (items to buy, their cost, the appropriate language) to scaffold the activity. Then they'll switch (using a new conversation, same structure) and Student A will then be selling to Student B. • *Pre-teach spend. (I will introduce this word because it's obviously beneficial, but I may not ask how much was spent by the costumer because math seems unnecessary) • *Instruct: read instructions, box → language/sentences, pictures → things to buy • Read/review – 1 min • Customer begins – 2 mins • *Unfold paper → change roles - read instructions, box → language/sentences, pictures → things to buy – 1 min • Customer begins – 2 mins • *How much do you spend? WC, 1 min (A → 17.90, B → 12.50) (Again, may omit this)
With a new partner, students will write a conversation between a customer and a shop assistant → 4-5 mins • *Error correction while working, reference texts if needed • Students will practice the conversation until they memorize it – 4 mins • One pair will join another pair and they will present to each other. • If time, take volunteers to present to WC