Ayse Nur Sari Ayse Nur Sari

TP3 - Vocabulary and Speaking on Food Shopping
Pre-Intermediate level


In this lesson, students will practice vocabulary, reading and speaking within the context of food shopping. The lesson will start with visuals of types of shopping places and continue with a reading in which people give their opinions about supermarkets vs. small shops. Then negative and positive adjectives will be collected from the reading text and their antonyms will be found by Ss. With a matching exercise, they will learn about the phrases used for expressing opinions. T will do WholeClass language analysis for this part. Then there will be a speaking part to make Ss practice the phares more within the context of food shopping.


Eja6yb55tbsc9swusadt tp3 ppt on food shopping stores PPT

Main Aims

  • To provide clarification and practice of functional phrases to talk about personal opinions and experiences in the context of food shopping places.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice with a group in the context of bad and good sides of food shopping places.


Warmer/Lead-in (5-6 minutes) • To engage students and set the context of food shopping

T will show the pictures of different kinds of food shopping places on WB and Ss will guess what they are. Then, Ss will work in pairs to discuss two questions about food shopping which are "How often do you shop at places like these?" and "In your home, who does the food shopping?" and see if they have anything in common with their partners.

Exposure (12-14 minutes) • To provide the context of food shopping places for the target language through a reading text.

T will hand out a paper in which three people from different countries give their opinions about supermarkets and small shops and whether they like them or not. Ss will answer the question individually and check their answers in pairs. Then, T will ask Ss in groups to find the negative and positive adjectives within the text helping them to find the answers (like a competition). Then, T will ask for the antonyms of the adjectives, elicit the answers from students and write them on WB.

Highlighting (4-5 minutes) • To draw students' attention to the target language within context of food shopping

T will hand out a paper of matching exercise with target language. Ss will work in pairs and write their answers on the WB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language within the context of food shopping in different kinds of shops.

T will underline the phrases of expressions for giving opinion within the previous exercise which are: "I think, I don't think, I find, If you ask me, They should, I guess" and give the meaning and form of the phrases on WB and drill some pronunciation. T will ask CCQs for the phrases that may be hard to be understood by Ss.

Semi-Controlled Practice (2-3 minutes) • To prepare students for free practice of speaking about their personal opinions on food shopping.

T will hand out a paper with a question: "Think about places where people buy food in your country. What are their good and bad points?" and ask students to answer the question with short notes in two minutes. They will work individually.

Free Practice (8-10 minutes) • To provide students with free practice of speaking with the target language on the subject of food shopping.

T will group the Ss (in 5-6 people groups) and ask them to talk about their answers and whether they agree or disagree their friends' opinions. T will monitor Ss while they are talking to each other, encourage them to use target language and write the errors down to correct later on in WCFB.

IF-time activity (8-10 minutes) • To entertain students with a "Find someone who..." game by using the TL.

T will hand out a paper with 7 sentences of "Find someone who..." and ask all students to stand up and find their friends who matches with the options and write their names. Then, will elicit the names from Ss after they have their seats.

Web site designed by: Nikue