Jessica Randall Jessica Randall

At the Shops
Elementary TP6 - 5C at the newsagent's level


Abc Newsagency Pic
Abc Vocabulary pictures
Abc Newsagency Audio Recording 5.9
Abc Real World shop language fill in the blanks

Main Aims

  • To introduce and practice functional language in the context of shopping.

Subsidiary Aims

  • To provide specific information and detailed listening practice using an audio recording about shopping in the context of Newsagents
  • To provide clarification and review of shopping vocabulary in the context of Newsagents
  • To provide fluency practice for the functional language of shopping in the context of the newsagent


Lead-in/warm up (3-3 minutes) • Set context of lesson, activate Ss schemata and relate content to Ss personally

- ask Ss to recall what was talked about in the previous lesson - elicit Shopping - "Shopping" "İn Roxanna's lesson we learned that some students like shopping and some of you don't." - "Who goes shopping?" - "raise your hands" - "why do we go shopping?" Elicit "when we need something" - Hand each table a few pictures of the newsagency on page 43 of the text book. - tell students to look at the picture "Where are they?" - elicit newsagency - Lets look at some things we buy in a Newsagency

Vocabulary of items in newsagency (4-4 minutes) • To pre teach vocabulary required for functional language in later stages

- Hand students pictures of items with the word list folded under. - ask them to work in pairs - “write the names of the ones you already know next to the picture” point. - give students about 3 minutes but while working say, the word list is folder under. See if you can match the words you don’t know to the pictures - Point out the dots above the words "Why are they there?" - WORD STRESS - do feedback whole class so everyone has all the answers. - İn pairs, "Which ones can you see in the picture?" - get students to talk to each other in pair to point out which items are in the picture. ANSWERS Stamps, maps, batteries, cigarettes, films, postcards, tissues, magazines, lighters, newspapers, chocolate.

Vocabulary of "One/Ones" (3-3 minutes) • Teach students that in English we sometimes replace nouns with "One/ones" to avoid repeating language

- ask students if they notice anything interesting about my question "Which ones are in the picture?" - try to elicit "ones" - try to elicit from students the meaning - talk about plural and singular "one" "ones" - write on WB One for singlar nouns ones for plural nouns

Listening (3-3 minutes) • To practice listening for specific information

- "see in the picture, this is Alex and Martina. They need to buy some things from the newsagency. Listen to the recording...which things do they buy from the list?" - Point to list - Play recording Check answers WC - IF TIME PLAY AGAIN TO GET QUANTITIES - ANSWERS: some batteries, a £10 phone card, some post cards, four stamps (for Europe)

Vocabulary and phrases for listening (5-5 minutes) • To teach students Vocabulary and functional language phrases for listening

- “let's learn some more words from the recording” - "What's it called when you pay for something and you get money back from shop assistant?" - Change CCQ Quick drawing on WB... cola 3£ "İ give £5. How much change?" Drill and write on the WB "İ buy something. İ get my change and a piece of paper. What is the paper called?" - receipt CCQ's "İs there writing on the receipt?" "What is written on the receipt?" Drill and write on the WB Phrases - here you are (note falling intonation) Demo with a few students passing them paper or a book - Drill and write on WB - anything else? (note rising intonation for question) Do Little demo "This and this and this. Anything else? (look up and put finger on chin as if thinking)... YES... and this" Drill and write on WB

Listening for specific İnformation (6-6 minutes) • To practice listening for specific information

- Get students into pairs - mix up pairs - Hand each pair cut out strips of activity 9 from the text book. - Tell them that we will listen to the recording again and i want them to put the cuts outs in the correct order. - ask ICQ to check understanding. ask "Which one comes first?" - ANSWER "Hello, can İ help you?" - Play recording - Get WC feedback - "Want to hear it again?" - Give students copy of transcript of listening - listen again to check answers. - Quickly check answers.

Functional language for shops (2-2 minutes) • To introduce students to the functional language required when in a shop/needing to buy something

- remind students that we ALL need to go shopping. Tell students that we will now "learn what to say if WE need to buy something" - Give students ex 10 from page 43 of text. - ask them to work ALONE - quickly check answers with partners

Controlled practice of functional language for shopping (8-8 minutes) • Controlled practice the functional language required when in a shop/needing to buy something

Disappearing dialogues - Stick adapted listening dialogue on the white board with shop assistant in one colour and shopper in another colour. Put the dialogue strips in the correct order. - divide students into two groups - One group "shop keepers" the other "Alex (or shoppers)" - Model language and get students to say their lines. Drill gradually take away Lines to promote memorization

Semi-controlled Speaking practice (11-11 minutes) • Semi-controlled Speaking practice for shopping functional language

- Put students in pairs - Give half the class a shopping list. - ask them to "role-play" buying something at the newsagency using the shopping lists as a guide. - Use the language we have learned - get students to swap roles say "stop!..who has shopping list... hands up... give to someone who doesn't"

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