Functional Language / Shopping clothes
To provide introduction of functional language for shopping clothes focused on phrasal verb 'look for' using a dialogue.
To provide controlled speaking and writing practice of function language for shopping clothes focused on phrasal verb 'look for'.
Procedure (41-49 minutes)
T enters the classroom with a lot of shopping bags full of clothes. T says 'Hello! I am coming from ...' and elicits word shopping. 'Can I show you what I bought?' T starts pulling out different items of clothes and elicits vocabulary. 'I've spent a lot of money! (shows gesture for money) 'I payed with my credit card because I didn't have cash.' (elicit credit card)
Ss read a dialogue between a salesperson and a customer in a clothing shop. 'Read the dialogue and answer the questions. First read the questions. ICQ: What are you going to read first, questions or dialogue? - Questions. Pass out questions: 'What did I buy in the shop?' Did I like what I bought? What colour did I want? What colour did I buy? 'Now read the dialogue and answer the questions in pairs.' Ss answer the questions in pairs or groups of three. Feedback: Ask 2 groups for answers.
'Match the phrases with the correct sentences.' Ss search for an answer in groups or pairs. 'Check with other pair / group.' Demonstrate 'look for sth' to check the understanding. ( T looks for her WB marker in panic)
T writes a model sentence on the WB: I am looking for a pair of shorts. T asks CCQs to clarify the meaning. T elicits form. T shows the stress. T drills the sentence. T elicits the contraction I'm.
T writes a model sentence on the WB: You can try it on. T asks CCQs to elicit the meaning. T elicits the form. T elicits the stress. T drills the model sentence.
Match the phrases with the person. T devides students in groups of 3 (depending on the number of students) T shows cut outs. T demonstrates on the WB. Ss match the phrases with the person. One group of students stick the customer's phrases. One group of students stick the salesperson's phrases. One group of students check if it is correct.
Ss remain in their groups. T says that we will make a dialogue together. Each group will tell a sentence. T writes the dialogue on the board. T devides Ss in two groups. Drilling the dialogue. Each group has their character. After drilling, T erases some words. Ss have to remember what was written. T continues until most of the words are missing. T switches the characters. Ss try to remember the dialogue.
Ss write a dialogue in paris or groups of three. Ss act out the dialogue.