Rahma Sherif Rahma Sherif

TP 4, asking for prices.
Elementary level


In this lesson, Ss will be able to ask for prices using "how much" in several situations, and using " can I" for ordering something.


Abc Records
Abc Inside out

Main Aims

  • To provide clarification and practice of language used for asking for prices, information and ordering within different situations.

Subsidiary Aims

  • To provide specific information listening practice to check the excercises and practise using of the functional language.
  • To provide accuracy and fluency speaking practice in using useful phrases like "how much" to ask for prices in differnt situations.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

__ In this stage, I'll start my lesson asking one of the Ss about the price of his watch: How much is your watch, mr..? (using gestures to show that I'm asking for prices) __ After the Ss answer, I'll say: Can I see it, please? __ T does the same with another Ss, so they get the meaning of "how much" in this context or situation. __ T chooses 2 of the confident Ss to do the same in front of the class.

Exposure (6-12 minutes) • To provide context for the target language through a text or situation

1_ T gives Ss a controlled activity (matching) as a pre_ teaching vocabulary, then check in small groups or pairs. T monitors, gives help, and finally feedback. 2_ T focuses Ss attention to the pictures in the book, then elicit from them what is happening there. <<how many pictures do you have? what's happening in picture number1...etc>> 3_ T tells Ss to read the conversations at the top of page 36 and, in pairs, they match conversations with pictures (notice that difficult words become clearer )

Highlighting (13-15 minutes) • To draw students' attention to the target language

1_ T tells Ss to listen to the record to check their answers. T replays it again if necessary.

Clarification (16-24 minutes) • To clarify the meaning, form and pronunciation of the target language

1_ T sets the second activity in the book , tells the Ss to work individually at first, then they work in pairs to check answers. T monitors. ( Form phase) 2_ T plays the record, Ss check their answers.She checks the meaning through CCQs. For example, " So, we use how much to express what?" Then ask Ss to give examples. 3_ T replays the record, and Ss repeat.( that's for Phonology phase) 4_ T makes a quick drilling on the new vocabulary in the lesson, then focus the attention to the useful phrases which are the main aim of the lesson. Drilling chorally and individually.

Controlled Practice (25-27 minutes) • To concept check and prepare students for more meaningful practice

1_ T focuses Ss attention to exercise3. 2_ T uses CCQs like, which one of the pictures is related to sentence (a). Ss answer picture(3). Then T asks, and which conversation? Ss answer (b) 3_ T tells Ss _in pairs_to write down a short conversation for each of the sentences. T uses ICQs to check their understanding.

Free Practice (27-30 minutes) • To provide students with free practice of the target language

T tells Ss to practise a conversation by their own about their personal experience using the TL. T monitors, and finally gives feedback.

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