Andrew Andrew

Shopping Lesson
Pre-Intermediate level


In this lesson, SS will be engaged in S focused vocabulary building exercises, receptive skill development by listening for the gist and specific information related to a conversation between a shop clerk and a customer, and then after aims are completed, work on productive skills with a role play conversation to practice intonation and contextualize the vocabulary.


Abc Vocabulary Matching HO
Abc Stage 3 Feedback
Abc Face2Face CD 3
Abc Stage 4 and 5 HO
Abc Stage 3 Listening Sentence Segments
Abc Role Play Speaking Segments
Abc Stage 4 Feedback Slips
Abc Projected Feedback for Stage 5
Abc Realia
Abc Projection of Mall in Istanbul

Main Aims

  • To provide specific information and detailed listening practice from a text that includes vocabulary and phrases such as "here's your change, fitting room, and size" in the context of shopping

Subsidiary Aims

  • To provide clarification and practice of vocabulary including "receipt, fitting room, and size" in the context of shopping.


Stage 1 (Lead In) (3-5 minutes) • To introduce the lesson and make the context of the lesson interesting for the SS

-post up Stage 4 (ex 3) feedback on the walls around the room -have projector ready to project FB in Stage 5 -give 2 SS the answers to the listening/ put into order exercise in Stage 3 as they walk into class and have them put it in their pockets - "James Bond". Project picture of Cevahir. Where is this? Has anyone been here before? Why would you go? What would you buy here? Work in pairs, and make a list of things that you might see or do here.

Stage 2 (Match Vocab) (3-5 minutes) • to provide new vocabulary that can be applied in the context of shopping (receipt, size, fitting room, etc)

-Match the words with the pictures. -Pass out HO's for SS to match vocabulary words with pictures (demo the first out loud). -Write (a-l) on the board and have SS write their answers up after completing the task for visual feedback. If an answer is incorrect, ask the SS about that particular number or elicit the correct word. Potential eliciting techniques: Put on a fellow CELTA student/teacher's much too small jacket - Does this fit? What is it? (too small, it doesn't fit) Where do you try clothes on? (fitting room) (CQ) Can other people see you in a fitting room? (no)

Stage 3 (Listen and put sentences in order) (10-15 minutes) • To provide a controlled listening practice for gist

-Form SS into 3 or 4 groups. -Pass out conversation segments on slips of paper. -Listen and put into order. Play CD 3, track 18. -Several minutes to deliberate and put into order as groups (a form of checking answers). -Play again. -Groups check each others answers. -have SS pull feedback out of pockets to check their answers.

Stage 4 (listen and choose correct answer) (4-6 minutes) • To provide a controlled listening practice for specific information

-Pass out paper with exercise 3 (choose the correct answers) and 4 (fill in the gaps) on it. Have SS fold paper so only 3 is visible. -Here's the same track. Circle the correct answer. -Play track 18 again for SS to circle. -SS check answers with each other. -Play again if needed. -Check answers again. - The 5 answers are on 5 different slips around the room so SS get up and check each slip to check their answers.

Stage 5 (Vocab: fill in the gaps) (3-4 minutes) • to practice using vocabulary and relevant language in context

-tell SS to look at the other side of their paper and choose the right answer from the box. Demo #1 out loud: "I'm just looking, thanks." -Check answers in pairs -Project answers for visual feedback

Stage 6 (from a Robin demo) (15-20 minutes) • to provide a controlled speaking practice (after aims completed) in order to demonstrate the pronunciation of vocabulary and develop productive skills in general (balancing the receptive skills)

-Have yellow and red pieces of paper posted on the whiteboard. -bring students around the whiteboard. -Read each line to SS and have them repeat the sentence to drill (back chain sentences that cause difficulty). -Who asks "Can I help you? Who is red?" (salesman, shop assistant) -Who is yellow? (customer) -Teacher (point to self and the red boxes) is red, class is yellow (gesture to class and yellow). Read dialogue -Class is red, teacher is yellow. -Split class in half: one half is red, the other yellow -switch parts -Read again, remove 2 boxes -read again and remove 2 more boxes -continue until SS have it memorized. -error correction and demonstration of pronunciation if it has become clear during the class that SS have trouble with some vocab.

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