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Shopping Trip Lesson
Elementary level


Abc CD Audio
Abc Pelmanism cards

Main Aims

  • To provide clarification of how many , how much in the context of shopping trips:The students can use 'how much' and 'how many' during a freer oral practice activity, in the context of shopping, and will be able to simulate a trip to the shops.

Subsidiary Aims

  • To provide specific information listening practice using a text about shops and shop items in the context of shopping


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

The teacher uses a picture of a shopping trolley to elicit 'shopping' Set up CD 2.17 with pauses i) & ii) T elicits 'shopping'' . Then T shows another picture of John. T: "Listen. What things does John need? Make a list." T draws a shopfront w-b and a 3/3 table w-b Marie and Dan are shopkeeper and housewife respectively. T (indicating in columns:) "There is no farmer (3 crosses, there is a housewife, a businessman so 1 tick, 1 tick and John question mark) .T asks some concept checks questions ICQ's, to elicit the person pronouns and the word 'both'. T writes the sentences w-b. T writes, elicits or models some simple sentences about the people. T: In the kitchen, he gives her/you some eggs. (Dan and Marie). In the shop, she gives him some cash. T gets a strong S to demo with, (standing up) T: In the classroom I give you a (handout...). Give her the handout (T indicates student A) Student B gives student A the handout. W-B T writes She... He... They... You...(=The teacher) T drills W-C and picking some individual students T gets the students to finish the sentences. Then they work in pairs to make some sentences of their own.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

T: How many shops are there in this story? So, in which shops can John buy those things? T plays the recording for the first time. Until half-way through. I stop the recording and check students listening for gist.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

W-B: Hello Ayse - how can I help you? Well I'd like to buy fish for lunch. There are some __________ on the cooker now. Can I those to you? Yes. And some________, please. O.K. How many do you want. Give me two,please I can give you one, here you are. Ok, thanks Is that everything? Yes. How much is it? 7 pounds, for the fish...50 p for the lemon 7 ah..er 50.. here you are. Thanks. See you soon. Thank you Ayse. See you later, enjoy your lunch T demos the dialogue once. T gets two strong students to model the dialogue. T gets the class in chorus to repeat the dialogue. T numbers the students off. T gets Ayse's and fishmongers to repeat the dialogue and gradually removes key items.T monitors carefully and makes notes of how many, how much collocates Finally T reconstructs the dialogue w-b. T gets some examples of alternatives for the gaps. Ss listen, T using new vocabulary connected to shopping, WC. FB

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T: What does John buy in Shop 1? What does John buy in Shop 2? What does John buy in Shop 3? T plays recording again. T sets up vocabulary for ex 2. T gets a S to give out handouts. T: What other things would you buy? T draws to figures w-b and the sentence Do you need some help? T: So who says this? T elicits the Ss are to finish the exercise for the other responses 1-7. T: work in groups, please! 3 minutes. Answers 1 A 2 A 3 A 4 J 5 J 6 J 7J T monitors carefully helping the weaker students to finish. T distributes some flashcard prices (2.75 , 4.50, 9.99 etc). T asks the students to guess what objects the cards might refer to . T writes w-b two sentences: "'How much is this one?'" & "'how many_____ are there?'" T gets a strong student pair to the front and asks them to simulate a shopping dialogue like the ones they have been listening to on the audio. T gives one of them the money cards, careful not to show the money and asks the student with the cards what they can say if they don't know something: This is er ____ how much? Using cards and prompts, using the prices, the students can construct their own dialogue. Next the teacher gets the other students into pairs to practise the same technique. If there is an uneven number, make a three, throwing in the new card, "'how many___ are there?'" T monitors, taking notes of interesting examples. T gets the students to sit down and checks the answers to 2 a and 2 b.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks Ss if they know the expressions used to ask about the price of something. T: Which expression do you use to ask about the number of things? T asks the class to test each other. T numbers off the class again, has them sit or stand and take turns to say the questions in 2a and remember the answers. T writes some of the examples and any interesting variations w-b and goes over the stresses of the important words with the Ss. T finishes with a giant game of pelmanism for shops and articles

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