Soner Yaşar Soner Yaşar

Elementary level


Asking & answering about prices and times


Abc Visuals

Main Aims

  • To provide Ss with clarification/review and practice of functional language for asking and answering about prices and times in the context of buying tickets for the cinema

Subsidiary Aims

  • To give Ss practice in listening for specific information and speaking for accuracy


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

After pleasantries, show Ss pictures of paintings from art book. Ask Ss if they like art / paintings, and where they can see such paintings. Probable answer: museum. Try to elicit "art gallery" Ask Ss if they like music, and where they go to listen to music. Probable answer: disco or bar. Try to elicit "concert" Ask Ss if they like films, and where they watch films. Ask Ss to work in pairs to think of art galleries, concert halls, cinemas in Istanbul. w/c FB

Drilling (5-7 minutes) • To practise saying different prices

Ask Ss if they can go to concerts or the cinema for free, with no money, and what they need. Elicit "ticket". Show Ss picture of a "ticket" and tell Ss that there is generally a "price" on the ticket. Write symbols "£", "$" and "€" on board, ask Ss name of each symbol, make sure they know. Show Ss a coin, drill "coin" Under each currency symbol write "p" for penny, and "c" for cent. Explain that in the UK people generally say /piː/ instead of "penny" Write some prices on board and drill. w/c Give Ss some prices written on pieces of paper. Ask Ss to say them out loud and invite another S to write it on the board.

Info gap activity • To enable Ss to practise and ask questions about prices

Show HO prepared for Ss. Explain info gap activity briefly and provide instructions. Tell Ss to use target language "How much... ?" Put Ss into pairs and distribute HO. Monitor closely, check for pronunciation.

Pre-listening #1 (0-0 minutes) • To prepare Ss for the text and make it accessible

Distribute course book page to Ss. Show them the three adverts. Ask Ss what each one is for. Explain to Ss that "advert" and "ad" are short forms of "advertisement" Ask Ss to look at details in adverts, and tell what kind of details they see in the ads. Ss work in pairs to predict what is missing from gaps.

Listening #1 (10-12 minutes) • To provide Ss with less challenging specific information tasks

Explain Ss will listen to these ads. For the first listening, ask Ss to just focus on the times. Ss listen and peer check. w/c FB For the second listening, ask Ss to concentrate on prices. Ss listen and peer check. w/c FB

Pre-listening #2 (14-16 minutes) • To get Ss ready for the text

Show Ss picture of Kate (ticket buyer) Ask Ss who she is, where she is, and what she wants. Ask Ss if they know what the windowed place is called ("ticket office") and who the person there is ("ticket seller").

Listening #2 • To listen for specific information and order of dialogue

Explain activity to Ss - matching the ticket seller's part to Kate's sentences. Point out that Kate's sentences are in correct order. Ss listen to conversation. w/c FB

Follow up speaking activity (8-10 minutes) • To give Ss accuracy practice in the target language

"Disappearing Dialogue" Tell Ss that they will enact the customer - ticket seller dialogue. Show Ss strips of paper and tell Ss that they need to put the dialogue in order. Give example: The first sentence is "Excuse me" Ss work in pairs to put conversation in order. Monitor and be available for help. Peer check, then w/c FB. Mix pairs for second phase. Ss start conversing. Monitor for any problems. Start taking away portions of the dialogue one by one, encourage Ss to keep going. Peer check - ask a pair to try to repeat the dialogue from memory. FB - praise good work.

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