Zelal Zelal

TP4 - Functional Language
Beginner level


In this lesson, students learn about functional language in the context of shopping. The lesson starts with a warmer where students talk about their shopping habits. This is followed by a listening where students listen for specific information. Later, there is a controlled practice where students fill in the gaps with the provided words. This is followed by the clarification stage where students listen and practice sentences, and teacher clarifies appropriacy. After that, students will have a semi-controlled practice where they take turns to be customers in activity 5b. In the end, students will have a freer practice where they'll write conversations in a shop and role play.


Main Aims

  • To provide clarification and practice of language used for buying things in the context of shopping

Subsidiary Aims

  • To provide product writing practice of a conversation in the context of shopping


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

Teacher talking about if she likes shopping, what kind of things she likes to buy, if she buys expensive or cheap things. Then teacher nominates students and asks them if they like shopping, what they like to buy.

Exposure (7-9 minutes) • To provide context for the target language through listening to a conversation

Teacher gives each student a handout, and asks them to read it through for a minute. Then students listen to two different conversations in a shop between an assistant and two customers for specific information. Then, makes them listen to the conversations again and asks them to fill in the gaps with the prices they hear. Students check their answers with pairs. Teacher elicits answers.

Controlled Practice (9-11 minutes) • To concept check and prepare students for more meaningful practice

Teacher gives each student a handout where they'll need to fill in the gaps with the given words. Students do the task in pairs. Later, pairs check their answers with another pair. In the end teacher elicits answers and gives feedback. After the feedback, with the same pairs, teacher asks students to find one question with "Do you have...", one question with "Can I have..." and two questions with "How much...." Teacher asks each pair to tell one question.

Clarification (6-8 minutes) • To clarify pronunciation and appropriacy of the target language

Students listen to the conversations in 6a as a model and practice. Later teacher asks CCQ's and uses intonation in order to clarfiy the appropriacy as follows; - Excuse me (to politely get someone's attention) 1. Is it rude? - no 2. Is it polite? - yes - Excuse me (to apologize to someone when you disturbed them) 1. Is it rude? - no 2. Is it polite? - yes - Excuse me (when you bump into someone by mistake) 1. Is it rude? - no 2. Is it polite? - yes - Excuse me? (to show that you didn't hear/understand someone) 1. Is it rude? - no 2. Is it polite? - yes - Excuse me? (in a loud voice) 1. Is it polite? - no 2. Is it rude? - yes How much is this map? 1. Is it asking about the number of maps? - no 2. Is it asking for the price? - yes No, that's all. 1. Do we ask for more? -no

Semi-Controlled Practice (7-9 minutes) • To concept check further and prepare students for free practice

Teacher tells students that they'll practice the sentences in 5b, and before, she models a few sentences with a student. Students work in pairs. They practise the sentences in 5b where they take turns to be the customer. Teacher monitors and notes down errors of pronounciation/intonation. Then teacher gives feedback on the errors.

Free Practice (9-11 minutes) • To provide students with free practice of the target language

Students work in new pairs. Teacher asks pairs to write down a conversation in a shop, tells them to use the language from 1a and 6a. Teacher sets a time limit of 4. Monitors. Teacher asks students to practice the conversations in 2 minutes. Students come in front of the classroom and role-play their conversations.

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