Hikmet Sahiner Hikmet Sahiner

Shopping Vocabulary Lesson - TP3
Intermediate, Adult, B1 level


In this lesson students will learn shopping-related vocabulary and practice using the TL in a controlled listening and freer speaking exercise. First, students will be exposed to the target vocabulary by playing a board race matching and gap-fill tasks to check what they already know to set the context. After the vocabulary has been elicited and clarified, students will break into pairs and complete a speaking exercise in the form of a discussion on personal shopping preferences. After checking their results, the class will be engaged in a controlled listening practice and gap-fill task with a short session of MFP clarification of target vocabulary. Finally, the students will have a chance to use the target language in the freer context of a memory game and a role-play.


Abc Audio Tracks
Abc App 8 - Answer Key & Script
Abc App 7 Photo HO
Abc Apps 1,2,3,5,9 - T-made HOs with Google Images
Abc Lesson-related Lead-in Visual
Abc App 6 - Textbook Page

Main Aims

  • To provide clarification and practice of vocabulary in the context of shops & shoppers

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and discussion within the context of shops & shoppers


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

* Start by showing the SS the lesson-related lead-in visual (appendix 1). * Put the Ss in 2 groups and tell them they are going to play a board race game and give instructions: You have (3 minutes) to write every piece of food vocabulary you can think of. * Emphasize that students should not write product names - but things and people that you can find in a grocery shop, e.g. milk. They should be things that are commonly bought by people in Turkey. When the time is up, the group that had written the most vocabulary items on WB wins and each member of the other team treats tea to a member of the winning group during the break. * After the game is over, take some w/c FB.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

* Divide the board into three broad columns. * Stick the pics of all containers from the ex 1 (appendix 2) on WB and match the word can with the picture as an example in the left-hand column. * Ask students what it is: (a container) and then ask students to describe the containers to see what they know. * Define or elicit definitions of any containers that some students don't know. * Next, stick the pictures of food item words (appendix 3) from the lesson randomly in the middle column on WB. You now have two sections of the board - one with containers, one with contents. * Ask students to match the two together. See if they can do it without an example - but if they need one, suggest and write up "a can of lemonade". * Draw lines to connect items and write up correct answers in the right-hand column. Answer key 1. a bottle of mineral water 2. a box of tissues 3. a can of lemonade 4. a carton of milk 5. a jar of jam 6. a packet of nappies 7. a tin of cat food 8. a tub of margarine * Next, divide the WB into 2 columns and stick the names of containers CO (appendix 4) from exercise 1 in the left column and ask students to add two more items for each one. * Divide the students into 4 (or 5) groups. Give each group 16 random pictures of items (appendix 5) that can go in each of the containers and ask the groups to match them with the containers on the WB. They can then compare their answers with other groups. Answers 1. a bottle of apricot juice (coke) 2. a box of chocolates (biscuits) 3. a can of coke (orange juice) 4. a carton of orange juice (cream) 5. a jar of pickles (coffee) 6. a packet of rice (pasta) 7. a tin of tomatoes (tuna) 8. a tub of ice cream (yoghurt) Finally, take w/c FB by giving language input or clarifying what they didn’t understand.

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

* Put SS in pairs. Give the SS the textbook page (appendix 6) to all SS but each pair gets one picture from the textbook (appendix 7). Tell SS to look at the photo of the shopping basket. SS work in pairs. * Give them a model sentence and write on WB: ‘They have a baby because there are nappies in the basket.’ * Give FB on their discussion. * Now put SS in 2 groups. Tell them to discuss the questions in ex 4. Give them 3 mins. How many of the things in the shopping basket do you buy regularly? Which five items are always in your shopping basket? * Give FB on their discussion. * Tell students that they are going to listen to a phone conversation, where one person is in the supermarket and is phoning home because he's forgotten his shopping list and needs to be reminded what to buy. * Tell SS to listen to the conversation and complete the phrases in Pronunciation 1. PLAY AUDIO TRACK 2.7 on the comp. * Stronger students could complete the phrases first with the name of the container and then check their answers with the recording. * Give them the Answer Key and the Audio Script HO (appendix 8). ----------------------------- WB MATERIAL some BOTTLES of BEER In sentences such as some bottles of beer, the important words are bottles and beer - so they are stressed: As a result, the other words, some and of, are not stressed and are pronounced in a weak manner. So instead of pronouncing the words as /sʌm/ and /ɒv/, we say /səm/ and /əv/. This is normal, good pronunciation, not lazy pronunciation. “Of” is unstressed in these sentences and is pronounced /əv/. -----------------------------------------------------

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

* Tell the ss that they are going to listen to the complete shopping list again and they should pay attention to the pronunciation of "of". * Ask students to read the phrases as they listen to the recording again, and say how "of" is pronounced. PLAY AUDIO TRACK 2.7 again. * Take w/c FB about the pronunciation of "of". * Put the SS in pairs. * Tell the students that they are going to listen to the complete list again. They will then work in pairs. They take turns and one S repeats the list from memory while the other student checks the list. * PLAY AUDIO TRACK 2.8. Answers 1. some bottles of beer 2. a can of carrot soup 3. a carton of cranberry juice 4. a jar of jam 5. a couple of packets of peanuts 6. a tin of tuna * Check to see if all SS agree & help them with any answers they have problems with.

Free practice (5-7 minutes) • To provide students with free practice of the target language

* SS continue to work in pairs. Give the SS the HO (appendix 9) - food items on p 134. * Tell the students that they have one minute to remember all the objects on the page. Then they take turns to remember and say as many objects from the page as possible. Each partner in the pair checks the other partner. * Next, the SS take turns again and practice the following dialogue with their partners. Model: Your partner says: Let’s buy ------------. You say: Did you say ----------------? * Finally, take some general w/c FB. Make sure they got the objects right and can use the food containers and pronounce ‘of’ correctly.

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