Tom Tom

Teaching Practice 4
A1/A2 level


Functional Language Lesson in the context of a clothes shop


Abc Handout 4
Abc Handout 3 (cut-up sentences)
Abc Handout 2 (functional language sheet)
Abc Handout 1
Abc Power Point Presentation

Main Aims

  • To provide clarification, review and practice of language used for buying clothes in the context of clothes shop.

Subsidiary Aims

  • To provide clarification and practice of vocabulary including "fitting rooms, shopping assistant and customer" as well as additional speaking and listening for specific information and speaking practice.


Stage 1 (Lead-in) (3-3 minutes) • To set lesson context and engage students

T will show Ss images of clothes shops (Slide 1) to elicit the context of the lesson Potential eliciting questions: "What are these?" "What type of shops are they?" "What do you buy here?" "What's your favorite clothes shop?" After a few eliciting questions to establish context and a brief discussion tell the students that today we will be shopping.

Stage 2 (Exposure) (5-8 minutes) • To provide context for the target language through a matching task

Chest HO1 Explain to Ss that they must work in groups to match the pictures to the vocabulary Clarify that they must write the corresponding number next to each word Distribute HO1 While Ss complete the exercise, switch to slide 2 on the power point presentation FB - one student comes to the WB and fills in their answers Corrections are to be elicited by the Ss T will then drill the students on each word Choral and individual drilling Finally T will underline the articles next to 'jacket', t-shirt' and 'shirt' and ask Ss why there is an article in front of these words but not in front of 'jeans' and 'shoes', for example Elicit from Ss that one is single and the other plural

Stage 3 (Highlighting) (4-4 minutes) • To draw students' attention to the target language through a listening task

Switch to Slide 3 Tell Ss that this is Rob. Elicit from Ss that he is shopping for clothes As Ss what we can someone who is shopping to elicit the word 'customer' Write it on WB Point to the woman in the picture. Ask Ss what her job is to elicit the term 'Shop Assistant' Write it on WB Tell Ss to turn their HO over Inform Ss that will listen to a dialogue between Rob and the shop assistant and answer the questions on their HO Play the recording

Stage 4 (Clarification: Meaning) (8-10 minutes) • To clarify the meaning of the target language

Switch to slide 3 (blank slide) Divide the board into three sections Elicit the first answer of the listening task from Ss ('medium') Ask how they know this. "What question did Rob ask the shopping assistant?" Elicit "What size is this shirt?". Write on left side of the WB. Ask Ss what size Rob wanted (medium). "What other sizes are there?" Draw a cline on the WB and elicit sizes from Ss (Small, Medium, Large, Extra Large) Next, elicit the answer to the second question ('yes') Ask Ss what 'try it on' means. If they cannot answer this question, act out trying on a jacket to elicit understanding of this new phrase Ask Ss what question Rob asked to the shop assistant Elicit "Where can I try it on?". Write on WB "Where does Rob go to try the shirt on?" Elicit 'changing rooms'. Use slide 4 (visual of a changing room) if needed Finally, elicit the third answer ('forty four pounds ninety nine') Elicit from Ss the name of the currency in Britain Potential eliciting question: "In Turkey, you have Lira. In Britain, we have...?" Draw the pound sign and write 'pounds' on the WB Next, ask Ss how you say £5.00, 50p and £5.50 Write each number on the WB with the correct pronunciation next to it (paying special attention to "five pounds fifty" Distribute HO2

Stage 5 (Clarification: Form and Pronunciation) (10 minutes) • To clarify form and pronunciation of TL through an ordering exercise and some drilling

Show Ss HO3 (cut-up sentences from a conversation) Inform Ss that they are going to listen to the dialogue again and (in pairs) must arrange the sentences in the correct order Distribute HO3 Play the recording Give Ss an extra few minutes to complete the task Switch to Slide 5 for answer key. Ss must arrange sentences in correct order (they will need it for the practice task) Divide the class in half Tell one side that they will play the role of Rob and read his dialogue Tell the other side that they will play the shop assistant and must read her dialogue Direct the class by pointing to the relevant dialogue Go through the whole dialogue once Next, go back and pick out a few sentences for WC choral drilling "Can I help you?" "Where can I try it on?" "How much is it?" "It's forty four pounds ninety nine" T does not have to drill all of these sentences, only the ones that are causing the most trouble.

Stage 6 (Controlled Practice) (8-10 minutes) • To give students controlled practice using the TL through a 'disappearing dialogue' speaking activity

Switch the power point to blank Inform Ss that, in their pairs, they must practice the dialogue themselves using their arranged sentences on the table One person will take on the role of Rob, the other will be the shop assistant Once they have reach the end of the dialogue, they must swap rolls and go again Activity begins While Ss are practicing T will walk around the room, removing one or two sentences from the Ss table. They must complete the dialogue without these phrases. (Disappearing dialogue exercise) At the end of the activity T will distribute HO4 with the completed dialogue so Ss can check they were using the correct sentences

Semi-Controlled Practice (8-10 minutes) • To provide students with a semi-controlled speaking exercise to engage wit the TL in a more practical manner

Switch to Slide 7 on the power point Tell Ss that the are now going shopping for themselves In their pairs, one will take on the roll of the customer and the other will be the shop assistant Ss must look at the images on the board and roleplay buying those clothes T will elicit the structure of the conversation from Ss "Who speaks first?" "What does she say?" Elicit 'shop assistant' and 'can I help you?'. Write on WB Next, elicit the customer's questions from the students Possible eliciting questions: "How do we ask for the size?" - elicit "What size is this...?" and write on WB "How do we ask to try something on?" - elicit "Where can I try this on?" and write on WB "How do we ask for the price?" - elicit "How much is this...?" and write on WB With this structure on the WB, T will choose a S an go through the first example together to model it for Ss T will then instruct Ss to begin T will monitor conversations and make notes on errors FB - delayed error correction on WB Write errors on WB Elicit corrections from Ss

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