Mahrave Samadi Rahim Mahrave Samadi Rahim

Buyer's remorse
Upper-Intermediate level


In this lesson, students will learn new expressions to express their remorse in relation to shopping.


Abc Gap-fill hand out, cards,

Main Aims

  • To provide fluency speaking practice in a Conversation in the context of buyer's remorse

Subsidiary Aims

  • To provide clarification of expressions related to expressing remorse in the context of shopping


Lead-in (5-6 minutes) • To set lesson context and engage students

-I project these words on the board" three things to buy before you die", and ask the students to talk in pairs. As a class check, I ask a couple of Ss to report to the class. Then -I project the picture of an MP3 player on the board and ask them: What kind of gadget is it? (an mp3 player). Have you ever had one? Did you like it? Do you still have it? Why do you use it?

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

-I ask them to listen to the conversation and answer the following question: Does the man like an Mp3 player or not? why? -Then I Ask them ICQs and play the audio. After that, I will do the class check to elicit that the man doesn't like the gadget because it is hard to operate.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-I give the students transcript of the conversation, and elicit some expressions from it. look at the conversation and tell me what do we say when somebody has made a mistake and is angry at himself? (I could kick myself). -Then I ask concept check questions: when I could kick myself this am I happy or angry? (angry) did I make a mistake? (yes) What do we say when somebody or something causes a problem? (what a pain) If your computer doesn't work, can you say what a pain? (yes) what do we say when you already know what the other person is talking about? (you are telling me) Is it formal or informal expression? (informal) Can you tell it to your friends? (yes) -There is another expression, which is a synonym for in fact?(to tell you the truth). Do we use it when we are telling lie? (no) -I project the stress pattern on the board and ask the students to listen and repeat. I elicit from them which sentence has falling or rising intonation. you are going to listen to the conversation again and repeat after each sentence, be careful about the sentence stress.

Lexis (7-9 minutes) • Provide students with keyword and expressions that they need for speaking

-I refer students to the conversation and ask them: How did the man feel after buying the mp3 player?(he felt sad) What do we call feeling regret after buying something?(buyers remorse) Do we have this feeling after selling or buying something?(buying) Are we happy when we have remorse?(no) -Then the pronunciation is drilled, after individual check, the form is projected on the board and stress plus part of speech is elicited. What was the reason that the man was unhappy? (It was hard to operate) -There are other expressions we can use to express buyers remorse. -For the first one look at this picture. where is she?(repair shop). why is she surprised?(because of the amount of money that she has to pay) How do we say this remorse, when you need to spend a lot to keep your stuff?(it cost so much to maintain) -Now look at this man, what is his problem?(he bought a big TV and it doesn't fit in the room) Is he happy?(no) Why not?(it takes up so much room) -This couple has another problem?whats that?(they have bought a TV, they cant put it together). Elicit its hard to put together. -Look at this cupboard, what is this device?(food processor) was it used a lot?(no) -What do we say when we don't use something at all?(sitting around and collecting dust) Then I project all the pictures and expressions and ask them to listen and repeat.

listening comprehension(controlled practice) (5-6 minutes) • To practice target language in the context of listening

-I ask the students to listen to five conversations and identify what each speaker has bought? -They should write the items on a piece of paper. Icqs are asked, after listening pair check is done, and if necessary, the class check is done. -Then I ask them to listen again and find out what was the buyer's remorse from the given options. Hand out is given, and time is given for them to read the questions. Icq is asked and audio is played. After pair check answer key is projected on the board if necessary.

Game of back to the board (6-8 minutes) • Review the target expressions

-Having divided the class into two groups of A and B, I ask one person from each group to come and sit back to the board. I display words and expressions on a paper and tell the students that they have to help their friend back to the board understand the words, but they should give their definitions to them not the exact expressions. the person who can figure out the word or expression earlier is the winner and gets a star. This is going to be repeated for six or seven times until one group wins the game.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

-Ten role play cards were prepared. Students are put in pairs and given a card containing four words, they are supposed to use the words and make conversation similar to the model conversation. I encourage students to express buyer's remorse and provide some reason for it. -Then I give them the cards and set a time limit. While they are on the task I will monitor and take notes of their errors. When they are finished some of them are asked to do their conversation. -I put two other questions on the board and ask students to discuss them. When was the last time you felt buyer’s remorse? What did you do about it? - ask them to talk in pairs and come up with at least two solutions for buyer's remorse or two ways to prevent it. - In the end, some of the sentences containing errors from students are given feedback on the board. This is mainly done by elicitation.

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