Amy Canter Amy Canter

TP3 Supermarkets or small shops?
A2/B1 (Pre-Intermediate) level


In this lesson students learn and practice the functional language needed to give an opinion in the context of food shopping. They will learn the lexis for expressing opinions and different kinds of markets and discuss which they prefer.


Abc HO2
Abc HO3
Abc English Unlimited Pre-Int SsBk
Abc English Unlimited Pre-Int TsBk
Abc HO1
Abc HO 4

Main Aims

  • To provide students with clarification and practice of functional language used for giving opinions in the context of grocery shopping.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice with giving opinions in the context of different types of food shops.


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

Today we are going to talk about one of my favorite things... food! Where do you buy your food? W/C answers Project 3 images onto the board and the words "supermarket," "convenience store," and "market." Give Ss 1 min to discuss at tables which picture goes with which word. Have a student volunteer to draw lines to match the words and pictures on the board. Possibly mention that here in Turkey there are many more small shops and markets while in the US it is mostly grocery stores/supermarkets. In pairs: How often do you shop at places like these? In your home who does the shopping? (3 min.) Raise your hand if... you do the shopping? prefer supermarkets/convenience stores/ markets

Exposure (10-12 minutes) • To provide context for the target language through a text

"Now we are going to read 3 people's opinions about supermarkets." "While reading think about if they like or dislike grocery stores and why" Pass out HO1 Ss read individually (2-3 min) then peer check (2 min) Monitor and listen for good and bad language Project answers on board Focus Ss on HO2 and explain the exercise- match the beginnings and endings of the opinions. Pass out HO2 Ss work individually (1-2 min) then check answers with their table (1 min) Project the handout onto the board and have a student volunteer to draw the lines.

Highlighting (2-3 minutes) • To draw students' attention to the target language

Focus Ss back on HO2/projected image "How do they give their opinions?" "What words make you know this is an opinion and not a fact" *Make sure students know the meaning of opinion and fact, give example or ask CCQs Give one example by underlining the Target Language in one model sentence on board Ss work in groups to find and underline the rest (1-2 min) Answers projected on board or Ss underline answers on board

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

*Tell Ss not to write as you will give them a handout with all info Ask CCQs about 1-2 model sentences (more if needed) Draw Cline on board and elicit answers <--------------------------------------------------------------> I think (I guess) I don't think Show linking between "if" and "you" Model intonation esp "I guess" Model and drill pronunciation Pass out HO3 and explain it has the target language as well as examples of how to agree or disagree with someones opinion Model and drill target language

Semi-Controlled Practice (8-10 minutes) • To concept check and prepare students for free practice

Tell Ss we are going to do a speaking exercise Show Ss HO4 - this will help Ss prepare for speaking "Think about places people buy food. What are their good and bad points?" Pass out HO4 Ss fill out worksheet individually (3 min) Then instruct Ss to write their opinions in sentence form using TL (3 min) Peer check sentences with partner (1-2 min) Monitor and help as needed

Freer Practice (8-10 minutes) • To provide students with freer practice of the target language

Regroup In pairs students listen to each others opinions from HO4 and say if they agree or disagree using TL from HO3 Monitor and listen for good and bad language Options: 1. Repair and continue this activity 2. Find someone who... prefers supermarkets, convenience stores, markets Find someone who agrees with you Find someone who disagrees with you

Delayed Error Correction (3-5 minutes) • To praise good language and correct bad/incorrect language

Write on board examples of good and bad language Ask Ss if sentences are correct If not, what should be changed? Focus on mistakes and correct - if pronunciation=drill, if meaning=CCQs, etc.

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