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At the shops
Elemantary level


In this lesson plan students practice new vocabulary about a newsagent's followed by a small listening for gist activity. Through the second half of the lesson they will have an opportunity to practice conversations in two different shops and to have dialogues with each other.


Abc dialogue cut-outs
Abc hand-outs
Abc realia
Abc picture

Main Aims

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

Subsidiary Aims

  • To provide clarification of newsagent's vocabulary in the context of shopping


Warmer/Lead-in (2-3 minutes) • to remember and practice recently learnt vocabulary

T starts the lesson with some questions to make a connection with the previous lesson. T asks questions like "Where can I buy a ..... ? and tries to elicit the names of shops to be able to move on to the next stage

new vocabulary (5-10 minutes) • To introduce new vocabulary

T sticks a blank sheet of paper on the wall and uses teacher's desk as counter of a shop. She pretends to be a shop assistant and tries to elicit this word from students. Then T show sts things they can find at a newsagent's. A drilling of words follows. T asks if they can guess what kind of shop it is and writes the name of the shop on the blank paper behind. T also sticks a picture of a newsagent's under its name.

Practice new vocabulary (3-5 minutes) • To give sts an opportunity to see the written form of the words and practice them

T gives hand-outs which include a matching activity to students to practice new vocabulary. Sts first work individually to match the pictures with the words and then work in pairs to check their answers.

Listening for specific information (2-4 minutes) • To practice scanning for specific information

T points to the picture of the newsagent on the wall and sts say which of the newly practiced words they can see in the picture. Then T gives sts handouts of the listening task. Sts listen to the listening and put a check mark next to the items mentioned in the listening. After working individually sts check their answers with their partners.

Exposure (8-10 minutes) • To provide a model of production expected in coming task

T draws pictures of a shop assistant on one side and a girl on the other side. By using strips of the dialogue T moves step by step to make a full dialogue on the board and indirectly elicit and teach 'One' and 'Ones' to sts. T then uses 'Disappearing Dialogue' activity to drill the dialogue whole class/ half class/ ladies/gentlemen. As T continues drilling he/she take one strip each time forcing sts to remember the missing parts and present the dialogue.

Productive Task (5-8 minutes) • To provide an opportunity to practice target productive skills

In this stage T gives students hand-outs to provide an opportunity for sts to put words into correct orders to make their own dialogue and work in pairs to practice 'shop language' once again. T also puts the dialogue in correct order on the board. Having practiced in pairs this time sts practice the dialogue once again with T for the last time.

Feedback (2-4 minutes) • To provide feedback on students' use of language and wrap up the lesson

T draws sts attention on 'one and ones' once again and gives them hand-outs to practice them. Sts first work individually and then in pairs to check their answers. The lesson ends with a listening for checking answers.

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