Justin Justin

Friday 4th of April 2014
Elementary level


In this lesson, students learn functions and grammar in context of being "at the shops". Students learn how to ask where they can buy certain products and to answer where using a few prepositions of place. Students also learn new vocabulary and get a chance to practice their speaking for accuracy and fluency.


Abc Maps
Abc Realia
Abc Ex. 1-2-3 and 5.3

Main Aims

  • To provide accuracy speaking practice in a asking and saying where things are in the context of shopping

Subsidiary Aims

  • To provide clarification and practice of types of shops and products lexis in the context of shopping
  • To provide clarification and practice of prepositions of place and asking "where can I..." in the context of shopping


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I put some items on the table and walk by with a shopping basket and put the items in my shopping basket. Then I ask them where they think I am. Then I write on the board "at the shops". This is the theme for today. Ex 1)Write the Q on the board: - Do you like shopping? Why/why not? - When do you usually go shopping?I explain that we will learn new words, we will learn some grammar and we will practice speaking.

Pre-speaking task (8-10 minutes) • To prepare students for the speaking exercise they do a matching exercise to check the meaning and pronunciation of different shops

Ex 2) Tick the words you know then do the matching exercise individually Ex 1) 11 shops, 11 products. Put them together. Check in groups of 3 Drill: chemist / pharmacy / newsagent / butcher / greengrocer

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through a dialogue

Ex 3) Students look at the shopping list: I show some realia (stamps, aspirin, dictionary, sausages, bread, pasta) Role play by myself. Where do people buy these things? Q: "Kadir, where do you buy stamps?" A: "You buy stamps at a post office" SS work in pairs Then I ask each student one.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Students are now introduced to "where can I" and preposition of place (opposite, near, between, next to, I draw on the board the meanings of: opposite, near (as opposed to far), between and next to (Fatma is sitting next to .... Fatma is sitting between ,,, and ,,,) Write on the board: where can I buy stamps? where can I buy fish? There is a fish market opposite the language school.

Controlled Speaking Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice through a controlled speaking for accuracy activity

Instruct the students how to use the map and ask each other the questions on their map in pairs. Give one example. Check instructions: what is it? what do we do with the places that are missing from our map? What are you going to ask? How are you going to answer?

Semi-Controlled Speaking Practice (8-10 minutes) • To concept check further and provide students with a speaking for accuracy activity (semi-controlled, fluency also important)

Students walk around and ask each other for directions. Explain "go along" and "turn right, turn left" first.

Extra Activity (8-10 minutes) • Give the students an opportunity for freer speaking and vocabulary

Students write a shopping list with 5 items that they know in English and share with another student what they buy and where they can buy it. For instance, I buy chocolate at the supermarket. I buy tomatoes at the greengrocer's.

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