Say hi and how are you etc. Show the students some real money and tell a short anecdote about how much I love to go shopping . *Show 3 examples of what I might buy: (realia) Fruit - add from the grocers Books - add from the bookstore Vitamins add from the pharmacy * Ask students, what do you buy?

*Students are given a gap-fill handout to complete, they listen once and then again, to the audio CD - the second time, listening for specific detailed information (prices) and filling in a gap-fill handout. *The same gap-fill is projected on to the board. Whilst students are writing, I fill in the answers on the board. *After students have listened twice - I ask them to look at the board, check and compare their answers in pairs. *I ask CCQ's: Who buys the map - the customer or the assistant? Who asks, do you need or want anything else - the customer or the assistant? I ask the students to check their answers again, in pairs.

*Introduce the target vocabulary: much/all/are/lot/else/have * Do this by sticking up 6 large papers on to the board. *Give Ss some examples of how we may use some of the words in sentences, e.g. Customer) How much (how much money) is the map of London? Assistant) Sure, (would you like) anything else? Nominate students to think of how we could use the other words in sentences, whilst shopping. Talk about adding politeness to questions and omitting it: ask students which sounds better? Talk about the different situations politeness may be omitted, e.g. a)Buying a newspaper from a busy street market? Would it normally be polite? No, not usually. b) Buying an expensive watch from a jewelers shop? Yes, polite. Re-cap on intonation - questions and replies.

Students are given a handout (ordering parts of a conversation) to complete in pairs. 1x handout for each pair of Ss. Students must label the order, e.g. in two columns: customer/assistant There are 12 parts of the conversation - students must order 1-12 When the task is complete - ask students to change partners and compare their answers. Show a the correct order to students on the board on a completed projected handout.

Whole class (WC) Choral and solo drilling of questions and answers covered in task 6 (previous task) Checking intonation and pronunciation - listening for errors and correcting if needed.

Students practice a role-play activity - using the conversation handouts they ordered from the previous task. Teacher nominates students to work in pairs - mixing weaker/stronger students. Teacher monitors, walking around and offering help if needed.

Say farewells and ask students to look for English conversations, online (real life situations) Suggest googling; English real life conversations (role-play) at the shops, at the dentist etc.