Mohamed Hussein Mohamed Hussein

Mohammed TP7
elementary level


In this lesson, learners will have practiced vocabulary items in the context of shopping habits. the lesson starts with discussing the learners' habits in shopping. this is followed by some vocabulary games such as "pictionary" and " flyswatter" . Finally, the students will have practiced listening in the context of conversation between a sale man and a customer.



Main Aims

  • by the ed of this lesson. the learners will have practiced vocabulary in the context of shopping habit and shopping places

Subsidiary Aims

  • by the end of the lesson the students will have practiced speaking for fluency in the context of talking about shopping


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

Lead in - I will ask the learners to watch a video and say what the video tells them about women and men while doing the shopping. - I ask the learners to pair and discuss their shopping habits? - I do a demo with them first - do you like shopping or not? Why? - Do you like going shopping with friends/ family? - When was the last time you went shopping? What did you buy? - What do you like / hate buying? Why? - What is your favorite shopping center? Why? - I monitor while they are talking to support help and check that they all are engaged. - I elicit their answer.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Test I chest the handout and set the first task “match the words from the A Column to the place where we buy it from. - I give the handouts and do the first one with them. - I monitor to check that everyone works on their own and for support. - I hand them the model answers to check their answer.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Teach - I use visuals and pictures to clarify the meaning of the difficult words. - I clarify the form focusing on the apostrophe in " butcher's, chemist's and baker's) - I focus on drilling for mispronunciation correction

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Test - I chest the handouts and set the task, “fill the following sentences with the correct word.” - I do a demo, and then the students work individually. - I monitor to check that all the learners are on the task. - I hand the model answers to the learners to check their answer.

Free practice (13-15 minutes) • To provide students with free practice of the target language

I chest the handouts and give instructions, “Find your question by rolling your die twice. The 1st roll determines the number on the top. The 2nd roll determines the number on the left.” - I do the demo with them at first. - The students work in pairs. - I monitor for assistance and make sure the learners are engaged. - take notes while monitoring for errors correction

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