Frea Haandrikman Frea Haandrikman

Frea TP8
Elementary level


In this lesson, students learn about the functional language that is used while shopping. The lesson starts with a slideshow of words that you often see in a shop. Students will guess the context of the lesson based on these words, and some vocabulary will be elicited. Afterwards the students look at a dialogue that takes place in a clothes shop. They match the sentences to who says them, and unjumbling the conversation. They listen to the audio version. We will look further into common phrases used in a (clothes) shop before students role play a dialogue in a shop.


Main Aims

  • To provide clarification and practice of language used for expressing what you want and finding out what somebody else wants in the context of shopping.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of shopping for clothes
  • To provide detailed reading practice using a text about a dialogue between a shop assistant and a customer in the context of shopping for clothes


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

*Show words often seen in shops, one by one. Have students guess the topic. Elicit different kinds of shops. *Show pictures of different shops. Form pairs. Give pairs items printed out on paper. Have them stick the items on the board under the right shop.

Task 1 (8-10 minutes) • To present the functional language in context, and read for gist

*Elicit the words customer and shop assistant (the latter will be more difficult, but meaning can be elicited) *Write some example sentences of what a customer or shop assistant says. If possible, elicit sentences. *Give hand-out and form pairs *Explain exercise 1. Use first three sentences as examples. Students match the sentences to who they think says the sentence

Task 2 (8-10 minutes) • To clarify the functional language

*Ask students who (customer/assistant) says the sentences under task 2. Choose several sentence from the main text, and ask students who asks them and how the other would respond. Possible sentences: Is the size OK? (No, it's too big.) What colour are you looking for? (Blue) How much is it? (39 pounds 99) How do you want to pay? (cash/credit card) *Go over the meaning of these sentences as we work out responses. Go over the meaning of any other unusual/new vocab and sentences that students have found.

Task 3 (5-7 minutes) • To give students the opportunity to explore the usual sequence of the functional language, and read for detailed information

*Form new pairs *Have students put the sentences of the main text in the right order. *Listen to the track to check answers.

Role play (10-15 minutes) • To have students practice the functional language

* Show students the cards. Put Powerpoint of example cards on the board, and explain what kind of information the students can find on the cards. Also explain which information might be lacking. * Use example cards to form a dialogue. * Explain once more that 1 student is the shop assistant, and 1 student is the customer. * Instruct them to use each card to start a new conversation. * After students had the chance to practice the dialogue at least once in their pairs, instruct them to switch card sets, and form new pairs. Repeat the exercise. * After a few round, give feedback on pronunciation.

Optional role play (4-6 minutes) • To have students practice the functional language in a freer task.

If there is a lot of time left: *Provide a new context of shopping. They are getting things for their new flat. *Explain that the task is the same, but this time they don't have the cards. They can use the pictures on the board as prompts. They have to switch roles after every dialogue.

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