Emelie Emelie

TP 8 Functional Language - Shopping clothes
Elementary level


In this lesson, the students will practice functional language when shopping for clothes. First the context of clothes shop and the relationship between the shop assistant and the customer will be clarified. Then the students will practice how to ask for the price and the size. Finally the students will practice shopping through a role-play conversation.


Abc Clothes realia
Abc Clothes realia
Abc Cut-ups Phrases
Abc Gap-fill Handout
Abc Recording

Main Aims

  • Functional language - To practice using functional language when shopping in a clothes shop.

Subsidiary Aims

  • Speaking - To provide controlled and freer practice in speaking, in the context of shopping clothes.


Lead in: Listen for the shop (4 minutes) • To bridge lessons, set lesson context and activate schemata.

• Write “Where are they?” and “Who are they?” on the board. • Tell Ss: Let’s listen to a short dialogue. I want you to think about where the people are (what kind of shop?) and who the persons speaking are (children, teachers?). ICQs: Are you listening? (yes) What 2 things will you answer? (where, and who) • Ss listen to the recording and discuss the questions in pairs. • FB Whole class.

Eliciting and clarifying the context (5 minutes) • To build an understanding for the functional language by making the context and relationship between the speakers explicit.

• Elicit clothes store. Personalize by naming it “Emilie’s Elegant Clothes.” • Draw two stick figures. Elicit the relationship between the speakers. (eg. one is working, one is buying), and the names shop assistant and customer. • CCQs: Is the customer working in the store? (No) Does the customer want to buy something in the store? (yes) Is the shop assistant working in the store? (Yes) Does the shop assistant want to buy something in the store? (No, selling) Who is the shop assistant helping? (customer) Drill pronunciation, write on board, and elicit stress. • Ask Ss: What about their relationship. Are they friends? (No) How are they talking? Nicely and respectfully or rudely and hard? (Nicely and respectfully). Do you know what we call it? They are polite. CCQs: Is it to be friends with everyone? (No) Is it to show respect? (Yes). • Three important ways to be polite in English: Write the initial letters on board and elicit Please, Thank you.

Revise supporting vocabulary (5 minutes) • To prepare students and provide supporting vocabulary for the following tasks.

• Show T-shirt in realia. Ask What is this? • Draw 4 T-shirts increasing in size. Write S on the smallest one. • Elicit Small, Medium, Large and Extra Large. Drill pronunciation. • Elicit size by saying: This is the __________ of the T-shirt. • Write price tags on the T-Shirts. Elicit price and expensive. CCQs, drill pronunciation, write on board and elicit stress.

Teach target language (6 minutes) • To elicit and teach the target language, and to provide controlled practice In using it accurately.

• Write “?” on board. Ask Ss: How do I ask for the price? (How much is it/are they). Drill pronunciation, write sentence on board and elict stress. • Ask Ss: How do I ask for the size? (Have you got it in extra large/medium/blue?) Drill pronunciation, write sentence on board and elict stress. • Use realia (sweater, T-shirt, Jacket, Jeans, Trainers with a price tag) and have Ss use the prompts to ask about the prize and size on different clothes.

Matching phrases with persons. (10 minutes) • To elicit the functional phrases used when shopping for clothes.

• Point to the two stick figures representing the Shop Assistant and the customer. • Model the task by taking a phrase, read it loud and write it under the right person. Then give Ss cut-ups with phrases and ask Ss to work in pairs and do the same thing with all the cut-ups. (Monitor) • Go through the answers. Put the phrases in order. Check comprehension, drill pronunciation and elicit stress. • Let Ss be the customer and drill the whole dialogue.

Controlled practice (8 minutes) • To provide controlled practice in target language.

• Give Ss the HO. • Give instructions: You are the customer. Choose what type of clothes you want to buy. I want to buy trainers. Use the phrases and write in the gap. ICQs: Are you the Shop Assistant (No, Customer) Are you writing? (Yes) (Monitor and correct on spot: article, singular/plural, phrases) • Ss work in pairs and read their conversation aloud. (Monitor and correct on spot: pronunciation) • Delayed feedback WC.

Role-play conversation (7 minutes) • To provide freer speaking practice using the target language.

• Instructions: Work in new pairs. Take turns being the customer and the assistant. The assistant stands behind the table. The customer in front of it. Practice the dialogue without looking at the paper. ICQs: Are you reading from the paper? (No) Are you trying to remember the dialogue? (Yes) (If students finish early. Encourage them to alter the dialogue and practice with other clothes.) • Delayed feedback in WC. • Let students perform their dialogues in the whole class!

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