Susan Rossina Flores Ruiz Susan Rossina Flores Ruiz

Functional language
Elematary level


Main Aims

  • By the end of the lesson students will had revised functional language in the context of shopping.

Subsidiary Aims

  • Learners will have also practised theirlistening skills and their fluency for speaking in the freer practice stage.


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

T will show a picture of a mall and ask students what people do there, if they like to go there and why. students will discuss in breakout rooms for 3 minutes

Guided discovery (8-10 minutes) • To provide context for the target language through a text or situation

T show students the following questions, teacher will send them to comment their answers on breakout rooms. Students will have 5 to 7 minutes to comment and make notes about their answers. Students will share what was discussed. - What do you like or hate buying? Why? - Which shops do you go to every week? What do you buy there? - What's your favorite shop? Why?

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

To cover meaning, teavher will shoe the following sentences with images that that go according with the meaning of the sentence, teacher will provide examples if needed. For pronunciation teacher will model and students copy. Form is provided as students encounter the whole sentence. Do you need any help?​ Would you like anything else?​ Your pin number, please.​ That's $17.50, please. ​ Anything else

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will listen to an audio and will fill a chart with the correct anwers. Students will share their anwers in the private chat, teahcer will asign the pairs. Teacher will show the correct answers.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

Students will share a previous experience that they had with costumer service. Teacher models first. students will share this on breakout rooms for 5 minutes.

Freer practice/ production (3-5 minutes) • To provide learners with feedback on the completion of the task and language

T conducts OCFB of the last task. Delayed error correction.

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