Mara Mara

TP4 - Vocabulary about shopping
Pre Intermediate level


By the end of the lesson, learners will have developed and expanded knowledge and use of nouns in the context of shopping for everyday items. Learners will also revise and practice vocabulary related to shopping.


Main Aims

  • To provide practice of shopping vocabulary in the context of everyday items

Subsidiary Aims

  • To provide gist listening practice using a text about shopping in the context of everyday items


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

– Pair work discussion questions on chat box: • What do you usually shop for? • Which stores do you shop at most frequently? (online shopping counts!) – Quick class FB eliciting one or two answers about their peers

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

Places around town – Set up context of places (stores) around town. – Ss do matching activity with a Jamboard template or a handout shared in the chat box in pairs. – Quick class FB. Tell them they will have clarification of some words in the next stage.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

– Teacher-led clarification of M,F,P as necessary, focusing on • Meaning: CCQs and elicited personal examples (see ‘Language Analysis’ section for specific CCQs) • Meaning: use of pictures • Form: spelling • Pron: choral and individual drilling • Pron: syllables • Pron: word stress *Amount of time spent on words and balance of M, F, P will depend upon results of diagnostic test

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

- Ss will listen to four conversations and write where the dialogues are taking place and what the customers are buying. • Demonstrate activity with conversation 1; fill in the chart. • Ss listen to the other 3 dialogues (one at a time), and fill in the chart with the correct alternative. ICQs: How many conversations? Are we going to listen or to read? Do you write full sentences or just the key words? – T monitors, ensuring task comprehension and giving opportunity to listen one more time in case it is needed.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

• Share file: “True or False exercise” • Show handout and do an example for Ex.1 with class • Ss do the exercises in pairs (or small groups), then check with class ICQs: Is there only one answer or more than one? Do you need to correct the false sentences?

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- Share file: “Shopping around town” - Model the exercise by asking one student to ask the teacher a question. - Ss talk to their partners and take turns asking and answering questions with the target language. - After pair work, group feedback in the main room. - Delayed error correction based on T’s notes (related to TL if possible) ICQs: Is there only one answer here? Is this a real life answer or are you going to imagine something? Do you work alone or with your partner?

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