Naifia Khaira Naifia Khaira

Going to the Supermarket
Intermediate (B1, B+1) level

Description

In this lesson, students will learn the functional language of asking for help at the local supermarket using appropriate exponents.

Materials

Abc gap fill activities, jamboard, Asking for help Prompt

Main Aims

  • To provide practice and clarification of the functional language of asking for help at the Supermarket.

Subsidiary Aims

  • To provide accuracy of using the functional language for asking for help when shopping at the Supermarket.

Procedure

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

Ask students the following question: How do you ask the store clerk for help if you can’t find anything at the supermarket? What does he/she say to you?

Test #1 (5 minutes) • To gauge students' prior knowledge of the target language

Direct the students to the Jamboard link with 'Fill in the gaps activity with options given at the bottom', and instruct students to move the correct option to the blank.

Delayed Feedback (5 minutes) • To provide delayed error correction and acknowledge students' efforts

Elicit answers from students in order to clarify any errors to make the activity more student centred. Let students give each other peer feedback and help each other to fix the wrong answers. Nominate shy students to help them engage in the activity and to help build their confidence.

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

To teach the following exponents with form, pronunciation and level of appropriacy: Customer: 1. Pardon me. Where would I find the sliced ham? 2. Where is the bread? 3. Could you direct me to the frozen peas? 4. Where do I find the chips? Clerk: 1. I don’t know. 2. I’m afraid I don’t know.

Test #2 (Free Practice)/ Hot Feedback (10 minutes) • Check students' use of the target language again and compare with the first test

Test students' understanding of the exponents taught in teach stage by facilitating role play by giving them the following prompt: 1. Greet and ask for help. (frozen peas) Clerk: Greet and informally say don’t know. 2. Customer: Respond politely and ask about another object. (chips) Clerk: politely say don’t know. 3. Customer: Respond politely and ask another question. (bread) Clerk: does know and help. Customer: Thank the clerk Clerk: Respond. Also, give them hot feedback right at the spot when they make errors.

Feedback/ Wrap up (2 minutes) • To provide error correction and acknowledge students' efforts

Acknowledge students' efforts and tell them to try these exponents next time they go shopping at a supermarket.

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