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Speaking-Functional Language- Shopping
Elementary-A1 level


In this lesson students will learn how to request something politely by using "Can" and "Could". They will have a chance to practice the functional use of English through various speaking activities.


Odrdcr2erjsrmbmmy7qr speaking ppt
Agpzsao4r5s9euc4aycg hos HOs

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of shopping

Subsidiary Aims

  • To provide clarification, review and practice of language used for making requests politely in the context of shopping


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

T asks one of the stronger ss to close the door "Could you close the door please?" to familiarize them with the context immediately. T uses can&could while instructing to expose ss as much as possible. If they don't reply, T gives ss time to think. Repeats question again. If they still don't answer, T points to the door and uses gestures again with the same question. T gives instructions"Imagine you are in London. You go to a restaurant. How do you order food?What CAN you say in a restaurant if you want to order food?Discuss with your partners." T monitors closely T gets FB T praises T shows the picture of a lady calling the waiter. T elicits the story in the picture through questions: Where is this lady? Who is this man? What is he holding? T ECDWs "menu" What is she doing?T leads ss to say something similar to "She is asking for the bill./She wants to pay." T ECDWs "the bill" T praises

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through listening

T shows the HO1 and gives instructions by using gestures and mimics "Could you listen and and complete the sentences, please?" T distributes the HOs T plays the track- monitors from a distance Plays the track IF necessary T gives instructions with mimics and gestures "Could you check your answers please?" T gets feedback (Where are they?)

Useful Language (10-12 minutes) • To highlight and clarify useful language (can&could) for coming productive tasks

T gives instructions "Look at the sentences. What do they mean?" T gets whole class FB and lets ss explain T praises T draws a timeline and asks CCQs: Look at the first sentence. Do I know how to speak English? Do I do it all the time/always? Look at the second sentence. Did I run fast in the past? Do I run fast now? Look at questions number 3 and 4, What do I want from Sarah? When is this happening? T praises. T elicits "polite (adj)" through split personality role playing. "There is an old lady. I see the lady and I open the door for her. What kind of girl am I? I am a polite girl". T ECDWs polite. T asks ss "Which question do you think is more polite, number 3 or number 4?" T praises. T gives instructions "Could you look at the first part of the worksheet? Complete the sentences with your partners.You have 2 minutes" T monitors T gets feedback T praises

Controlled Practice (7-9 minutes) • To familiarize the students with the use of can&could through listening

T gives instructions "Could you look at the second part of the worksheet? Listen and complete the sentences." T monitors T plays the track again IF neceessary Peer-check T gets FB T drills (hand & back drilling) T gives instructions "Now listen for the replies/answers." T shows the HO "Here is the dialogue. Practice the dialogue with your partners." T monitors and praises.

Speaking (10-15 minutes) • To provide an opportunity to practice target productive skills

T groups the ss "can, could, can, could" T reflects the ppt. T demonstrates and gives instructions. "Work with your group and have a conversation. Ask and answer questions." T monitors and takes notes. T gives delayed FB.

Speaking-role play (10-12 minutes) • To provide an opportunity to practice target productive skills

T pairs the ss T gives the instructions "Look at the papers. You have different roles. Talk to your partner. Ask and answer questions." T monitors and takes notes. T call ss to perform. Praises. T gives delayed feedback.

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