Name: Frea Haandrikman • 28 Dec 2018 • Frea TP8

Description
In this lesson, students learn about the functional language that is used while shopping. The lesson starts with a slideshow of words that you often see in a shop. Students will guess the
context of the lesson based on these words, and some vocabulary will be elicited. Afterwards the students look at a dialogue that takes place in a clothes shop. They match the sentences
to who says them, and unjumbling the conversation. They listen to the audio version. We will look further into common phrases used in a (clothes) shop before students role play a dialogue
in a shop.

Main Aims
To provide clarification and practice of language used for expressing what you want and finding out what somebody else wants in the context of shopping.

Sub Aims
To provide fluency speaking practice in a conversation in the context of shopping for clothes
To provide detailed reading practice using a text about a dialogue between a shop assistant and a customer in the context of shopping for clothes

Background

Class Profile
The students in this intermediate class are all Turkish. They are a mixed-gender, mixed-age group. The motivation levels differ between the students, as well as their actual English level.
Some are lower Elementary, while others are actually above Elementary level. The behavior of students also differs. Some see the lesson as a social gathering, while others are focused
on practicing their English skills. The class size varies throughout the lesson. Students often come in late, and the class might start with 5 students and end up with 16 students.

Assumptions
The students will know colors and clothing: the basics that they need to be able to go clothes shopping. They will know furniture vocab from their previous lessons, and other items used
in the matching exercise will also be familiar. For some of them the functional language (as a whole, not the individual words) will be new but for others this lesson will be a review. The
students will have gone clothes shopping in real life, but probably haven't done this in English outside of a classroom situation. They might go abroad someday and go shopping, or help
an English speaking customer in Turkey.

Personal Aims
*Don't have too much teacher talking time.
*Give clear instructions. Give examples. Check understanding of instructions.
*Get movement in the classroom.
*Involve all students in the lesson.

Timetable Fit
The lesson is based on a part of a chapter from a coursebook. This chapter is used in the previous two lessons of the day, but the context is not related. The previous two lessons have
dealt with a lot of grammar, so the students will probably need a different type of lesson to stay motivated this late in the evening. This is the last lesson of the day, and the last TP of our
group.
Background
Anticipated Problems & Solutions
*The students might be tired from two lessons of grammar. I want to make sure the break before my lesson is long enough, and that I get them actively involved in the lesson early on. It
is important that they move around a bit in the lesson. I do this during the lead-in
*The forming of new pairs is also a solution to the problem of "social interactions." Sometimes the students can get distracted, and they don't speak English anymore but in Turkish about
unrelated topics.
*Some students might not understand the instructions. Make sure to check understanding and give examples.

Materials
role-play slides
Role-play cards (home-made)
Lead-in words
Lead-in slides
New Headway p89 (Soars, L. & Soars, J. (2006). New headway elementary student's book. Oxford: Oxford University Press.)
Audio 11.8 (Soars, L. & Soars, J. (2006). New headway elementary student's book CD. Oxford: Oxford University Press.)
optional role-play slides
analysis

Please see the following page for the lesson procedure

Created with English Lesson Planner © www.englishlessonplanner.com

Name: Frea Haandrikman • 28 Dec 2018 • Frea TP8

Interaction
Stage Procedure Materials Time Comment
Pattern
Lead-in *Show words often seen in shops, one by one. Have students guess the topic. Elicit
To set lesson context and different kinds of shops. Lead-in words,
Ss-T 5-7
engage students *Show pictures of different shops. Form pairs. Give pairs items printed out on paper. Have Lead-in slides
them stick the items on the board under the right shop.

Task 1 *Elicit the words customer and shop assistant (the latter will be more difficult, but meaning
To present the functional can be elicited)
language in context, and *Write some example sentences of what a customer or shop assistant says. If possible,
New Headway T-Ss, S,
read for gist elicit sentences. 8 - 10
p89 S-S(pw)
*Give hand-out and form pairs
*Explain exercise 1. Use first three sentences as examples. Students match the sentences
to who they think says the sentence

Task 2 *Ask students who (customer/assistant) says the sentences under task 2. Choose several
To clarify the functional sentence from the main text, and ask students who asks them and how the other would
language respond. Possible sentences:
Is the size OK? (No, it's too big.)
New Headway T-Ss, Ss-
What colour are you looking for? (Blue) 8 - 10
p89 T
How much is it? (39 pounds 99)
How do you want to pay? (cash/credit card)
*Go over the meaning of these sentences as we work out responses. Go over the
meaning of any other unusual/new vocab and sentences that students have found.

Task 3
To give students the
opportunity to explore the *Form new pairs
Audio 11.8, New
usual sequence of the *Have students put the sentences of the main text in the right order. S-S (pw) 5-7
Headway p89
functional language, and *Listen to the track to check answers.
read for detailed
information

Role play * Show students the cards. Put Powerpoint of example cards on the board, and explain
To have students practice what kind of information the students can find on the cards. Also explain which information
the functional language might be lacking.
* Use example cards to form a dialogue. T-Ss, S-
role-play slides,
* Explain once more that 1 student is the shop assistant, and 1 student is the customer. S(pw), T- 10 - 15
Role-play cards
* Instruct them to use each card to start a new conversation. Ss
* After students had the chance to practice the dialogue at least once in their pairs, instruct
them to switch card sets, and form new pairs. Repeat the exercise.
* After a few round, give feedback on pronunciation.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Optional role play If there is a lot of time left:
To have students practice *Provide a new context of shopping. They are getting things for their new flat.
optional role-
the functional language in *Explain that the task is the same, but this time they don't have the cards. They can use S-S (pw) 4-6
play slides
a freer task. the pictures on the board as prompts. They have to switch roles after every dialogue.

Created with English Lesson Planner © www.englishlessonplanner.com