Name: Andrew • 09 Oct 2014 • Shopping Lesson

Description
In this lesson, SS will be engaged in S focused vocabulary building exercises, receptive skill development by
listening for the gist and specific information related to a conversation between a shop clerk and a customer, and
then after aims are completed, work on productive skills with a role play conversation to practice intonation and
contextualize the vocabulary.

Main Aims
• To provide specific information and detailed listening practice from a text that includes vocabulary and
phrases such as "here's your change, fitting room, and size" in the context of shopping

Subsidiary Aims
• To provide clarification and practice of vocabulary including "receipt, fitting room, and size" in the context
of shopping.

Background
Class Profile
The students in this pre-intermediate group are largely female and between 40 and 60 years old, although there are
several men and one younger woman as well. The class is Turkish, talkative when prompted, and happy to work in
groups.
Assumptions
I assume that the SS are familiar and perhaps bored with the feedback methods we have been using. Hopefully a
couple of new FB techniques will be interesting or at least a little more fun.

They are familiar with most of the kinds of exercises, at least in the procedure, if not the actual task, so while
instructions will be clear, I assume that this will not cause any confusion.
Personal Aims
I hope to clearly outline a lesson plan that moves from controlled to freer exercises, creates opportunities for error
correction, and still maintains a smooth flow with low TTT and clear instructions.
Timetable Fit
This lesson takes place between 10:30 am and 1 pm on Friday, December 6th. SS have recently completed a variety
of listening exercises and are familiar with being grouped and accessing feedback in different ways. The previous
lesson was related to fashion, so a lesson presenting listening and vocabulary exercises in a shopping context will be
relevant to that theme.
Anticipated Problems & Solutions
Problem: SS may not correctly match some of the vocabulary to the corresponding pictures (particularly: try on,
fitting room, sign here, it doesn't fit).
Solution: Use CQ's for fitting room, use realia to show "try on," and "it doesn't fit," and act out a money transaction
for "sign here."
Problem: SS may have difficulty correctly pronouncing words/phrases in Stage 6.
Solution. Back chain areas that SS meet with difficulty
Problem: SS may not know basic contextual vocabulary for shopping (customer, cashier, shop assistant/clerk)
Solution: Try to elicit the words before using them.

Materials
• Projection of Mall in Istanbul
• Realia
• Vocabulary Matching HO

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Name: Andrew • 09 Oct 2014 • Shopping Lesson

Materials
• Stage 4 Feedback Slips(Face2face: Pre-intermediate Student's Book)
• Role Play Speaking Segments(Face2face: Pre-intermediate Student's Book)
• Projected Feedback for Stage 5(Face2face: Pre-intermediate Student's Book)
• Stage 3 Feedback(Face2face: Pre-intermediate Student's Book)
• Stage 3 Listening Sentence Segments(Face2face: Pre-intermediate Student's Book)
• Stage 4 and 5 HO(Face2face: Pre-intermediate Student's Book)
• Face2Face CD 3(Face2face: Pre-intermediate Student's CD)

Please see the following page for the lesson procedure

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Name: Andrew • 09 Oct 2014 • Shopping Lesson

Interaction
Stage Procedure Materials Time Comments
Pattern
Stage 1 (Lead In) -post up Stage 4 (ex 3) feedback on the walls around the room
To introduce the -have projector ready to project FB in Stage 5
lesson and make the -give 2 SS the answers to the listening/ put into order exercise in Stage 3 as they
context of the lesson walk into class and have them put it in their pockets - "James Bond".
interesting for the SS
Project picture of Cevahir. Projection of
T-WC, PW 3–5
Mall in Istanbul
Where is this?
Has anyone been here before?
Why would you go?
What would you buy here?
Work in pairs, and make a list of things that you might see or do here.
Stage 2 (Match -Match the words with the pictures.
Vocab)
to provide new -Pass out HO's for SS to match vocabulary words with pictures (demo the first
vocabulary that can out loud).
be applied in the
context of shopping -Write (a-l) on the board and have SS write their answers up after completing
(receipt, size, fitting the task for visual feedback. If an answer is incorrect, ask the SS about that
room, etc) particular number or elicit the correct word. Vocabulary
Matching HO, SS, PW 3–5
Potential eliciting techniques: Realia
Put on a fellow CELTA student/teacher's much too small jacket - Does this fit?
What is it? (too small, it doesn't fit)

Where do you try clothes on? (fitting room)

(CQ) Can other people see you in a fitting room? (no)

Stage 3 (Listen and -Form SS into 3 or 4 groups.

Stage 3
put sentences in SG 10 – 15
order) -Pass out conversation segments on slips of paper. Feedback,

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Name: Andrew • 09 Oct 2014 • Shopping Lesson

Interaction
Stage Procedure Materials Time Comments
Pattern
To provide a Face2Face CD 3,
controlled listening -Listen and put into order. Play CD 3, track 18. Stage 3 Listening
practice for gist
-Several minutes to deliberate and put into order as groups (a form of checking
Sentence
answers). Segments

-Play again.

-Groups check each others answers.

-have SS pull feedback out of pockets to check their answers.

Stage 4 (listen and -Pass out paper with exercise 3 (choose the correct answers) and 4 (fill in the
choose correct gaps) on it. Have SS fold paper so only 3 is visible.
answer)
To provide a -Here's the same track. Circle the correct answer.
controlled listening Face2Face CD 3,
practice for specific -Play track 18 again for SS to circle.
Stage 4 and 5
information SS 4–6
-SS check answers with each other. HO, Stage 4
Feedback Slips
-Play again if needed.
-Check answers again.
- The 5 answers are on 5 different slips around the room so SS get up and check
each slip to check their answers.
Stage 5 (Vocab: fill -tell SS to look at the other side of their paper and choose the right answer from
in the gaps) the box. Demo #1 out loud: "I'm just looking, thanks." Stage 4 and 5
to practice using -Check answers in pairs HO, Projected
-Project answers for visual feedback SS, PW 3–4
vocabulary and Feedback for
relevant language in Stage 5
context

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Name: Andrew • 09 Oct 2014 • Shopping Lesson

Interaction
Stage Procedure Materials Time Comments
Pattern
Stage 6 (from a -Have yellow and red pieces of paper posted on the whiteboard.
Robin demo) -bring students around the whiteboard.
to provide a -Read each line to SS and have them repeat the sentence to drill (back chain
controlled speaking sentences that cause difficulty).
practice (after aims -Who asks "Can I help you? Who is red?" (salesman, shop assistant)
completed) in order -Who is yellow? (customer)
to demonstrate the -Teacher (point to self and the red boxes) is red, class is yellow (gesture to class
pronunciation of and yellow). Read dialogue Role Play
vocabulary and -Class is red, teacher is yellow. Speaking T-WC, SS-SS 15 – 20
develop productive -Split class in half: one half is red, the other yellow Segments
skills in general -switch parts
(balancing the -Read again, remove 2 boxes
receptive skills) -read again and remove 2 more boxes
-continue until SS have it memorized.

-error correction and demonstration of pronunciation if it has become clear

during the class that SS have trouble with some vocab.

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