Lesson Plan

Teacher:
Date:
School:
Form: 6th Grade M
Level: Beginners, Intermediate
Lesson: Shopping
Text book: World Class, Longman
Time: 50 min

Aims:
1. to create interest in the topic brainstorming words related to shopping
2. to recognize and name types of fruits, vegetables, desserts, meat, drinks
3. to recognize and use specific vocabulary used in a shopping related dialogue
4. to give advice using should and shouldn`t

Teaching techniques: brainstorming, elicitation, anticipation, individual work, conversation, role play
Skills: reading, speaking, writing, listening
Materials: blackboard, handouts, worksheets, textbook

Starting the lesson: 6-7 min

Teacher greets the students, asks if there is someone missing and checks homework. They check together
exercise C page 69: “True or False? Write T for True and F for False”.

Objective 1: 8-10 min

Role of the teacher: organiser, prompter, resource
Type of interaction: T-S, S-S
Aids:whiteboard
Anticipated problems: ss may be reluctant to speak as they only have to speak; T gives examples
Correction techniques: T-S, S-S
Activity: T asks the following questions: “ Do you go shopping?”, “Where?”, “What do you like to buy?”.
T draws the following scheme and asks the ss to brainstorm words related to Shopping. T gives an
example “customer”, then asks ss to come to the whiteboard and write the word they know.

SHOPPING

Objective 2: 5-6 min

Role of the teacher: organiser, prompter, resource, controller, assessor
Type of interaction: T-S, S-S
Aids: handout 1
Anticipated problems: ss may have forgotten some of the words they previously learned. T gives
examples
Correction techniques: T-S, S-S
Activity: T gives handout 1 and asks them to fill in the chart and write the words in the correct category:
FRUITS, VEGETABLES, DESSERTS/SWEETS, MEAT, DRINKS. T sets time limit: 3 minutes. Then
the ss and the T check the exercise.

Objective 3: 10 min
Role of the teacher: organiser, prompter, resource, controller, assessor
Type of interaction: T-S, S-S
Aids: textbook
Anticipated problems: the vocabulary may be unknown to some ss and they may not understand the exact
meaning of some words; T gives further explanations and translations when necessary
Correction techniques: T-S, S-S
Activity: SS read the dialogue form ex. C page 67. T chooses student A and student B. T asks what does
the shop assistant says and what the customer says. T writes on the whiteboard the main expressions:
“Can I help you?”, “I`d like…., please”, “How much are they?”, “How much is this?”, “That will be…..
lei.”, “Thank you.”
T asks ss to act out a similar dialogue. T gives the ss the shopping list. Ss role play two dialogues.

Objective 4: 15 min
Role of the teacher: organiser, prompter, resource, controller, assessor
Type of interaction: T-S, S-S
Aids: handout, pictures
Anticipated problems: ss may not understand the use of should and shouldn`t. T gives further
explanations and translations when necessary
Correction techniques: T-S, S-S
Activity: T shows the ss pictures of unhealthy vs healthy food and asks them which is healthier and which
ones should we eat. Then he asks them how much tv do they watch and shows two pictures in which
appear the structures: SHOULD+VERB and SHOULDN`T+VERB. SS receive handout 4 read the
examples and solve exercises 1 and 2. Teacher sets time limit: 4 minutes for each exercise. T check the
exercises with the ss.

Ending the lesson: 6min.

T gives feedback and grades the ss who were active.
T sets homework : ex. 3 on handout 4.