Name: Emelie • 28 Dec 2018 • TP 8 Functional Language - Shopping clothes

Description
In this lesson, the students will practice functional language when shopping for clothes. First the context of
clothes shop and the relationship between the shop assistant and the customer will be clarified. Then the
students will practice how to ask for the price and the size. Finally the students will practice shopping through a
role-play conversation.

Main Aims
 Functional language - To practice using functional language when shopping in a clothes shop.

Subsidiary Aims
 Speaking - To provide controlled and freer practice in speaking, in the context of shopping clothes.

Materials
 Clothes realia
 Clothes realia
 Clothes realia
 Cut-ups Phrases(Adopted from Eales F. (2011) SpeakOut Elementary Student's book. Longman Publishing
Group.)
 Gap-fill Handout(Adopted from Eales F. (2011) SpeakOut Elementary Student's book. Longman Publishing
Group.)
 Recording(Eales F. (2011) SpeakOut Elementary Student's book. Longman Publishing Group.)

Please see the following page for the lesson procedure

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Name: Emelie • 28 Dec 2018 • TP 8 Functional Language - Shopping clothes

Interaction
Stage Procedure Materials Time Comments
Pattern
Lead in: Listen for • Write “Where are they?” and “Who are they?” on the board.
the shop • Tell Ss:
To bridge lessons, set Let’s listen to a short dialogue. I want you to think about where the people are
lesson context and (what kind of shop?) and who the persons speaking are (children, teachers?).
ICQs: Are you listening? (yes) What 2 things will you answer? (where, and who)
Recording s, s-s 4–
activate schemata.
• Ss listen to the recording and discuss the questions in pairs.
• FB Whole class.

Eliciting and • Elicit clothes store. Personalize by naming it “Emilie’s Elegant Clothes.”
clarifying the • Draw two stick figures. Elicit the relationship between the speakers.
context (eg. one is working, one is buying), and the names shop assistant and customer.
To build an • CCQs: Is the customer working in the store? (No) Does the customer
understanding for the want to buy something in the store? (yes) Is the shop assistant working in the
functional language store? (Yes) Does the shop assistant want to buy something in the store? (No,
by making the selling) Who is the shop assistant helping? (customer) Drill pronunciation, write
context and on board, and elicit stress. T-Ss 5–
relationship between • Ask Ss: What about their relationship. Are they friends? (No) How are
the speakers explicit. they talking? Nicely and respectfully or rudely and hard? (Nicely and
respectfully). Do you know what we call it? They are polite.
CCQs: Is it to be friends with everyone? (No) Is it to show respect? (Yes).
• Three important ways to be polite in English: Write the initial letters on
board and elicit Please, Thank you.

Revise supporting • Show T-shirt in realia. Ask What is this?

vocabulary • Draw 4 T-shirts increasing in size. Write S on the smallest one.
To prepare students • Elicit Small, Medium, Large and Extra Large. Drill pronunciation.
and provide • Elicit size by saying: This is the __________ of the T-shirt. T-Ss 5–
supporting • Write price tags on the T-Shirts. Elicit price and expensive.
vocabulary for the CCQs, drill pronunciation, write on board and elicit stress.
following tasks.
Teach target • Write “?” on board. Ask Ss: How do I ask for the price? (How much is it/are
they). Drill pronunciation, write sentence on board and elict stress. Clothes realia, T-Ss 6–
language
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Name: Emelie • 28 Dec 2018 • TP 8 Functional Language - Shopping clothes

Interaction
Stage Procedure Materials Time Comments
Pattern
To elicit and teach the • Ask Ss: How do I ask for the size? (Have you got it in extra Clothes realia,
target language, and large/medium/blue?) Drill pronunciation, write sentence on board and elict Clothes realia
to provide controlled stress.
practice In using it • Use realia (sweater, T-shirt, Jacket, Jeans, Trainers with a price tag) and
accurately. have Ss use the prompts to ask about the prize and size on different clothes.

Matching phrases • Point to the two stick figures representing the Shop Assistant and the
with persons. customer.
To elicit the • Model the task by taking a phrase, read it loud and write it under the
functional phrases right person. Then give Ss cut-ups with phrases and ask Ss to work in pairs and
used when shopping do the same thing with all the cut-ups. (Monitor) S-s, T-Ss 10 –
for clothes. • Go through the answers. Put the phrases in order. Check
comprehension, drill pronunciation and elicit stress.
• Let Ss be the customer and drill the whole dialogue.

Controlled practice • Give Ss the HO.

To provide controlled • Give instructions: You are the customer. Choose what type of clothes
practice in target you want to buy. I want to buy trainers. Use the phrases and write in the gap.
language. ICQs: Are you the Shop Assistant (No, Customer) Are you writing? (Yes)
(Monitor and correct on spot: article, singular/plural, phrases) Gap-fill Handout s, PW 8–
• Ss work in pairs and read their conversation aloud.
(Monitor and correct on spot: pronunciation)
• Delayed feedback WC.

Role-play • Instructions: Work in new pairs. Take turns being the customer and the
conversation assistant. The assistant stands behind the table. The customer in front of it.
To provide freer Practice the dialogue without looking at the paper. Clothes realia,
speaking practice ICQs: Are you reading from the paper? (No) Are you trying to remember the
dialogue? (Yes)
Clothes realia, PW 7–
using the target
language. (If students finish early. Encourage them to alter the dialogue and practice with Clothes realia
other clothes.)
• Delayed feedback in WC.

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Name: Emelie • 28 Dec 2018 • TP 8 Functional Language - Shopping clothes

Interaction
Stage Procedure Materials Time Comments
Pattern
• Let students perform their dialogues in the whole class!

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