Image credit: http://www.santamonica.com/shopping/
Follow me on twitter @RobbioDobbio
This is a lesson plan designed to be used with a range of levels and ages. The different slides of the powerpoint indicate the level and age group.
shop-till-you-drop-lp – Lesson plan
shopping-conversation – Powerpoint
Quizlet set – shopping vocab
Use the quizlet set to introduce the different shopping vocabulary and then have students play the “match” game in teams to practice it.
Put students in small groups (2 or 3) and show them the first slide from the powerpoint, have them ask and answer the questions in their groups. Repeat for slide 2. Note: Questions are slightly different for teenagers.
Corner shop role-play
There are three different dialogues for use with different levels:
- ELM – elementary, very basic, using “do you want?” not “would you like?”
- ELM+ – slightly higher, using “do you want?” and other phrases like “here you are”
- Pre-int – slightly higher again, using “would you like?”
Choose two strong students to demonstrate the dialogue to the class or 1 strong student to perform it with you.
Then, put students in pairs and have them practice the dialogue. Monitor and correct pronunciation: weak forms in questions, vowel sounds etc. When students have finished have them swap characters and repeat.
Memory: Flash up the memory slide and have students fill in the blanks in open class.
Your shopping list: Students write their own shopping lists and then repeat the dialogue with the items they have listed. Note: limit students to countable items to avoid opening a can of worms with countable/uncountable nouns many/much etc. unless they’re ready for it, in which case introduce it here.
From memory: Now switch off the projector and challenge them to perform the dialogue by heart helping where needed, then ask if any confident students would like to come to the front and perform it for the class.
This one is only really suitable for higher levels (B1+). Split the class into two groups, flip a coin to decide which group is for/against. Give them 5-10mins to think of as many arguments to support their position as they can and then hold a debate. Allow each team to present one of their arguments uninterrupted, then give the other team the chance to counter the argument, repeat until both teams have exhausted their list. Award a winner at the end. Focus on encouraging the use of the expressions of opinion, agreeing and disagreeing.