Shopping
– Different shops – Lesson Plan
Topic:
Different shops
Aims:
- To
understand words for different shops
- To
ask for items sold in different shops
- To
make sentences about different shops
Level: ESOL Entry
1
Target Language: Post
Office, chemist, market, newsagent, bakery, café.
Can
I have …. I can buy …… in ……..
Also
review: fruit, paracetamol, tea, vegetables, clothes, magazine, coffee,
newspaper, sandwiches, cigarettes, cough mixture, antiseptic cream, cake,
bread, chocolate, coke.
Resources
Google
Drive folder:
- Name the shops
Worksheets:
- Sort
the words
- Complete
the sentences
- Crossword
Slidecast:
- Match items to
shops
Video
file:
- Make a video
about shopping
Learn
English activities:
- Shops
and shopping - hangman
·
Buying in shops – ordering sentences
Socrative:
- Solve the
questionnaire.
Introduction
This
lesson reviews vocabulary relating to everyday shopping and introduces
different shop names. Students practise
speaking and listening using these items in a meaningful context. They then write short sentences about
different shops. Finally, students add information to a Google Drive folder of
the course in a Google presentation file.
Procedure
Introduce different
shops:
- Elicit
names of shops and buildings students already know.
- Make
a list on the board.
- Give
clues until students have suggested shops to be focussed on in this
lesson. (Explain that Chemist and
Pharmacy are both acceptable.)
- Give
out worksheet (1) and ask
students to label the pictures. (1A
for weaker students, 1B for
stronger ones)
Speaking practice:
- Review
how to ask for things in shops. Ask
for suggestions but focus on 'Can I have …… please?' 'Excuse me, have you got any ………?' Drill the questions if necessary.
- Nominate
one student to run the bakery, one to run the café, one to run the
newsagent and one to run the chemist.
- Seat
each one at a separate table, with the café at the biggest table, and ask them to make a sign for their
shop.
- Give
them the pictures of items for their shop (2.B-E), cut into individual cards.
- Give
all other students one of the 6 shopping lists on (2.A)
- Demonstrate
that each student should visit the different shops and ask for the items
on their list. The shopkeeper
should give them a picture of the item they ask for.
- All
students should finish at the café and can check each other’s lists and
items.
- It
may take more than one attempt to get this activity running smoothly, and
repeating the activity with a changeover of roles and shopping lists would
be beneficial.
- Record
the whole activity to check for mistakes at the end of the lesson.
Rationale:
this activity practises the spoken forms of the target language, providing lots
of opportunity for repetition and is good for kinaesthetic learners.
Spelling focus:
- Choose
one of today’s vocabulary items
- Take
the first turn yourself. Put dashes
for the letters, elicit suggestions for letters, write the unwanted
letters at the bottom of the board and the correct letters over the dashes
until the word is complete.
- Make
sure each student sitting down has an opportunity to suggest letters; go
round the room or name students, otherwise one or two students tend to
dominate.
- Allow
students to have a turn at the board.
At this level most students need a lot of support at the board, for
example: write the word clearly for them on a piece of paper for them to
refer to, check they are filling in the guessed letters correctly etc.
Rationale:
Although it is important to recognise letter ‘sounds’ when learning to read,
this is an excellent way to practice letter ‘names’ as well as focussing on
spelling.
Learn English
activity:
- “Shops
and shopping” - Hangman
Reading activity:
- Give
out worksheet (3) and ask
students to sort shopping into the right columns.
- Check
using a giant version on a Smartboard if possible, otherwise check orally
Slidecast activity:
·
“Different shops” – matching items to shops
Writing activity:
·
Put a giant version of worksheet (4) on the Smartboard if possible, or
write up the first sentence.
·
Ask one student to read the sentence and ask
for suggestions to complete it.
·
Repeat with sentence 2, to ensure students
understand what is required.
·
Give out worksheet (4) and ask students to complete the sentences.
·
Students can write original sentences when
they have filled the gaps in 1 and 2.
Learn English
activity:
·
“Buying in shops” – ordering sentences
Electronic writing
option:
- Students
can type up their paragraphs in Word and illustrate with clip art or in a
Power Point presentation.
Homework:
Crossword
(5) to reinforce spelling of target
language.
Any
or all electronic activities could be given as homework for further practice
instead of being carried out in class.
Training would have to be given in class at the beginning of the course. Students would need access to a computer for
this.
Evaluation:
Solve
the questionnaire prepared in Socrative.