Explaining what you want to say when buying goods (Vocabulary Lesson) – A2 CEFR

This 75′ lesson was planned for my A2 (CEFR) students (pre-intermediate level) and this lesson is actually here because of Juliana Mota, who asked me to have lower level lessons and therefore opened my eyes to the fact that I have been posting only more advanced lessons. (Thanks for that Ju). 

I have migrated to Google Slides (instead of Powerpoint) and I’ll still share it here as usual. 

Material: 

Google Slides: 

https://docs.google.com/presentation/d/1mlCtFyCBiCoOnUObKvlLtl1ImFx1eYz5ABkugj02YRY/edit?usp=sharing 

[Slide 1] 

1. Introduction of the topic to students “Explaining what you want to say when buying goods”

  • Interaction: T – SS
  • Timing: 3′
  • Monitoring: Check whether students are on the same page
  • Feedback: Only if needed
  • Steps: Show the first slide to students and if need be, clarify the title.

[Slides 2 & 3] 

2. Setting the scene

[Slide 2]

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher walks around the room, checks if students are answering the questions properly and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: Ask students the following questions:Do you usually travel for pleasure or business?

    Where do you usually go?

    How well do you communicate while travelling?

[Slide 3]

What do you usually pack when you travel? 

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks if students are answering the question properly and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: Students will have to talk about what they usually pack when they travel. (this is to start thinking about vocabulary they will use in the classroom). 

[Slide 4] 

3.  Lead-in

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room,  and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: First ask students if they know these items (I mean, of course, they do), then ask them if they know their names in English.  

[Slide 5, 6 & 7] 

4.  Test/Practice 1

[Slide 5]

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room, checks if students and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: TEST – practice 1 – You are going to test your students speaking skills and techniques to explain what they want to say or buy without knowing the name of the object. Ask students to make notes as on how they would say that.
    You are in a supermarket or in a drugstore and you need to buy this item. How do you explain you need one?

[Slide 6]

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks if students are answering the question properly and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: SHOW – here you show students how you would say it, and ask them if the clerk/supermarket assistant would understand you. Then you ask students what do the words in yellow, represent? (they represent spoken (or colloquial) language). 

Hello, excuse me.

I’d like to find a thing we use inside our shoes. To make it more comfortable, you know? Can you help me?

[Slide 7]

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 2′
  • Monitoring: Teacher pays attention to the students to make sure they are pronouncing the word correctly and they are following the lesson so far.
  • Feedback: Focus on pronunciation
  • Steps: SHOW – here you show students the word, the picture and work on pronunciation with the whole group. 

[Slides 8 – 21] 

5.  Controlled Practices + Vocabulary Teaching/Pronunciation 

  • Interaction: T – SS / SS-SS / S-S (pairs can be changed after 1 or 2 words)
  • Timing: 25′
  • Monitoring: Teacher walks around the room, checks if students are answering the questions properly and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation
  • Steps: Controlled practice – For the following steps/slides, the students are going to have different situations (and the photo of the item they will need to buy). Students start using the techniques to explain what they want, they take notes, and after that, you show the name of the item and work on pronunciation. Drill the items at least 3 times, with the whole group or with the classroom divided into 2 bigger groups. 

You are in the hotel reception, and you forgot this item. How do you explain you need one?

You are at a supermarket, and you want to buy this item. But you cannot find it. How do you explain to the assistant you need one?

You are at a cosmetics store and you want to buy this item. How do you explain you need one?

You are in the hotel reception or in a hardware store, and you forgot this item. How do you explain you need one? (you may need to clarify the meaning of hardware store).

You are in a supermarket or in a drugstore and you need to buy this item. How do you explain you need one?

You are in a cosmetics store or in a drugstore and you need to buy this item. How do you explain you need one?

After you finish these, go back to slide 4 and check if students remember the names of the items and most importantly their pronunciation.

[Slides 22 & 23] 

6.  Freer Practice 

  • Interaction: T – SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room, and takes notes to be used on the feedback step of the lesson.
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Freer practice – here students are going to use the techniques and the vocabulary acquired for more real-life tasks.

 Situation 1) You are travelling to Cancun for a month. What items will you pack? What items will you buy there? 

Situation 2) You are travelling to Juneau /ˈdʒuːnəʊ/ (capital of Alaska) for a month. What items will you pack? What items will you buy there? 

[Slide 24] 

7. Revisit the topic of the lesson “Explaining what you want to say when buying goods”

  • Interaction: T – SS
  • Timing: 3′
  • Monitoring: Check whether students are on the same page.
  • Feedback: Only if needed.
  • Steps: Revisit the title of the lesson and ask students if they saw the link of the title of the lesson and the lesson itself. 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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