Application

№	Lesson step	Task	Time
	1. Introduction [when students enter the classroom the teacher meets them «Hello, I’m Kate. Nice to meet you! How are you? » and introduces themselves, and elicits the model «I'm + name/adj» and «My name is+ name». In order to revise the numerals the teacher may also ask «How old are you? », having told their own age first. It’s supposed that the students come to the course with some basic knowledge of numerals, simple constructions, etc. If there are some skill gaps we suggest giving them some extra homework with revision, for example a video like this one https: //www. youtube. com/watch? v=iNU1ILy63Wc) After the students have taken their seats, we play “snowball” to introduce the group to each other. The aim of this activity is to revisethe construction “I’m, He’s, She’s, This is” and numerals. T: “My name is Kate, I’m 27. This is Oleg, he’s 40”. S1: My name is Oleg, I’m 40, this is Kate, she’s 27, and this is Maria, she’s 24. S2: I’m Maria, I’m 24, this is Oleg, he’s 40 and this is Kate, she’s 27. This is Tatyana, she is 30, etc. T: Welcome to our Travel English Course! We’re going to see each other quite often during next two weeks, so we had to get to know each other a littleJ Besides, the most exciting and interesting things on a journey strat with saying yourname! Where do you usually have to say your name when you go abroad? SS: [students say their answers in their first language, the teacher demonstrates flash cards with the corresponding words and puts them on the board– at the airport, at the hotel, at the club, on the plane] – T: You right! So, we’ve come abroad! What are we going to do next? SS: [students say their answers in their first language, the teacher demonstrates flash cards with the corresponding words and puts them on the board–to the bar, to the shop, to the beach] students repeat the words aloud] T: Let’s go to the bar! [the teacher shows the flashcard «bar», puts it on the board, students repeat]. I'm your bartender! I say: Hello, I’m Kare, I’m your bartender! What’s your name? (talking to a more advanced student) Student reacts with “ I'm +name”. T: Say: “I’d like” (students repeat I'd like) The teacher shows the flashcard martini, puts in on the board and repeats the question«What would you like? ». S: I’d like martini! T: Here you are! [the teacher imitates the gesture] [the teacher reproduces the same phrases with beer, cocktail, wine. Each student has to repeat the phrase “I'd like” using different drinks] T: Now we know what to do if a bartender looks at you with a friendly smile! Now we are at the souvenir shop [Teacher shows the flashcard souvenir shop, puts it on the board] What can we buy at the souvenir shop? SS: [give their suggestions] T: You’re right! In the souvenir shop we’ve got souvenirs! Say: “Souvenirs” (students repeat), «Clothes» (students repeat), “Magnets”(students repeat) “Postcards” ((students repeat) etc. What would you like in a souvenir shop? SS: I’d like souvenirs! I’d like clothes! Etc.	Introducing oneself to the others using constructions: Hello! I’m + name/ My name’s + name, I’m from [city] in Russia. I’m a + job. Nice to meet you. How old are you? I’m … How are you? I’m ok/ alright/fine.	3-5 min
	2. Introducing the vocabulary. Before we go to shopping we have to decide what we pay with. Here is Tourist First Master Card [teacher shows the flashcard] It’s useful for the countries with euro [teacher shows the money cards], and this is Travel One Visa, you’re going to use it in the countries with dollars [[teacher shows the money cards]. Which card would you like? SS: I’d like Visa! I’d like Master card [teacher hands out the bank cards and “money”] T: Well, we come to the shop with fantastic clothes and amazing discounts. We are on sale! What can we see in the clothes shop? [teacher shows the flash card clothes shop] [If needed stidents look at their individual books with vocabulary which were given to them beforehand] [the teacher pronounces the words, shows the cards, the students repeat ] Shirt T-shirt Trousers Jeans Jacket Suit Swimsuit Coat Waistcoat Sweater Skirt Dress Shorts	Introducing new vocabulary	5 min
	Vocabulary drill. Activity 1 [Before the lesson the teacher places real clothes item around the room]. T: Everybody likes different clothes, for example I like [intonational emphasis on the key phrase + showing it with a gesture] jeans, shirts and sweaters. Let’s talk about the clothes you like. [Students move around the room looking at the clothes, the lables on it. Their aim is to comment on all the clothes items saying each one with its colour] S: I like blue jeans. I like the yellow sweater. I like the pink shirt, etc. Next the teacher demonstrates with gestures and mimics the phrase “I don’t like”. – I don’t like pink skirts. [addressing one of the students; ] Do you like pink skirts? [ The student is supposed to react with a positive or a negative answer. The teacher elicits a full one – “I don’t like pink skirts”] Students move around the room again and now comment on the clothes with the phrase “ I like + clothes item/ I’don’t like +clothes item. The teacher pretends to be a sales assistant in the clothes shop and offers the students clothes with the question “Do you like + a clothes item” and prompts the answers is needed.	Drilling I like/ I don’t like + clothes.	2-3 min
	Students get back to their seats. The teacher takes out the box with shoes and accessories, spreads the items on the tables, naming them aloud. The students should repeat the name of ech item. Shoes Trainers Sandals Hat Cap Belt Boots Tie Scarf Slippers Handbag Umbrella	Vocabulary introduction	2 min
	Vocabulary drill. Activity 2 T: To tell a sales assistant what we need we use a polite phrase I’d like“ the teacher emphasizes the [d] sound and explains the difference between ‘I like’ and “I’d like”. Students repeat the phrase. To show the difference the teacher might demonstrate it using mimics and some of the real clothing items around – “Oh! What a nice shirt! I like this green shirt! Sales assistant, I’d like this green shirt, please! ” [Teacher addressing a more advanced student T: What would you like to buy? S: I'd like shoes! T: What colour would you like? S: I’d like black shoes. T: Anything else? (showing a different item) S: I’d like black shoes and a white jacket! This way all the students tell the teacher-sales assistant what clothes or accessories they’d like to buy. Each student must repeat the phrase « I’d like + colour + a clothing item” as many times as possible, changing the color and the clothes name each time.	Introduction and drilling I'd like + colour + clothes vocabulary	3 min
	Vocabulary drill. Activity 3 The teacher takes out the lingerie box with a “Victoria Secret Label” it and announces that the students now are in the lingerie shop. The teacher demonstrates all the items from the box, names them, the students repeat. The items in the box must all have the labels of size and price Gloves Bra Panties Tights Socks The teacher demonstrates the item/or a flash card with grotesquely large panties or a bra and comments – “These panties are large/ extra large”. The students repeat the phrase. After that the teacher takes a grotesquely small item and repeat sthe procedure. The students repeat the phrases. The teacher writes the sizes letters on the board. [Of the group is advanced enough, the students might guess themselves what the letters S, M, L stand for after the teacher has written the full names of the sizes – Large, Medium, Small] T: Small, large and medium are sizes. (the teacher writes “size” on the board) The sales assistant might ask you “What’s your size? ” (the students repeat the question. The teacher demonstrates a clothing item and asks each student “What’s your size? ” The students might answer with one or two words. Put the emphasis on the size number or letter. T: What’s your clothes size? S: Large! (or size 52! ) T: What’s your socks size? S: Medium! (or size 38)	Vocabulary introduction + drilling. What's your size? vocabulary: Small, Medium, Large, Extra Small, Extra Large
	Listening 1 T: Many of you like listening to music, don’t you? I guess you’ve never thought that you can hear the name of a clothing item in one! The teacher hands out the cards with the lyrics of the songs. The students must listen and fill in the word]	Listening comprehension	3 min
	T: Ok, we had some break listening to music. Now, let’s go back to our shop. What do you do when you can’t see the clothes which you like? Of course you need to ask! To ask this we need the phrase “I’m looking for” [The students repeat the phrase. The teacher writes the phrase on the board] When someone gives you something – a plastic bag [the teacher shows the item] or some change [ the teacher shows th money and the gesture] what can you here? Of course you can here “Here you are! ” [ the students repeat the phrase, the teacher writes it on the board] Activity 6 [The teacher hands out the flash cards with clothes items] T: (addressing one of the students) I'm looking for a green shirt! [The student must give the teacher the necessary flash card] SS: Here you are! The teacher repeats the procedure with other students. Then the students get the role-play cards with the task to find the list of clothes and exchange it. S1: I’m looking for a black shirt and black jeans and black boots… S2: Here you are!	Отработка I'm looking for a… Here you are.	5 min
	T: Now we know what clothes you like and you’d like to buy! We have to buy them now! Remember, I’m your sales assistant. This is our shop the teacher puts the sign of the clothes shop on the table] What do you usually hear when you come in the clothes shop? SS: [suggest their own answers in their first language] T: You’re right! Now let’s see what yu can here from a sales assistant abroad. [the teacher shows the real item, pronounces its name clearly, writes the phrase on the board, the students repeat. If necessary the teacher illustrates the phrase with mimics or gestures] How can I help you? Have you got a store card? Shall I wrap it for you? Do you need a bag? Will you pay in cash or credit card? The changing rooms are over there [the teacher shows “over there” with the gesture] Here's your receipt! [The teacher writes the key phrases on the board and removes some letters from the sentence. After that they demonstrate the item, which is associated with the phrase, and asks the students to reproduce the whole phrase correctly. The teacher repeats еры procedure with all the key phrases. Each time the teacher removes more letter from the phrase until there are only starting ones. The students should remember all the phrases. ]	Introduction of the phrases	5 min
	Activity 4 Now let’s find out how to react! [the teacher shows the flash cards with the phrases, pronounces the phrases, the students repeat. The teacher places the answer cards next to thу illustrating items (store card, wrap, bag, cash, credit card, receipt) Have you got a store card? – No, I’m sorry! / Yes, sure! Shall I wrap it for you? – Yes, please! No, thank you! Do you need a bag? – Yes, please! No, thank you! Here’s your receipt! – Thank you! [Students come closer to the table with the items. The teacher pretends to be a sales assistant and offers them the services, demonstrating a corresponding item each time. The students must react with the necessary phrase] T: Shall I wrap it for you? S: Yes, please! Repeat for all the students in the group.	Phrase drilling	2-3 min
	Listening 2 T: Now let’s see how well you remember all the phrases from our lesson! [The teacher hands out the cut out dialogue script of the audio. The students’ task is to put the phrases from the dialogue in the correct order. First students should try to restore the correct order themselves and then listen and check. ][dialogue is taken from the open sources]: http: //learnenglishteens. britishcouncil. org/skills/listening/elementary-a2-listening/shopping-clothes After the first listening students check their order, during the second listening the teacher pauses the audio and the students repeat the phrases out loud each phrase. *Task extension for stronger groups: the sound is off on the customer’s part, so the students have to reproduce the necessary phrase themselves replying the sales assistant from the dialogue.	Listening comprehension.	3-5 min
	[The teacher opens the simulator game] http: //ucanenglish. ru/games/malesalg/ T: We are almost ready to talk to a real sales assistant! Here’s one more step we have to go through. [Students keep choosing the answers in the under the teacher’s guidance unless they get to the right decision]	Passive vocabulary drilling I’d like, Would you like? I’m looking for…	5 min
	Dialogue. T: I’m still your sales assistant and now you’ve got everything ready for a real shopping! From now on I don’t speak Russian at all. Your task is to buy clothes in my shop. Welcome to our clothes shop! Can I help you? [Students come to the table, choose the clothes and buy it using their cash and credit cards. If necessary they use their vocabukary books with all the vocabulary from the lesson. The teacher prompts at the right answers asking necessary questions: Would you like a blue shirt or a green shirt? Look, these are perfect panties of you size! Etc.
	Review Students demonstrate their purchases and tell each other: “I have a blue coat, black Louboutin shoes, white panties, etc”

Application

song 1: The Irrepressibles – In This Shirt

song 2: Lana Del Rey – Blue Jeans

song 3: Cake - Short skirt & Looooong jacket

song 4: Austrian death machine – I need your clothes, your boots

Song 1

In this ____ I can be you
To be near you for a while
In this _____ I can be you
To be near you for a while….

[shirt]

Song 2

Blue ____, white ______
Walked into the room you know you made my eyes burn…

[jeans, shirt]

Song 3

I want a girl with a short ____ and a lonnnng ____......

[skirt, jacket]

Song 4

I need your ____, your ____, your motorcycle
I need your _____, your ____, your motorcycle

[clothes, boots]

Roleplay cards

I’m looking for a blue jeans, white shirt.

I’m looking for your jeans, your boots, your motorcycle

I’m looking for a short red skirt and a looong jacket

I’m looking for a black black jacket and black-black jeans and black black shoes.

I’m looking for a white wedding dress.

I’m looking for my panties.