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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

SHOPPING
FOR CLOTHES

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1 Warm up

Match the pictures of clothes with the words.

jeans dress socks sweater

coat skirt shirt shoes

1. 2. 3. 4.

5. 6. 7. 8.

1. What are you wearing today?

2. Which three items have a plural form? Why?
3. How many pairs of jeans do you own?

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2 Listening

Claire is in a clothes shop. Listen to the dialogue and answer the questions.

1. What does Claire want?

2. What size is she?
3. How much does it cost?
4. How does she pay?

You can also watch a short animation with this dialogue.

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Listen again and write the one missing word in each gap.

• Shop assistant: Can I help you?

1 2
• Claire: Yes. you any shirts?
3
• Shop assistant: Yes, we do. size are you?
• Claire: A small.
• Shop assistant: Here you are.
4
• Claire: Thanks. can I try it on?
• Shop assistant: The changing rooms are over there. ... It looks really good on you.
5
• Claire: Hmmm. How is it?
• Shop assistant: It’s thirty pounds.
• Claire: Fine.
6
• Shop assistant: Are you in cash?
• Claire: No, by credit card.

changing rooms

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3 Language point
Look at the useful language for shopping. Write S (sales assistant) or C (customer) in each box to show
who is talking.

Who says it?

S - sales assistant C - customer

size What size are you? 1 I’m a small/medium/large. 2

the changing room Where can I try it on? 3 The changing rooms are over
there. 4

do you like it? It looks good on you. / It suits Thanks! / It doesn’t fit. 6
you. 5

colours How many colours does it It comes in red, yellow or

7
come in? green. 8

price How much is it? 9 It’s £30. / It’s on sale - only

$50! 10

paying Are you paying in cash? 11 By credit card. / In cash. 12

Now decide where these phrases fit best and put the numbers next to each phrase.

How would you like to pay? What colours does it come in?

Where are the changing rooms? I don’t think I like it.

I usually take a small/medium/large. How much does it cost?

Study these sentences and the information.

• How many colours does it come in?

• How much is it?

We use many and much to refer to quantity. We use many to refer to countable things
and much to refer to uncountable things.

Countable things have both singular and plural forms - colour/colours.

Uncountable things only have a singular form - the noun money is uncountable.

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4 Practice

Choose the correct phrase to complete the dialogues.

1. What size are you? I’m very large. / It’s a large. / I’m a large.
2. Where I can try it on? / Where can I try it on? / Where do I can try it on? The changing rooms are
at the back of the shop.
3. It looks good on you. It doesn’t fit. / It don’t fit. / It fits not.
4. It suits you. Why don’t you like it? / I don’t think I like it. / I not like it.
5. What does colours come in? / It does come in what colours? / What colours does it come in?
Blue, black and green.
6. How much do these shoes cost? / How many do these shoes cost? / How do these shoes cost?
/ They’re $40.
7. Are you paying in cash? No, I’m paying in credit card. / No, I paying by credit card. / No, I’m paying
by credit card.
8. Where the changing rooms? / Where are the changing rooms? / The changing rooms are where?
They’re over there.

Work in pairs to read the dialogues.

Test your partner - read the first part of the dialogue and see if they can remember the second part.

5 Speaking

Work in pairs to roleplay a dialogue between a sales assistant and a customer in a shop. Follow the
numbered ideas in the plan below. Invent the details about size, colour and price.

sales assistant customer

1 Greet the customer 2 Say what you want to buy

3 Ask about size 4 Give information about size

5 Show the customer something 6 Say you want to try it on and ask about
changing rooms

7 Give information about the changing (try in on) 9 DIsagree / 10 Ask for another
rooms / 8 Say you like it size or colour

11 Bring another size or colour / 12 Say (try it on) / 13 Agree and say you want to
you like it buy it

14 Ask about payment 15 Explain about payment

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6 Extra practice/homework

Put the sentences in order to make a dialogue in a shop.

Here you are. Do you have any jeans? Thanks! How much do they
cost?

They’re on sale – only £60! In cash, please. How would you like to pay?

Yes, we do. What size are you? I usually take a medium. They’re over there. Those
jeans really suit you.

• Sales assistant: Hello, what are you looking for today?

• Customer:
• Sales assistant:
• Customer:
• Sales assistant:
• Customer: Thanks. Where are the changing rooms?
• Sales assistant:
• Customer:
• Sales assistant: !
• Customer: Fine.
• Sales assistant:
• Customer:

Work in pairs and practise reading the dialogue out loud.

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7 Optional extension

Match the words with the pictures showing different types of shoes.

slippers sandals trainers boots heels

1. 2. 3. 4. 5.

1. Which type of shoe are you wearing now?

2. When and where did you buy this pair of shoes?
3. How much did they cost?
4. Why do you like them?
5. Which other types of shoes do you have at home?

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SHOPPING FOR CLOTHES

Transcripts

2. Listening

Shop assistant: Can I help you?

Claire: Yes. Do you have any shirts?

Shop assistant: Yes, we do. What size are you?

Claire: A small.

Shop assistant: Here you are.

Claire: Thanks. Where can I try it on?

Shop assistant: The changing rooms are over there. It looks really good on you.

Claire: Hmm...How much is it?

Shop assistant: It’s 30 pounds.

Claire: Fine.

Shop assistant: Are you paying in cash?

Claire: No, by credit card.

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SHOPPING FOR CLOTHES

Key

1. Warm up

5 mins.
Call attention to the context and work with the whole class to match the words with the pictures. Drill the
pronunciation of all items: the most problematic word in this lesson is actually likely to be clothes /kl@UDz/. Then
pose the follow-up questions and nominate students to answer. Variation to follow-up question one: ask a student
to list a classmate’s clothes without saying their name – can the class identify the student from the description?
1. coat 2. dress 3. jeans 4. shirt
5. shoes 6. skirt 7. socks 8. sweater

Questions:
1. Students’ own answers
2. Jeans, shoes and socks. We say a pair of jeans/shoes/socks because we consider these items to relate to a set
of two legs or feet.
3. Students’ own answers

2. Listening

10 mins.
Students will listen to the recording/watch the video twice. The first time, they listen for main idea - explain the
context and go over the instructions. Play the recording/video and check answers. Then students listen again
for detailed information, choosing the correct phrase. Give students a minute to look through the sentences and
recall what they heard before you play the recording/video the second time. If students need to listen again, that’s
fine. Check answers. You should elicit/explain the meaning of try it on (put on an item of clothing to see if it fits
and if you like it) and changing rooms (the place where you do this), using the picture. If you have time, students
can read the dialogue out loud in pairs.
1. a shirt
2. small
3. £30
4. credit card

Dialogue:
1. Do
2. have
3. What
4. Where
5. much
6. paying

3. Language point

10 mins.
Have students focus on the table, which contains useful language for shopping in six topical categories. Demonstrate
the first activity – students write C or S in each box of the table to identify the speaker. Check answers. Then
students add six more phrases to the table - they could do this in pairs. Drill the students in all the sentences;

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students often mispronounce suits /su:ts/. Finally, go over the brief grammar information about much and many
with the students. If appropriate, use students’ L1 to explain quantity, countable and uncountable. This is a very
quick look at these concepts - countable and uncountable nouns will be explored further in another lesson.
1. S
2. C, I usually take a small/medium/large.
3. C, Where are the changing rooms?
4. S
5. S
6. C, I don’t think I like it.
7. C, What colours does it come in? C
8. S
9. C, How much does it cost?
10. S
11. S, How would you like to pay?
12. C

4. Practice

10 mins.
This exercise promotes accuracy and fluency. First students read mini-dialogues and choose the accurate sentence.
Demonstrate with the first one and elicit/ explain that all three options are very similar but only one is grammatically
correct. Students can continue the exercise working from memory - they could work in pairs. When they have
finished, they can check their answers by looking at the table in the language point. Check answers with the class
and then students can work with the dialogues in two ways - first reading out loud and then testing each other.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. I’m a large.
2. Where can I try it on?
3. It doesn’t fit.
4. I don’t think I like it.
5. What colours does it come in?
6. How much do these shoes cost?
7. No, I’m paying by credit card.
8. Where are the changing rooms?

5. Speaking

13 mins.
In this stage, students will activate the language from the lesson in a speaking activity. Go over the instructions.
Make sure students understand the aim of the activity is to practise a typical transaction and that they need to
use their imagination a little bit! They could use the picture on the next page for inspiration.
Go over the numbered ideas with the class. Set up A/B pairs and assign roles. Students should follow the plan by
speaking - there’s no need to write anything. Monitor and support as necessary - aim for effective communication
in phrases and pronunciation, even if it’s not perfect.
Students could practise and perform their dialogues for another pair or for the class. If time, they could change
roles and repeat the dialogue.

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6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these in class, students can extend the activity by working with the dialogue in pairs, with only
one student able to see the lines and the other responding from memory.
If you use these for homework, make sure that you mark the exercises in a future class, or collect them from
students and mark them yourself outside class. If you prefer, you can make the answers available to students and
they can check their own answers.
1. Do you have any jeans?
2. Yes, we do. What size are you?
3. I usually take a medium.
4. Here you are.
5. They’re over there. Those jeans really suit you.
6. Thanks! How much do they cost?
7. They’re on sale - only £60 !
8. How would you like to pay?
9. In cash, please.

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students identify
five more types of footwear. Give students a couple of minutes to match the words and pictures and drill pronunciation.
Check answers and then students can work in pairs to ask and answer the questions in full sentences.
Answers: 1) boots, 2) heels, 3) sandals, 4) slippers, 5) trainers.

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