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

GOING TO
THE MARKET

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1 Warm up

Part A: In pairs, look at the photo and describe what you can see.

Part B: In pairs, discuss the following questions.

1. Do you have a market where you live?

2. Do you like shopping in a market?
3. What can you buy at a market?
4. What is the difference between a market and a supermarket?

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ELEMENTARY (A1-A2)

GOING TO THE MARKET

2 Focus on vocabulary

Part A: Look at the following pictures and label them with the words below.

Group 1:

avocado carrot grape onion pepper pineapple strawberry tomato

1. 2. 3. 4.

5. 6. 7. 8.

Group 2:

apple banana cucumber melon orange pea pear potato

1. 2. 3. 4.

5. 6. 7. 8.

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ELEMENTARY (A1-A2)

GOING TO THE MARKET

Part B: Put the words from the previous part into the right column below.

Fruit Vegetables

Part C: Answer the questions below.

1. Do you have a favourite fruit?

2. Do you have a favourite vegetable?
3. Are there any fruits or vegetables you don’t like?
4. How many different fruits and vegetables do you eat every day?

3 Language point

Part A: Categorise vegetables and fruits to the correct articles.

apple avocado banana carrot

cucumber grape melon onion
orange pea pear pepper
pineapple potato strawberry tomato

1. a:

2. an:

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Part B: Write the plural form for each fruit and vegetable.

Group 1:

1. pepper →

2. tomato →

3. carrot →

4. avocado →

5. strawberry →

6. onion →

7. pineapple →

8. grape →

Group 2:

1. melon →

2. pear →

3. banana →

4. potato →

5. pea →

6. apple →

7. orange →

8. cucumber →

4 Game: what is it?

Follow your teacher’s instructions and take turns reading the clues and guess the fruit or vegetable.

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ELEMENTARY (A1-A2)

GOING TO THE MARKET

5 Listening comprehension: at the market

Part A: Listen to two customers buying fruit and vegetables at a market. What do they each buy?

1. Customer 1 →

2. Customer 2 →

Part B: Look at the conversation and put it in order. Then, practise the conversation with your partner.

Hello, how can I help you?

Thank you, and you!

OK, great, thank you. Here you go.

Here is your change and fruit. Have a nice day.

I would like some apples, oranges, and a melon, please.

OK, how many apples and oranges would you like?

That’s right! How much is that?

Can I have six apples and ten oranges, please?

That will be four pounds and fifty pence, please.

Sure, and just one melon?

6 Focus on vocabulary: useful language

Part A: Fill in the gaps with a word from the box. Who can say each sentence?

1. I would some apples, oranges, and a melon, please. →

2. OK, how apples and oranges would you like? →

3. you got avocados? →

4. How is that? →

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Part B: In pairs, answer the questions below.

1. Which question asks about which fruits and vegetables the market stall holder has?
2. Which question asks about quantity?
3. Which sentence says politely what the customer wants?
4. Which question asks about the price?

7 Speaking practice: roleplay

Take turns buying and selling fruit.

Situation 1

Student A: customer Student B: market stall holder

You would like the following: The cost of 3 onions, 6 carrots

3 onions, 6 carrots, 5 avocados. and 5 avocados is £5.25.

Ask how much it all costs. You do have strawberries – they cost

Ask if they have got any strawberries. £2 for a small bag.

Situation 2

Student A: market stall holder Student B: customer

A pineapple costs £1.50. You would like the following:

You don’t have any grapes, but you do 2 pineapples, 1 melon and 6 tomatoes

have tomatoes. Ask how much a pineapple costs.

The total cost of 2 pineapples, 1 melon Ask if they have any grapes and tomatoes.

and 6 tomatoes is £6.50. Ask how much it all costs.

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GOING TO THE MARKET

Transcripts

5. Listening comprehension: at the market

Narrator: One

Market stall holder: Hello, how can I help you?

Customer 1: I would like some apples, oranges, and a melon, please.

Market stall holder: OK, how many apples and oranges would you like?

Customer 1: Can I have six apples and ten oranges, please?

Market stall holder: Sure, and just one melon?

Customer 1: That’s right! How much is that?

Market stall holder: That will be four pounds and fifty pence, please.

Customer 1: OK, great, thank you. Here you go.

Market stall holder: Here is your change and fruit. Have a nice day!

Customer 1: Thank you, and you!

Narrator: Two

Market stall holder: Hello, what would you like?

Customer 2: Have you got any avocados?

Market stall holder: Yes, how many would you like?

Customer 2: I’d like three, please. Have you got any peas?

Market stall holder: No, sorry.

Customer 2: Ok, can I have twelve big potatoes and five onions?

Market stall holder: Of course, anything else?

Customer 2: Yes, five carrots, please. That’s all, thanks. How much is that?

Market stall holder: That will be three pounds and ninety pence.

Customer 2: Here you go.

Market stall holder: Thank you!

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GOING TO THE MARKET

Key

1. Warm up

Part A:
5 mins.
This stage is to introduce the topic of markets. The students look at the picture and discuss what they see.
Part B:
5 mins.
Once the topic of markets has been established, ask the students to discuss the questions to personalise the
topic. You can ask the students to discuss the questions in pairs or put the students into groups of four. Give
each student one question. They should speak to everyone in their group, asking and answering the questions.
Go through the questions first and check the meaning of any unknown words.

2. Focus on vocabulary

Part A:
5 mins.
This stage is for students to identify common fruits and vegetables. First, they label the pictures.
Group 1:

1. avocado 2. pepper 3. carrot 4. tomato

5. strawberry 6. onion 7. pineapple 8. grape
Group 2:

1. melon 2. pear 3. banana 4. cucumber

5. pea 6. apple 7. orange 8. potato
Part B:
5 mins.
Students now put the fruits and vegetables in the right columns, There are ten fruits and six vegetables.
Fruit: strawberry, pineapple, grape, melon, pear, banana, apple, orange, *tomato, avocado
*Tomatoes can be classed as a fruit or a vegetable
Vegetables: pepper, carrot, onion, cucumber, pea, potato
Part C:
5 mins.
Students now answer the questions to personalise the language.

3. Language point

Part A:
5 mins.
This stage is to review the use of singular and plural nouns. First, the students have to categorise fruits and
vegetables according to the correct article they are used with. This language point has been highlighted in previous
lessons but review the use if necessary.

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GOING TO THE MARKET

A/An
We use a/an with singular nouns. We do not use a/an with plural or uncountable nouns.
We use a before a consonant sound.
We use an before a vowel sound.

1. A: pepper ≀ tomato ≀ carrot ≀ strawberry ≀ pineapple ≀ grape ≀ melon ≀ pear ≀ banana

≀ potato ≀ pea ≀ cucumber
2. AN: avocado ≀ onion ≀ apple ≀ orange
Part B:
5 mins.
Now they have to write the plural form. Review the answers and practise pronunciation.
Some spelling patterns for plural nouns. There are exceptions!
Add -s to regular plurals.
Add -es to words ending in -ch, -s, -sh, -x, -z.
Change -y to -ies.
Plurals of words ending in -o are usually made by adding -es(exception - avocados).
Group 1:

1. red peppers 2. tomatoes 3. carrots 4. avocados

5. strawberries 6. onions 7. pineapples 8. grapes
Group 2:

1. melons 2. pears 3. bananas 4. potatoes

5. peas 6. apples 7. oranges 8. cucumbers

4. Game: what is it?

5 mins.
This stage is to review the different fruits and vegetables. Give each pair a set of clues (you can find cut-ups at
the end of the teacher’s notes). They take turns reading the clue and guessing the words.
Alternative – group game with no preparation.
Write the twelve words on the board in a random order. Put the students into two groups. One person from each
group comes up to the board and stands with their back to the board. You read out a definition and they both
have to turn around and hit the correct word. The first person to hit the correct word gets a point. The groups
with the most points win.
Answers:
1) orange; 2) potato; 3) tomato; 4) pineapple;
5) onion; 6) banana; 7) strawberry; 8) grapes
9) pea; 10) carrot; 11) avocado; 12) melon

5. Listening comprehension: at the market

Part A:
5 mins.
Tell the students they will hear two customers buying fruit and vegetables from a market stall. They listen to the
whole conservation first and write down what each customer buys. Check the answers.

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GOING TO THE MARKET

1. six apples, ten oranges, one melon

2. three avocados, twelve big potatoes, five onions, five carrots
Part B:
5 mins.
Now show the students the first dialogue jumbled up. In pairs, they reorder it. They then listen and check their
answers. Students finish by practising the dialogue together.

Hello, how can I help you?

I would like some apples, oranges, and a melon, please.
OK, how many apples and oranges would you like?
Can I have six apples and ten oranges, please?
Sure, and just one melon?
That’s right! How much is that?
That will be four pounds and fifty pence, please.
OK, great, thank you. Here you go.
Here is your change and fruit. Have a nice day.
Thank you, and you!

6. Focus on vocabulary: useful language

Part A:
5 mins.
This stage is for students to notice the language used at a market stall. First, they fill in the gaps with the correct
words to complete the sentence or question.

1. like ≀ customer 2. many ≀ market stall holder

3. Have ≀ any ≀ customer 4. much ≀ customer
Part B:
5 mins.
Students, in pairs, discuss the questions. During feedback, you can elicit/highlight the following:
a) The contraction of would like → I’d like. Practise this with the students.
b) How much is used with singular and plural nouns when we are referring to the price of something.
c) How many is used with plural countable nouns when referring to quantity.
d) We use some and any to talk about an undefined quantity. We use them with plural nouns and uncountable
nouns. Some is generally used in positive sentences, and any is used in negative sentences and questions.

7. Speaking practice: roleplay

5 mins.
This stage allows the students to practise buying and selling fruit and vegetables at a market. Give Students A
and B their role cards. Let them read the information. Then sit students A and B opposite each other. Tell them
to take turns asking and answering the questions. Do a demonstration with two students before starting. Listen
out for errors to give the students some post-task language feedback.

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GOING TO THE MARKET

Cut-ups

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