To start with the teacher will brainstorm with students on the whiteboard words related with "shopping". The teacher should begin with a couple of examples of his own before letting students come up to the whiteboard and write some of their own ideas.

To expose the target language of the lesson the teacher will use a listening task. Students will listen to four people answering the question "have you ever bought something that you have never worn?". Students will then need to answer comprehension questions based around the audio. To finish off the teacher will talk about a time he had bought something and never worn it, then ask the same question to a few of the students.

In this stage students will be introduced to new vocabulary related to shopping. Students will need to match the word with the picture on page 155 in the students book in pairs. The teacher will then go through each word on the board eliciting the stress from the students on each word. The teacher will then drill each word with the students. The teacher will then play a game called "whiteboard races". The aim of this game is to test students have memorized the target language. The teacher will group the students into two teams and get them in to a single file line facing the whiteboard. The teacher will stick pictures of the vocabulary on the board. The teacher will call out one of the words and whoever manages to put their hand on the correct picture on the whiteboard scores a point for their team.

In this stage students will be expected to use their new vocabulary with "have you ever..." questions. To begin with students will be given a handout with 3 prepared "have you ever" questions on. Students will be required to make 5 questions of their own. The teacher should encourage the students to use the vocabulary they have learnt in the previous stage. Once students have completed making their own questions. Students will need to stand up and move around asking their peers the question, then writing their name next to the question if they answer "yes, I have". After students have completed answering their questions they will sit down and complete question 6 on page 31. Initially filling in the correct form of the verb, then asking their partner the questions.