Explore lessons

Lesson preview

Situation in florist shop

Students explore a florist shop problem and practice giving polite suggestions, comparing options, and explaining practical choices. They listen to a customer conversation, read a product note about the budget decision, and discuss the best way to fix the display using items already in the shop.

C1 Advanced60 minutesEnglishTeacher

You can preview the first 2 activities. Sign up to unlock the full lesson and add it to your library.

1

1. Image

A florist shop display has broken, and the team must fix it using what is already in the shop.

Teacher note: A florist shop display has broken, and the team must fix it using what is already in the shop.

2

2. Vocabulary

  • display
    the way products are arranged so they look attractive and easy to notice
  • bouquet
    a bunch of flowers tied together as one gift or arrangement
  • vase
    a container used for holding flowers, usually with water
  • spare
    extra and ready to use if something else breaks or runs out
  • budget
    the amount of money available to spend on a task or purchase
  • practical
    useful, sensible, and likely to work well in a real situation
  • repair
    to fix something that is broken or damaged
  • alternative
    another choice or option when the first idea is not possible
  • affordable
    not too expensive; easy to pay for
  • suitable
    right for a particular purpose, person, or situation
  • make do
    use what is available because you cannot get anything else
  • work with
    use something as part of a solution or plan

Teacher note: Vocabulary set for the florist-shop problem-solving lesson, focused on stock, reuse, and practical decision-making language.

3

3. Listening

Your browser does not support audio playback.

Listen to the conversation once, then answer the questions.

  1. What problem does Maya notice at the start?
  2. Which two items do they compare as possible supports?
  3. Why does Ben prefer the crate over the plant tray?
  4. What is the main reason they avoid buying anything new?
  5. What do they plan to do with the cloth at the end?
  6. Which option is described as better for the front of the shop?
Teacher audio script
Maya: The front display has tilted again, and one side is sinking lower than the other.
Ben: I saw that. We need a fix that uses only what we already have in the shop.
Maya: I checked the storage shelf. There is a wooden crate, a shallow plant tray, and a clean linen cloth.
Ben: The tray looks neat, but I do not think it is strong enough for the heavier pots.
Maya: I agree. It is tidier, but the crate seems more stable.
Ben: Could we place the crate under the arrangement and use the tray just for the smaller bunches?
Maya: That might work, but the crate alone is the better option for support.
Ben: Yes, because it is sturdier and we do not need to spend anything.
Maya: Exactly. We can cover it with the cloth so it still looks presentable at the front.
Ben: Good idea. That is a practical temporary fix for today.

Teacher note: Short two-person listening about a florist choosing between two temporary fixes after a display stand breaks. Students listen for the problem, the available items, and the reason behind the final choice.

Sign up free to unlock “3. Listening” and the rest of this lesson

Create free teacher account
4

4. Text

Product note: display fix for the front window

The front display stand is broken, so we need a quick solution before the afternoon rush. We checked the available stock in the shop and compared two options: buying a new stand or reusing the wooden crate from the storage room. The new stand would look neat, but it is not a good fit for today’s budget. The crate is already here, it is strong enough for the flower arrangement, and it can be covered with paper and ribbon to match the rest of the display.

Decision: Use the crate today and replace it only if the display problem happens again next month.

This is a practical choice because it saves money, avoids delay, and uses what we already have. When you compare options, ask yourself: Which one is cheaper? Which one is faster? Which one works best for this situation?

Grammar note:

  • Use could / might / should to make polite suggestions: We could use the crate. / We might cover it with paper. / We should avoid buying anything new.
  • Use comparatives to explain your choice: The crate is cheaper than a new stand. / It is more practical than waiting for delivery.

Context note: In small shops, staff often need to make fast decisions with limited stock and a fixed budget. A good solution is not always the prettiest one; it is the one that works well in the real situation.

Discussion questions:

  1. Why is the crate a better choice for today?
  2. What would you say to a colleague if you wanted to suggest a different option politely?
  3. When is it better to reuse something instead of replacing it?

Teacher note: A short reading note explains why the florist chooses a reuse-based fix over a new purchase, with a clear budget reason and a practical comparison.

Sign up free to unlock “4. Text” and the rest of this lesson

Create free teacher account
5

5. Grammar

Polite Suggestions and Comparisons

When you want to recommend a solution in a shop, it often sounds more professional to be polite, practical, and specific. In this lesson, we use should, could, and might to make suggestions, and comparative forms to compare two options.

1) Making polite suggestions

Use should when you think one choice is the best or most sensible:

  • We should use the wooden crate for the display.
  • The florist should keep the taller flowers at the back.

Use could when you are offering an idea in a softer way:

  • We could move the smaller pots to the front.
  • The team could reuse the ribbon from yesterday’s arrangement.

Use might when you want to sound cautious or less certain:

  • We might need a wider base under the stand.
  • The new layout might look better with fewer items.

2) Comparing options

To compare two choices, use comparative forms:

  • more practical / less practical
  • cheaper / more expensive
  • safer / less safe
  • better / worse

Examples:

  • The crate is more practical than the glass shelf.
  • Reusing the old stand is cheaper than replacing it.
  • This arrangement is safer than the taller one.
  • The second idea is better for a busy afternoon.

3) Giving a reason

A strong suggestion usually includes a reason:

  • We should use the crate because it is already in the shop.
  • We could choose the simpler layout since it saves time.
  • The smaller display is better because it fits the budget.

You can also use:

  • because
  • since
  • so
  • that’s why

4) Useful patterns

  • We should + base verb + because + reason
  • We could + base verb + if we want + result
  • X is more/less + adjective + than Y
  • X is better for + situation

5) Example sentences

  • We should reuse the crate because it is already available.
  • We could place the tallest flowers in the center.
  • The wooden base is more stable than the plastic stand.
  • This option is cheaper than buying a new fixture.
  • The simpler arrangement is better for a small space.
  • We might keep the design low so customers can see everything clearly.
  • The second plan is less practical when the shop is busy.

6) Common mistakes

  • Wrong: We should to reuse the crate.
    Correct: We should reuse the crate.

  • Wrong: The crate is more practical as the shelf.
    Correct: The crate is more practical than the shelf.

  • Wrong: We coulds move the flowers.
    Correct: We could move the flowers.

  • Wrong: This option is gooder for the budget.
    Correct: This option is better for the budget.

  • Wrong: We might to use the ribbon.
    Correct: We might use the ribbon.

7) Quick speaking model

  • I think we should reuse the crate because it is the most practical choice.
  • We could try a lower arrangement, but the crate is better value for this situation.
  • It is more stable than the tall stand, so it feels safer for customers.

Teacher note: Clear explanation of polite suggestion forms and comparison language using the florist repair problem, with examples and common mistakes.

Sign up free to unlock “5. Grammar” and the rest of this lesson

Create free teacher account
6

6. Multiple choice

Listen to the conversation and read the product note carefully, then choose the best answer for each question.

1.

What is the main reason the team avoids buying a new display stand?

2.

Which item is chosen as the safest replacement for the broken stand?

3.

Why does the note say the chosen option makes sense financially?

4.

According to the product note, what is the main advantage of the crate over the other option?

5.

What final arrangement is planned for the display area?

Teacher note: Five-item comprehension check on the florist conversation and product note, with answers focused on the chosen fix, the available materials, and the budget reason.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1B. There is no time to place an order today
  • Q2A. A spare wooden crate
  • Q3B. It uses materials already in stock
  • Q4B. It gives a cleaner look with less risk
  • Q5B. The roses in the center with smaller pots around them

Sign up free to unlock “6. Multiple choice” and the rest of this lesson

Create free teacher account
7

7. Fill in the blanks

Complete the sentences about the florist shop. Use the best word or phrase for each blank.

We use the wooden crate because it is already in the shop.
We move the tall plants to the side and keep the roses in front.
The crate is for this space than the broken stand.
This option is because we do not need to buy anything new.
We might reuse the ribbon, it still looks neat.
The smaller pots are flexible than the heavy tray.
We place the sign on top of the crate to make it easier to see.
This arrangement is a solution for today’s rush.

Teacher note: Fill-in-the-blanks practice focused on polite suggestions and comparison language for fixing the florist display.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Blank 1should
  • Blank 2could
  • Blank 3better
  • Blank 4cheaper
  • Blank 5because
  • Blank 6more
  • Blank 7might
  • Blank 8practical

Sign up free to unlock “7. Fill in the blanks” and the rest of this lesson

Create free teacher account
8

8. Grammar practice

Choose the best grammar form for each sentence.

1.

We ___ move the orchids closer to the window because they need more light.

2.

This shelf is ___ for the narrow corner than the metal trolley.

3.

You ___ try the lower stand if you want the arrangement to look steadier.

4.

The reusable crate is ___ than buying a new frame for today’s display.

5.

We ___ also place the smaller pots at the front to balance the display.

6.

If we reuse what is already in stock, the solution becomes the ___ option for this morning.

Teacher note: Grammar practice on polite suggestions and comparison forms using a florist-shop repair decision. Six multiple-choice items test should/could/might and comparative structures in practical workplace contexts.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1A. should
  • Q2B. more practical
  • Q3A. might
  • Q4B. cheaper
  • Q5A. could
  • Q6B. best

Sign up free to unlock “8. Grammar practice” and the rest of this lesson

Create free teacher account
9

9. Short answer

Answer each question in 1–2 short sentences. Use polite opinion and suggestion language, and give a practical reason.

1.

What would you suggest using to support the damaged flower display, and why?

2.

Why might reusing an item from the stockroom be a better choice than buying something new today?

3.

Which option looks more practical for a busy morning, and what makes it the better fit?

4.

How would you politely explain that one repair idea is stronger than the others?

Teacher note: Short-answer practice on giving brief, polite opinions and practical suggestions about the florist’s repair choice.

Sign up free to unlock “9. Short answer” and the rest of this lesson

Create free teacher account
10

10. Speaking

Class speaking activity — read, then practise aloud with your teacher or partner

Speaking: Choosing the best fix

Task

Work in pairs. You are the florist team, and the front display needs a quick fix using items already in the shop. Discuss two or three possible solutions, then agree on the best practical choice for today.

Your goal

  • give your opinion clearly
  • make polite suggestions
  • compare the options
  • explain why one idea is better for this situation

Useful phrases

  • I think we should...
  • We could...
  • It might be more practical to...
  • This is better because...
  • Compared with that option, this one is...
  • For today, the best choice is...

Discussion prompts

  1. Which item already in the shop would be the safest support for the display, and why?
  2. Which option would look the neatest for customers walking in?
  3. Which idea uses the least time and effort for the staff?
  4. If the team wants to stay within a tight budget, what should they avoid?
  5. Which solution is the most suitable for the front area, and what makes it better than the others?
  6. How would you politely disagree with a teammate who prefers a more expensive fix?
  7. What small changes could improve the chosen arrangement without adding new costs?
  8. If you had to report your decision to the manager, how would you justify it in one or two sentences?

Pair challenge

Student A chooses one repair plan. Student B chooses a different one. Then both students try to convince the group that their idea is the best. End by agreeing on one final answer and giving a short reason.

Teacher note: Guided speaking activity for discussing repair options in a florist shop, with polite suggestion and comparison language.

Sign up free to unlock “10. Speaking” and the rest of this lesson

Create free teacher account
11

11. Writing task

Write a short internal note to a colleague explaining the chosen solution for the broken florist display. Include the problem, two options, the final choice, and why it is practical. Use polite suggestion language and comparison forms.

Aim for at least 60 words.

Teacher note: Writing task for a short internal note that summarizes the chosen repair plan, compares two options, and explains the budget logic politely and clearly.

Sign up free to unlock “11. Writing task” and the rest of this lesson

Create free teacher account
12

12. Voice message

Record a short voice message to the shop manager.

In your message, recommend the best way to fix the broken display using only items already in the shop. Mention one or two other options, then explain why your choice is better for this situation. Keep your message clear, polite, and practical. Aim for about 45–60 seconds.

Tap to record

Up to 60 seconds

Teacher note: Voice-message task asking the learner to recommend a practical repair plan to the manager, with one or two alternatives and a clear comparison of why the chosen option is best.

Sign up free to unlock “12. Voice message” and the rest of this lesson

Create free teacher account
13

13. Board game

Student's turn (preview)

Student

Roll

Teacher

Preview — dice sync when the lesson is live

Play the review game by moving around the board, giving opinions, comparing options, and choosing the most practical fix for the florist shop.

Teacher note: Play the review game by moving around the board, giving opinions, comparing options, and choosing the most practical fix for the florist shop.

Sign up free to unlock “13. Board game” and the rest of this lesson

Create free teacher account

11 more activities in this lesson

Create a free teacher account to view the full lesson, copy it to your library, and assign it to students.

Sign up free

Previewing the first 2 activities

Sign up to unlock