Beginning ESLDowntown Basic: English for Work and Life

Chapter 4—Shopping

GoalsAt the end of Chapter 4, students will be able to:

Identify U.S. coins and bills Make purchases and count money Ask for and give prices Identify colors Identify types of clothing Describe clothing Express Likes and dislikes Offer help Ask about size

LessonsLesson 1—MoneyLesson 2—Clothes and ColorsLesson 3—At the Clothing Store

Lesson 1Money

Time75 minutes

ObjectivesBy the end of Lesson 1, students will be able to:

Identify U.S. coins and bills Make purchases and count money Ask for and give prices

MaterialsCurrency handout, textbook, Monopoly money, whiteboard, markers, around 10 objects for “store” activity (ex. pencil, textbook, folder, etc.)

Procedure

1. Warm up: Students are asked to brainstorm words they already know about money, clothes and shopping in pairs. Pairs of students will be asked to share their vocabulary with the class, and the teacher will create a mind-map on the board, having students help group the words into themes. (5-10 minutes)

2. Presentation: Teacher will pass out the currency handout (Appendix A) to each student and elicit the name of each bill and coin included. The teacher will write this vocabulary on the board, and the students will copy the words on their handouts. Teacher will also

explain the worth of each bill or coin, and students will answer the value questions at the end of the handout. (15 minutes)

3. Presentation: Teacher will explain “have” and “has”. Teacher will call 5 volunteers to the front of the class and hand out fake money to volunteers. Teacher will ask the class how much money each volunteer has. (10 minutes)

4. Pair Practice: Teacher hands out fake money to everyone. Students will prepare groupings of coins and bills for their partners and ask, “How much money do I have?” The partners will respond, and then the students will switch roles. (10 minutes)

5. Listening and Writing Practice: Students listen to exercise from Downtown, where a narrator describes how much money certain people have. Students must jot down the numeric amounts that each person has and then work in pairs to turn the information in their charts into full sentences. (15 minutes)

6. Role-play: Teacher will set up a “store” with classroom items “for sale”. One student at a time will ask how much a certain item costs, and the teacher will reply. Students will “pay” with Monopoly money, and if a student is correct, he or she is the new salesperson and may call on another student. Depending on the level of student understanding, this activity could be completed in pairs or small groups, as well. (10-15 minutes)

7. Game: Students will break up into two teams for board races. Teacher will state the name of a bill or coin and ask a question about its value, for example: “I have a nickel. How many pennies do I have?” Students compete to see who can write the answer on the board the quickest. (5-10 minutes)

8. Homework: Students will be asked to study new currency vocabulary. They should also make a list of any clothing words they know.

Lesson 2—Clothes and Colors

Time75 minutes

Objectives By the end of lesson 2, students will be able to: Identify colors Identify types of clothing Describe clothing Express Likes and dislikes

MaterialsMoney riddle, pieces of colored paper, tape, whiteboard, markers, box of clothing, “find someone who” worksheet, textbook, copies of dialogue from Downtown, homework handout

Procedure

Warm up: Riddle: If Jane has 3 nickels, 8 dimes, etc…how much money does she have?

1. Warm up: Teacher writes riddle on board before class: Jane has 3 nickels, 5 dimes, 3 quarters, 5 one dollar bills, 2 five dollar bills, and 4 ten dollar bills in her wallet. How much money does Jane have? Students must solve the riddle. (5 minutes)

2. Presentation: Teacher tapes a colored piece of paper on the board with the name of the color written under it. The teacher says the color and students repeat; the teacher asks what the color is and the students answer on their own. The teacher continues to add more colors in the same fashion and eventually erases the names of the colors one by one. (This activity was stolen from a lesson Allison did in peer teaching.) (10 minutes)

3. Practice: Teacher asks students to name something in the classroom of each color. Students answer and then take turns asking each other. (5 minutes)

4. Presentation: Teacher presents clothing vocabulary. First, students share the clothing they know from their homework, and the teacher writes their answers on the board. Then, the teacher pulls out different items of clothing from a box and has students name the clothing item and write it down in their notebooks. (10 minutes)

5. Group Practice: Students take turns pulling clothing items out of the box and asking “What color (clothing item) do I have?” Student calls on another student to answer with, “You have a (color) (clothing item) ”, and that student is next to pull an item out of the box. (5 minutes)

6. Task: Students must complete the “Find Someone Who” worksheet (Appendix B) by walking around and asking students about what they are currently wearing. (10 minutes)

7. Presentation: Teacher explains and conjugates like, want and need. Teacher will ask individual students questions about clothing using the new vocabulary. (10 minutes)

8. Pair Speaking and Writing Practice: Students practice a dialogue about a person named Jenny finding new clothing (from Downtown) in groups; students practice two similar dialogues by following pictures of two other characters shopping. They should write down the variable vocabulary from the new dialogues. (10 minutes)

9. Game: Students sit in a circle and say one colored clothing item they like (ex. brown sweaters), and each person repeats what each person before them likes in a sentence (ex. Jose likes brown sweaters) before they add their own (ex. And I like red T-shirts). (5-10 minutes)

10. Homework: Students need to complete a chart with the names of three people they know and what color clothing they like. Students must also make a page for their binders that will help them study colors (Appendix C)

Lesson 3: At the Clothing Store

Time75 minutes

ObjectivesBy the end of Lesson 3, students will be able to:Offer help Ask about size

MaterialsShopping video clip (and a computer and projector), ball, comprehension questions, textbook, white board, markers, textbook, handout of Exercise 1 in Lesson 3 in DowntownProcedure

1. Warm up: Vocabulary toss: students toss around a ball among each other, and whoever catches it must say one new vocabulary word about currency, colors or clothing. If a student repeats a word, he or she is “out”. (5 minutes)

2. Video: Watch shopping clip: http://www.youtube.com/watch?v=Q-1tfWzHgOA once. Give students the following comprehension questions to answer (write on board and have students answer in their notebooks) before playing the clip a second time: (10 minutes, play twice)

What does Mary want? ___________________________________________________________Where do the girls go? ____________________________________________________________What color is her new jacket?_____________________________________________________What do you think “on sale” means? _____________________________________________

(5 minutes to go over comprehension questions)

3. Presentation: Teacher presents new shopping phrases: “May I help you?” “I’m looking for…”, “What size do you need?” (small, medium and large), “How much is it?” (10 minutes)

4. Pair Practice: Students will complete Exercise 1 in Lesson 3 in Downtown, which is a dialogue using the new phrases. Students will take turns trying out variations of the dialogues by looking at pictures. (10 minutes)

5. Presentation: Teacher will present how to use negatives with the verbs want, need and like. (5 minutes)

6. Task: Students will develop and memorize a “clothing store skit” (role play). They will simulate a conversation between a salesperson and customer, speaking about colors, sizes, likes and dislikes, etc. The students will practice and present to the class in pairs. (30 minutes)

7. Game: Students take turns describing what other students are wearing, and other students have to guess who the student is describing (backup activity only to be used if there is time left).

8. Homework: Study new vocab. Relax.

Appendix A

___________________________________________ ____________________________________________

___________________________________________ ____________________________________________

____________________________________________ ___________________________________________

____________________________________________ ______________________________________________

____________________________________________ _______________________________________________

A nickel is worth __________________________ pennies.

A dime is worth ____________________ nickels and ___________________ pennies.

A quarter is worth ___________________ dimes, _________________________ nickels, and __________________ pennies.

A dollar is worth _________________ quarters, ____________________ dimes, __________________ nickels and _____________________ pennies.

Appendix B

Find Someone Who….

Example:Student A: “Do you have a white blouse on?”Student B: “Yes, I have a white blouse on.” Or

“No, I do not have a white blouse on. I have a red t-shirt on.”

Has a white blouse on

Has black shoes on

Has a brown jacket on

Has a green or blue sweater on

Has something pink on

Has a red T-shirt on

Has a dress on

Has a black belt on

Has a yellow or orange shirt on

Has blue pants on

Appendix C

Name Shoes Pants Shirts Jackets

Fill in the boxes with the colors we learned. Label the color next to the box.