a1 – unit 2 – supermarket shopping.pdf

8/18/2019 A1 – Unit 2 – Supermarket Shopping.pdf

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WEEK

UNIT: Lesson

TEACHER-LED LESSONS COMPUTER LESSONS

Lesson Overview Classroom Materials Workbook Pages Assignments

WEEK5

Unit 2:

Supermarket

Shopping

• Homework review

• Lesson Plan (Post Computer

Activity): Listening: Where is the

milk?


Activity): Speaking: Cash or Credit?

• Lesson Plan (Pre Computer

Activities): Reading: Come to city

market


Activities): Writing: Lisa’s Note

Workbook: Pages 17, 18

Handout: Listening: Where is

the milk?

Handout: Speaking: Cash or

Credit?

19, 20 • Reading: Come to city market

• Writing: Lisa’s Note

Unit 2:

Supermarket

Shopping

• Homework review


Activities): Reading: Come to city

market

•

Lesson Plan (Post ComputerActivities): Writing: Lisa’s Note


Activities): Vocabulary: Food and

Drink


Activities): Vocabulary: Prepositions

Workbook: Pages 19, 20

Handout: Reading: Come to city

market

Handout: Writing: Lisa’s Note

21 • Vocabulary: Food and Drink

• Vocabulary: Prepositions


2/16

First Discoveries

UNIT 2 Supermarket Shopping

Listening > Where's the Milk?

Pre-Computer

● Tell students that this component is about supermarket shopping. Ask how they would find something

in an unfamiliar supermarket. Elicit that they might ask a supermarket assistant for help (this can be

done in the students’ native language).

● Teach the following vocabulary: milk, eggs, cheese, fruit, vegetables, bananas. Bring in pictures or

samples of the foods. Write the words on the board. Say the words out loud and have the students

repeat them after you.

● Play a memory game. Put several of the above food items or pictures on a desk. Have a student

leave the room. Hide one of the items. The student returns and has to say which item is missing.

● Teach the language of the Prepare screen. Teach the question Where’s…? Point out that the

question can be preceded by the phrase Excuse me… – a polite way of asking a question. Teach the

answer Over there. by pointing to objects in the classroom.

● Explain that we use Where is…? when we are talking about single nouns and Where are…? when

we are talking about plural nouns, for example, Where’s the milk? Where’s the cheese? Where are

the bananas? Where are the eggs?

● Teach the phrase next to. Indicate that two students are sitting next to each other. Show that two

objects are next to each other (books or other classroom objects).

● Practice pronunciation of words with the sound /k/. Say the following words and have students repeat

them: milk, supermarket, can. Explain that both the letters k and c can have the sound /k/.You may

also want to re-enter some vocabulary with the /k/ sound, such as secretary, course, class, contact,

cook, countries, Canada, application, cake, cup, kite.

Computer Focus

● Have students answer the following questions:

What does Lisa buy? (milk, eggs, cheese)

Where are the eggs? (next to the cheese)

How many questions does Lisa ask in the supermarket? (three)

Post-Computer

● Check students’ answers to the computer focus questions.

● Discuss the video with the students. Make sure that they understand what happens in the story.

Expand the discussion to include students’ own shopping habits. Ask, for example, Who does the

shopping in your house? Do you make a shopping list?

● Make enough copies of the HAnDouT for all your students. Divide the class into pairs and have

students use the handout to help them role-play a dialogue between a customer and an assistant in

a supermarket.

TEACHER'S NOTES Copyright © 1990-2015 Edusoft Ltd. All rights reserved. 40


3/16

First Discoveries


Listening > Where's the Milk?

Supermarket Role-Play

1. Role-play the following dialogue in pairs:

Student A

You are shopping in the supermarket. Student B works in the supermarket. Ask Student B where some things are.

use the following phrases to help you:

Excuse me. Where’s the…?

Where are the…?

Thank you!

Student B

You work in a supermarket. Student A is a customer. Answer Student A’s questions.

use the following phrases to help you:

It’s over there.They’re over there.

It’s/They’re next to the… .

No problem!

2. Now role-play the dialogue again with Student B as the customer and Student Aas the assistant.

STUDENT HANDOUT Photocopiable Materials. 41 Copyright © 1990-201 Edusoft Ltd. All rights reserved.


4/16

First Discoveries


Speaking > Cash or Credit?

Pre-Computer

● Tell students that they are going to watch a short video clip of a conversation between John (a

customer) and a supermarket cashier.

● Discuss the different possible methods of payment in supermarkets: cash, check, credit card (this can

be done in the students’ native language).

● Teach the language of the Prepare screen That’s $25.50, please. Cash or credit card? Point out that

when spoken $25.50 is twenty-five dollars and fifty cents. Make sure that students understand the

options John has for payment – cash or credit card .

● Teach the words/phrases Sign here, please. Thank you. Have a nice day . Write the words/phrases on

the board and have students repeat them.

Computer Focus

● Have students answer the following question:

How does John pay? (by credit card )

Post-Computer

● Check students’ answer to the computer focus question.

● In pairs, have students role-play cashier and customer, using the following dialogue which you write

on the board.

Cashier: That’s $25.50, please. Cash or credit card?

John: Credit card.

Cashier: Sign here, please.

John: Thank you.

Cashier: Have a nice day.

● Make enough copies of the HAnDouT as you have pairs of students. Divide the class into pairs.

Ask the students to cut out the sentences and put them into the correct order to make two different

dialogues. note: There is more than one possible answer. Then have the students role-play the

dialogue, taking turns to be the customer and the cashier.

Key 1. That’s $4.50, please. 2. That’s $33.50, please.

Cash or credit card? Cash or credit credit card?

Cash. Credit card.

Here's your change. Sign here, please.

Thank you. Have a nice day.

Have a nice day. Thank you.

Bye! Goodbye.



5/16

First Discoveries


Speaking > Cash or Credit?

1. Make two dialogues from the sentences.

2. Role-play the dialogues with your partner. Take turns to be the customer and the cashier.


Bye! Goodbye.



Cash. Here’s your change.

That’s $4.50, please.Cash or credit card?

That’s $33.50, please.Cash or credit card?

Credit card. Sign here, please.


6/16

First Discoveries


Reading > Come to City Market!

Pre-Computer

● Tell students that they are going to read an ad for a supermarket. Bring in, or have students bring in,

samples of supermarket ads. Discuss the type of items you would buy in a supermarket and where

supermarkets may place written ads – magazines, newspapers, Internet .

● Teach the language of supermarket ads – great prices, on sale – and products sold in the

supermarket – fruits and vegetables, bread, coffee and tea. Hold up pictures of, or bring in, the

different products mentioned in the ad and have students identify them.

● Ask students what kind of information they would expect to find in a supermarket ad. Elicit the

following and write it on the board: the name of the supermarket

the opening hours of the supermarket

what is on sale

the address of the supermarket

Tell students to look out for this information in the ad in the computer component.

Computer Focus


How many days a week is City Market open? (seven)

What’s on sale today? (fruits and vegetables, bread, coffee and tea)

Where is City Market? (Princetown)

Post-Computer


● Discuss supermarkets where students live. Ask Are they cheap or expensive? What are their opening

hours? Are they open every day?

● Make enough copies of the HAnDouT as you have pairs of students. Divide the class into pairs and

give each pair a copy. Students cut the handout in half and each student receives one version

of the supermarket ad. Explain that they have the same supermarket ad but that each has differentinformation missing from it. Students take turns asking each other questions about the ad in order to

complete the missing information.

As an extension activity you can ask students to write their own ad for a supermarket or grocery

store, using the text from the handout as a model.

Key Come to Fine Foods!

open 6 days a week (closed Sundays)

on Sale Today: tomatoes and cucumbers, milk and cheese

Fine Foods – 34 Main Street, Springfield

Tel: (605) 938 8842



7/16

First Discoveries


Reading > Come to City Market!

Student A

1. Read the supermarket ad. Ask Student B these questions to complete the ad.

What is the name of the supermarket? What is on sale today?

When is the supermarket closed? What is the address?

2. Now answer Student B’s questions.

Student B

1. Read the supermarket ad and answer Student A’s questions.

2. Now ask Student A these questions to complete your ad.

How many days is the supermarket open? What is the address?

What is on sale today? What is the telephone number?


Come to Fine Foods! Great Prices!

Open days a week (closed Sundays)

On Sale Today: tomatoes and cucumbers,

Fine Foods – 34 Main Street,

Tel:

Come to ! Great Prices!

Open 6 days a week (closed )

On Sale Today: , milk and cheese

Fine Foods – , Springfield

Tel: 605 938 8842


8/16

First Discoveries


Writing > Lisa's Note

Pre-Computer

● Tell students that they are going to read a short personal note from Lisa to John telling him what to

buy in the supermarket. They are then going to write their own shopping list. Discuss with students

whether they write shopping lists before they go shopping and whether they write notes about what

needs to be bought for their family members or roommates (this can be done in their own language).

● Familiarize students with the food vocabulary in this component: eggs, bread , cheese, milk , apples.

● You could teach students the days of the week in English: Monday , Tuesday , Wednesday , Thursday ,

Friday , Saturday , Sunday . Ask them if they have a particular day that they like to go shopping.

Computer Focus


When was the note written? (Tuesday morning )

Who was the note to? (John)

How many apples did Lisa want? (six )

Post-Computer


● Play a memory game with pictures or objects, for example, eggs, bread, cheese, milk, apples,bananas, coffee, tea. Place pictures or the actual food items on a table. Have one student leave the

room. While the student is out of the room, remove one of the pictures or items. When the student

returns he/she has to say which item is missing.

● Make enough copies of the HAnDouT for all your students. Give each student a copy. Divide the

class into pairs and tell students they are going to write a shopping list for a class picnic. They should

use the handout to help them. once students have written their lists, encourage them to share their

lists with the class.



9/16

First Discoveries


Writing > Lisa's Note

Class Picnic Shopping List

Write a shopping list for a class picnic.

• What are you going to eat?

• What are you going to drink?

• How much food will you need?



10/16


11/16

First Discoveries


Vocabulary > Food and Drink

Pre-Computer

● Elicit from students if they know any words for food and drink in English. They should know some

cognates such as tea, coffee, cola, banana and orange. Familiarize students with the vocabulary

of the component banana, cucumber, tomato, pepper, cake, cookie, apple, orange, egg, ice cream,

cheese, butter, bread, juice, milk, water, tea, coffee by bringing in pictures or the food items.

● Explain to students that an is used before a word beginning with a vowel. Give examples for different

vowels: an e gg, an a pple, an o range, an i ce cream, etc. When talking about food that we can’t count,

for example, milk or bread, we say some.

● Teach the language of the Prepare screen. Write the question How much are these cookies? on theboard. Point out that when we want to be polite we say Excuse me before asking a question. Write

the answer The cookies are $2.50. Point out that we say prices in words, not numbers, for example,

two dollars and fifty cents.

● Elicit from students the names of places where you can buy food and drinks such as a supermarket

and a grocery store. Discuss with students the differences between them, for example, supermarkets

are big and have a lot of choice and they have a lot of sales. Take a class poll and find out where the

majority of the students likes to shop.

Computer Focus

● Have students answer the following questions about the Prepare screen:Who is talking? (two women)

Where are they? (in a store)

What does the woman want to buy? (some cookies)

Post-Computer


● Write the words from the component on the board and ask students to divide them into food words

and drink words.

● Make enough copies of the HAnDouT as you have pairs of students. Divide the class into pairs and

give each pair a copy. Then students role-play a conversation between a customer and an assistant

in a grocery store, using the handout to help them. Encourage students to switch roles and invite

some volunteers to perform their role-play in front of the class.



12/16

First Discoveries


Vocabulary > Food and Drink

Grocery Store Role-Play

1. Role-play the following dialogue in pairs:

Student A

You are the customer in a grocery store. Ask the assistant (Student B) the pricesof different foods. Buy some food with

cash or with your credit card.

use the phrases below to help you:

Excuse me.

How much is/are the…?

Thank you.

Goodbye.

Student B

You are the assistant in a grocerystore. Answer the customer’s (Student A) questions aboutprices of different foods. Help thecustomer pay for his/her food.

use the phrases below to help you:

That’s $..., please.

Cash or credit?

Here’s your change.

Sign here, please. Have a nice day.

2. Role-play the dialogue again with Student B as thecustomer and Student A as the grocery store assistant.



13/16

First Discoveries


Vocabulary > Prepositions

Pre-Computer

● Tell students that they are going to learn some common prepositions.

● Teach the prepositions next to, behind, in, on, under . Demonstrate by showing classroom objects in

these positions, for example, The book is on the table. The bag is under the chair .

● Teach the following vocabulary for the lesson: orange, cake, mug, apple, water, glass, milk, table,

pepper . Show students pictures of the objects or bring them into class. Write the words on the board.

Hold up the pictures and have students tell you what the object is. Invite students to come to the

board and point to the correct word.

● Teach the language of the Prepare screen. Teach the question Where’s the milk? and the answer It’s

in the refrigerator . Give other examples – ask students where classroom objects are and have them

answer, for example, Where’s the book? It’s on the table.

Computer Focus

● Have students answer the following questions about the Prepare screen:

Who is talking? (a man and a woman)

Where are they? (in the kitchen)

What is the man looking for? (the milk )

Post-Computer


● Draw a square on the board. Point to positions relative to the square – in, on, under , behind , next to.

Have students tell you the correct preposition. Call volunteer students to come up to the board. Say

under , on, in, etc. and have the student indicate the position relative to the square.

● Make enough copies of the HAnDouT for all your students. Tell students they are going to play a

game. Divide them into two to four teams and give each member of the team a copy of the handout.

Have students read through the commands and check they understand them. Ask students to add at

least three more commands to the list. Each command should use a preposition. Students from each

team take turns calling out commands to each other. If the student from the opposing team performs

the command correctly their team gets a point. The team with the most points wins.



14/16

First Discoveries


Vocabulary > Prepositions

Prepositions Game

1. Read the commands and make sure you understand them. Add three more commands to the list.

a. Write your name on the board.

b. Put your book on the table.

c. Put your shoe under the chair.

d. Stand on the chair.

e. Put the chair next to the table.

f. Put the pen in your bag.

g. Stand behind the chair.

h.

i.

j.

2. Take turns giving commands to the other teams.



15/16

First Discoveries


Vocabulary > The Family

Pre-Computer

● Tell students that they are going to learn about family relationships. Elicit information regarding

students’ family status: parents, siblings, spouse, children (this can be done in the students’ native

language).

● Bring in some pictures of famous families, for example, the British Royal family, famous movie stars

with their families. Teach students the vocabulary of the component: mother , father , son, daughter ,

brother , sister , child , children, baby , wife, husband , grandmother , grandfather by describing the

different family relationships, for example, Queen Elizabeth is married to Prince Philip. They have

four children. ● Teach the language of the Prepare screen. Teach the question Do you have any children? and the

answer Yes, I have a son and a daughter. Ask around the class. Teach students the response No,

I don’t. If the majority of your students are too young to have children you can ask Do you have any

brothers or sisters?

Computer Focus

● Have students answer the following questions about the Prepare screens:

Who is talking in each screen? (a man and a woman)

Where are the people? (in a café/office)

How many children does the woman in the restaurant have? (two)

Post-Computer


● Have students divide up into pairs and ask and answer questions about their family status. Write the

questions on the board, for example, Do you have any children? Do you have a husband? Do you

have a grandmother?, etc.

● Make enough copies of the HAnDouT for all your students. Students use the handout to help them

design their own family tree, showing immediate family relationships. If they prefer, students can also

design a family tree for a famous family or even a family from a TV show that they like. Encourage

students to bring in photos to help decorate their tree. When they have completed their own familytree, divide the class into pairs. Each student presents his/her family to his/her partner, indicating the

family relationships. Create a class display or booklet of the different family trees.



16/16

Me

?

?

?

? ?

First Discoveries


Vocabulary > The Family

1. Design your own family tree.

2. Ask your partner questions about his/her family. Use the questions below to help you:

What is your grandmother’s/grandfather’s name?

Do you have brothers and sisters?

What is your brother’s/sister’s name?

Are you married?

What is your wife’s/husband’s name?

Do you have any children?

3. Tell your partner about your family.


a1 – unit 2 – supermarket shopping.pdf

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