EX) Is that all for today? ‘Aims To review and practise conversational language related to shopping, and engage students ina replay Time 15 minutes Materials 1 handout for each student © Give each student a copy of the handout and ask them to answer the questions in ask witha partes © Students now read the dialogue in task B. There are a few words which may be new, e.g. shelf, receipt, cheers (rformal way to Say tank youn the UK) 1 help 5 gift 9 else 2 got 6 back 10 all 3 over 7 refund 11 are 4 much 8 have 12 change '* Working in pairs, students read the completed model dialogue aloud, ‘Stil in pairs, students answer the questions in task C. Choose a few pairs to tell you what they have decided and perhaps give some feedback on whether youd like the gift and why (nod. + In task D, remaining in pair, students create a conversation between a customer and shop assistant,A. Think about the last time you bought a gift for someone and then tell your partner the answers to the questions. 1 Who did you buy the gift for? 4 Which shop did you buy it in? 2 Why did you buy it? 5 How much was it? 3 What did you buy? 6 Did the recipient like the gift? B Read the dialogue and complete the gaps with the words in the box. all_are back change else gift got have help much over refund Assistant Good morning. Can |'_____ you? Customer Oh hi. Yes, I'm looking for the Twilight: Eclipse DvD. Have you ?__ Assistant Yes, it's just’_____there, on the top shelf. Customer Oh yes, | see it. Hmm, I can't see a price on it i How isi? Assistant I's £19.99. Customer Actuall 'sa birthday. for my friend. Can 1 get my money “__ if someone else buys it for him? Assistant Yes, if you keep your receipt, you can get a full Customer Great! r'l*__it. Assistant Is there anything °____you need? Customer No, that's" ____, thanks. Assistant That's £19.99 then, please. Customer Here you " Assistant Thankyou. Here's a penny and Ill put your receipt in the bag. Customer cheers. Assistant Thanks very much. Goodbye. Customer Bye, € It’s your teacher's birthday tomorrow. You and your partner are going to buy him / her a gift. Decide on answers to the questions together. 1. How much are you going to spend on the gift? 2 What are you going to buy? 3. Which shop are you going to buy it from? 4 Why do you think he / she will like the gift? D Now imagine that you goto the shop to buy the gift for your teacher, Create a dialogue with your partner, similar to the model above. One of you isthe assistant and the other isthe customerGG Are there any tickets? ‘Alms To review language related to buying tickets from Lesson F and engage students in a role-play situation Time 10-15 minutes Materials | handout for each student '* Give each student a copy of the handout and ask them, to fold the page along the line and only look at the top, section. They should read the one-sided dialogue and, working in pairs, decide what they think the sales assistant says in each instance. * Get feedback from the class, Tell them to look at the bottom of the page and insert the assistant’ lines into the dialogue. Check answers and get students in pairs to read. the dialogue aloud. anni 1 Good morning. Thank you for calling The Armadillo box office. How may | help you? 2 Justa moment...'m sorry, 14th is completely sold out. 3 Yes, they're here on 13th too. Il ust check ... Yes, we still have tickets available for Wednesday 13th. 4 They're £24 each. 5 No, £24. 6 OK, there are seats available at the end of rowN, ora bit further back, in the middle of row P. 7 OK, that’s £96 and there's a booking fee of £8, so that's £104 in total. How would you like to pay? 8 OK. Could you give me your card number, please? 9 Thank you. And what's the 3-digit security code on the back of the card? 10 And what's the expiry date? 11 Thanks. And can you tell me your name and address, please? 12 OK, and the address? 3B Sorry, can you repeat the postcode, please? 14 Thank you. ll put your tickets in the post this afternoon. 15 Thanks for your booking. Goodbye. ‘+ Asa follow-on task, ask students to work in pairs to construct and practise a similar telephone role-play, based ‘on something they'd currently like to have a ticket for, eg. a concert a film that’s on at the cinema, an up-coming football match.‘Sara is phoning a theatre box office to book tickets for a concert. You can only hear what Sara is saying. Read her part of the dialogue and decide what you think the sales assistant is saying to her. Assistant | Sara__Oh hi. ed like to book some tickets to see The Wanted on 14th Apri, please. Assistant Sara__Oh no! Are they playing on any other dates? assistant * Sara. Just a moment. I's 740 ‘Sara Great! How much are the tickets? Assistant Assistant * sar ws 08,12, Sara Sony? Did you say £342 " —_ Assistant © Assistant ° as alnwwuiki pee SM Yes, its Sara Th That's Th th porthanr : a___Yes, it's Sara Thompson. That's Thompson wi Sara___Oh, that’s OK then. I'd like four tickets, please. Mipsis Assistant « » Sara think rll go forthe ones in row P, thanks. its 46, Rose Street: Geagom. G7 6LY Assistant) ita Sara By creditcard. Sea Suites erly Assistant § Sara___Yes, it's 5674 2231 9076 4175, ‘Sara___That’s great. thanks a lot. Goodbye. Assistant * Assistant * - == 5-5-5 =~ ~ [mem - - --- ~~ Now read the assistant’s part of the dialogue below and insert it into the correct spaces above. ‘OK. Could you give me your card number, please? Good morning. Thank you for calling The Armadillo box office. How may | help you? They're £24 each. ‘Thanks. And can you tell me your name and address, please? (Ok, that’s £96 and there's a booking fee of £8, so that's £104 in total. How would you like to pay? Just a moment ..'m sorry, 14th is completely sold out. No, £24, ‘Thankyou. And what's the 3-digit security code on the back of the card? Thank you. I'll put your tickets in the post this afternoon. ‘And what's the expiry date? Sorry, can you repeat the postcode, please? Yes, they're here on 13th too. I'll just check... Yes, we still have tickets available for Wednesday 13th. Thanks for your booking. Goodbye. OK, there are seats available at the end of row N, or a bit further back, in the middle of row P. OK, and the address?Eid Can I try it on? ‘Aims To extend language related to clothes and shopping forlothes and engage students in oe-play station Time 15 minutes Materials | handout for each student ‘© Give each student a copy of the handout and ask them to label the picturesin task cnn 1 suit 5 jacket 9 hat 13 trainers 2 shirt 6 top 10 dress 14 socks 3 tie 7 jeans Tl sandals 15. shorts 4 shoes 8 boots 12 belt 16 T-shirt ‘+ In task B, working in pairs, students order the dialogue. enn ‘ustomer i, can try these clothes on, please? Assistant Yes, sure. The changing room's over there, in the © Oh, yes. see it. Thanks, 'A How are you getting on in there? ¢ Hmm, OK The jeans fit really wel, but the shirts too small Have you got it in a bigger size? ‘A Well, that’s an extra small. Il see if we have it in a small Yes, here you go. € Thanks ... Oh that's much better. ‘A How about the orange top? Did that fit you? The size was alright, but the colour doesn't realy suit me. 'A Would you like to try a different colour? © No, thanks. | think leave itfor just now, but Il take the jeans and shirt. [A Great! That's £78,98, please. How would you like to pay? By debit card, thanks. [A Just put your card in here and enter your PIN number ‘Thats great, thankyou. Ill put your receipt in the bag. Thanks very much A Thank you. Bye, ‘+ In task C stil working in pais, students make up their own, Clothes shop dialogue, using the sample conversation as a guideline.A. Label the clothes below with the words from the box. belt boots dress hat jacket jeans sandals shirt shoes shorts socks suit tie top trainers T-shirt B Putthe dialogue between a clothes shop assistant and a customer, into the correct order. Thanks .. Oh that’s much better. Would you like to try a different colour? By debit card, thanks. How are you getting on in there? can | try these clothes on, please? Well, that’s an extra small. 'l see ifwe have itn a small... Yes, here you go. Thankyou. Bye. The size was aright, but the colour doesn't really suit me. Yes, sure. The changing room's over there, in the comer. Great! That's £78.98, please. How would you like to pay? Hmm, OK. The jeans fit really well, but the shirt’s too small, Have you got itn a bigger size? ‘Tanks very much. How about the orange top? Did that fit you? Just put your card in here and enter your PIN number .. That's great, thank you. I'll put your receipt in the bag, No, thanks. I think Vil eave it for ust now, but I'll take the jeans and shir. O00 oo00000008o0000 ‘Oh, yes. I see it. Thanks. € You have been invited toa party next weekend and have nothing to wear! Go to your favourite clathes shop to buy a new outfit Create a dialogue with your partner, similar to the model above. One of you isthe shop assistant andthe other isthe customer.Teacher's notes 34 Buying a shirt © Time: 15-20 minutes Preparation: Copy and cut up the handouts (A cand B} on page 87 ~ one set for each pair. ‘Main functions Buying an item of clothing from a shop Stating sizes and asking about colour and cost ‘Main grammar point Asking questions: How much is it?/Have you ‘got ..2/What colour ..? Key vocabulary/Topic Shopping colour, dark, expensive, medium, quality, shirt, size, stripes Useful everyday filler expressions All right, Um afraid, I see, Right, Thank you, That's a pity!, That's nice, Wait a minute Method: 1 To introduce the topic, write buying a Tshirt, on the board and ask half the class to write three questions the customer would ask (e.g. Have you got a red and blue T-shirt? How ‘much is it? etc.) and three the shop assistant would ask (e.g. What's your size? What colour do you want?, etc.) 2. Divide the class into pairs and ask one to be the customer and the other to be the shop assistant. Give each one the appropriate handout (A for the customer and B for the shop assistant), Explain that they have a dialogue but that it is not in the correct order. They must work together to put the dialogue into the correct order by numbering the statements 1-19. Emphasize that they are not allowed to look at each other’s handouts - they must just listen to ‘what each other says. 3. Allow 5 minutes for the students to put the dialogue into the correct order. When pairs finish, ask them to make up a short continuation to the dialogue. (This could be about how and where to pay, for example.) 4 Ask some pairs to read the dialogue out to the class, concentrating on clear pronunciation and good expression, Follow up Give pairs time to repeat the dialogue several times together and encourage them to ‘memorize it. First student B reads and student A tries to remember what the customer said ~ then vice versa. Finally invite some of the ‘more confident pairs up to the front to see if they can remember and perform the whole dialogue. Key Here is the complete dialogue: B: Good moming. Can I help you? + Yes, please, I’m looking for a shirt, What colour would you like? |: Blue, please. ue. I see. And your size is ...? |: Medium. > Medium. Right. How about this one? : Idon’t think so. Have you got anything darker? Yes, here’s one. No, that's too dark. I'm afraid these are the only two kinds of blue we have. 1: That's a pity. [really wanted something blue. :: Oh, wait a minute. We do have this one - it hhas blue and white stripes. A: Oh, that’s nice. How much is it? B: Fifly-five pounds. A: £55? That's abit expensive. B: A > But it’s very good quality. 1: Oh, all right. PU take it i: Thank you.34 Buying a shirt Student A The following sentences are part of a dialogue between a shop assistant and a customer. Unfortunately, you have only got the customer's words. Your partner has the shop assistant’s, Working together, try to put the complete dialogue in order. You must not show your part to your partner, but you can read out the sentences. Together, mark the dialogue 1-19. (Your part will be marked 2, 4, 6, 8, 10, 12, 14, 16 and 18.) When you have finished, check by reading it aloud. To help you, the last part of your dialogue is marked. I don’t think so. Have you got anything darker? __ Blue, please. ~ ( That's a pity. \ T really wanted i something blue. ___ Before your start, read through the sentences. (_ £55? That's a bit (Medium. — expensive. __ /— 0h, that’s nice. ( Oh, alright. How much is it? __ Tl take it. 48 Yes, please. Ym lo vot) fora shirt. ___ a Buying a s Student B The following sentences are part of a dialogue between a shop assistant and a customer. Unfortunately, you have only got the customer's words. Your partner has the shop assistant's. Working together, try to put the complete dialogue in order. You must not show your part to your partner, but you can read out the sentences. Together, mark the dialogue 1-19. (Your part will be marked 1, 3, 5, 7, 9, 11, 13, 15, 17 and 19.) When you have finished, check by reading it aloud. To help you, the first part of your dialogue is marked. ———— nefore yout stat, read through the sentences. (aie these are the Fifty-five >) (What enour wou colour would » we have. __ pounds. _{ you like? ___ But it’s very good “Good mi morning. = SN ae quality. __ 2 eee aX —_—_—__K _SThank you. Oh, wait a minute. “a minute. We do wohaw\ hedlom ke Medium. Right. How this one - it has blue and \ about this one? __ SAT we eee No, that’s too dark. _ Yes, here’s one. __white stripes, __Communication | understand a store guide and ask for what you want Where in the store . ? Target language: understand a store guide and ask for what you want Activity type: information gap When to use: Use this activity after Unit 6 Communication, Time: 20 minutes Photocopy and cut up one worksheet for each group of students. Preparat Procedure Put students into groups of three. Give each group the card with the lst of departments. Give them a few moments to look at these and to check that they all know what these different departments sell. ive each group a Student A, Student B and Student C store guide. Tell students not to show their worksheets to each other. Ask them what they think the symbols on their plan = information counter '@1 public phone ® = car park lets. Tell students that they all have the guide of the same department store, but some of the names of departments are missing. They must work together to ask and tell one another where the different departments are, The departments they need to find are on their list, of departments, e.g. Where can find the bookshop? It’s on the second floor next to the restaurant. Where can | find bed linen? It’s in the basement next to the public phones. Wile they are doing this, they cannot look at the other students’ worksheets. When they know where a department is, they write the name on their guide. When they have finished, they compare their guides. They should all be the same.Student A Third floor @ furniture department computer department Second floor First floor women's clothes i women's shoes Ground floor hats Basement i Student B Third floor ® Second floor bookshop First floor stationery Ground floor beauty products Basement G bed linen mer's clothes Student ¢ Third floor @ music department Second floor pharmacy electronic goods First floor Ground floor flowers Basement i men's shoes beauty products bedlinen bookshop hats pharmacy electronic goods flowers men’s clothes music department computer department ‘women’s clothes ‘women's shoes furniture department stationeryCommunication describe problems and ask for solutions Where are they? Target language: describe problems and ask for solutions Activity type: roleplay and guessing activity When to use: Use this activity after Unit 8 Communication. Time: 25 minutes Preparation: Photocopy and cut up worksheets A and B and a copy of the shop pictures for each group of students Procedure Put students into groups of four. Give one pair a copy of worksheet A and the other pair a copy of worksheet 8. They should not show each other their worksheets. Tell students that they bought the items on their worksheets yesterday, but that there is a problem with them. Give an example of a CD player and elicit possible problems, e.g. t isn’t working. Its very quiet/The speaker is broken The CD player doesn’t open. Give each pi time to think about what the problems are for each item on their worksheets. Then tell the pairs to work together. Give each group a copy of the shop pictures. One. pair roleplays their first situation where one of them is a customer and one is the shop assistant. The customer wants to return the item he/she bought yesterday and tries to get a refund or exchange, but without saying what the object is or where he/she bought e.g. | bought this yesterday, but it isn’t working. The speaker is broken. Can | exchange it? Each roleplay should last about a minute. The other pair listens and decides where the customer/shop assistant is, choosing from the shops on worksheet. The first pair tells them whether they are correct or incorrect. The second pair now roleplay their first situation and the first pair guesses where they are, This continues until all of the roleplays have been completed.Where are they? S Papal 9<. Worksheet A Worksheet B Dressed to Thrill Mike's Bikes . Sparky's Electricals Sparky's Electricals, ez BS fe> %. Furniture city ge Superbuys Pen and Ink i Down at Heel ‘Superbuys Sparky's Electricals18 Shopping game Aim: To pra vocabulary related to food. Interaction: Groups of four Exercise type: Roleplay ‘Time: 20-30 minutes Language: Have you got any ... (eggs)? How much is it/are they? It's/They are ... (£2.50). Materials: One set of materials, cut up, per group. Instructions: (1) Pre-teach the word: rice. (2) Put Ss into groups of four. Bach student will play the role of a shopper and a shopkeeper. (3) Hand each student two cards: one ‘shop’ card and one shopping list. Allow Ss time to read through them. (4) As shoppers, Ss must. find out where they can buy each item on their list and how much it costs. As shopkeepers, Ss must answer the shopper's questions with the information on their cards. The idea is to find out where each item can be bought most cheaply. (5) Blicit some sample questions the shoppers will have to ask in the activity and sample answers that the shopkeepers will have to give. (6) Tell Ss to work in pairs and take it in turns to play the role of the shopper and the shopkeeper, Tell Ss to make notes about the prices the shopkeepers tell them, (7) When Ss have asked and answered all their questions, they move on to the next person in their group, until all the shoppers have spoken to all the shopkeepers. (8) Monitor and note errors for a correction slot at the end. (9) Blicit feedback on where the best place to buy each item is and how much it costs.Milk 3qp Cola 60p Flour 5p Bread 5p Chocolate 80p Coffee $2.20 Ham 83.75 kg, Biscuits 7p Potatoes 2p kg 60p $1.05 kg, 82.15 S150 kg $1.20 for 6 50p 35p 51.60 $3.50 kg 85p Suor 3 ‘Tomatoes $1.00 kg Cola 90p i Flour 55p i Lettuce 47D H Sausages $2.10 kg : Bread 5p i Crisps 40p i Chocolate 85p : Cheese 52.75 kg i Potatoes 26p kg. Alp 82.12 81.20 kg, S1.15 for 6 60p 50p 82.25 kg S175 82.55 kg, 82.15 A: SHOPPING LIST RSPBASLSBIBIBSD OBSSISSSISELSESSES SHOPPING LIST Sausages Bread crisps Chocolate Tomatoes oil coffee Ham Potatoes5C Shopping dominoes [Rely Pai or groupwork. Sadents playa domino game To pactse shopping pases. 0-5 minutes reparation |Cony and cut outa setaf dominoes Tor each par or eroup oF tee students. Procedure ~ Tell students that they are going to build a conversation by ‘matching sentence halves. Demonstrate the activity. Write the beginning of a sentence on one side of the board, eg Good morning, can 1. On the other side, write two possible endings, eg help you? this one? Ask students to choose the correct ending. ~ Divide the students into pairs or groups of three. Give each pair or group a set of dominoes. Ask the students to shuffle the dominoes and then share them out equally. Tel them not to show their dominoes to the rest of the group. ~ Explain the rules of the game. One student lays down a domino, The next student must try to put down a domino ‘which matches either side ofthe frst domino. Ifa student doesn't have a match, they pass their turn. The frst student to put down all their dominoes wins the game. The remaining players continue until all deruinoes have been placed correctly, The completed arrangement should read as a dialogue between a shop assistant and a customer. ~ For an extra activity, when students have finished laying all their dominoes, put them into pairs to practise the dialogue. Increase the challenge by removing some of the dominoes, leaving students to fill in the gaps from memory.Shopping dominoes Good morning, can! : fora grey suit. It’s for a job : Suits in the sale. I think, or Do you like It was £150, but it’s Of course, the i A few minutes later + in a few minutes. That looks little tight. OK. Try the a good fit. : Vil take it, How would you help you? this one? half price in the sale. : changing rooms are over there. very smart. next size. Here you are. Yes, please. I'm looking We've got some lovely Er, medium Yes. How much Thanks. Pll be back Hmm. The jacket feels a Thanks. Yes, that’sCAN | HELPYOU? Materials: One role card per student Divide the class in half: shop assistants and customers. Give role cards I. 2, 3 and 4 to the shop assistants and rote cards 5. 6,7 and 8 10 the customers. Tel Ss to read their role cards, Customers have details about the items they need to buy (Gize, colour) and sales assistants have information about the items they are selling, The object is for Ss to mingle and for the shop assistants Co sell some items on their cards and the ‘customers to buy the items on theirs. Tell the customers that they have a budget and must try not to exceed it. some ‘cases, they can ‘shop around’ for a bargain and in others they can't, there's only one shop assistant who sells what they want. Customers must record how much they spend, Remind ‘Ss of some of the language from unit 8.3. e.g. Can! help you? Tm looking for 0 wiite she If the customer can’t find what they want. they can ask for another item or move to another shop assistant. If they do find what they ware, chey can tell the shop assistant they would like co buy it ‘When the transaction is complete. the shop assistant ticks the item to show it is sold and the customer ticks the item to show they have bought what they want. Ss must change after ‘every transaction and continue to mingle until they have sold ‘or bought all they can, ‘When Ss have finished, ask how much money customers have spent. if they over or under budget. and how much the sales assistants sold. TEACHER’S NOTES} Role card 1 1 Role card 3 Bab's Boutique Chaire’s Clothes Tick (7) when you sell Price ' | Tick () when you sell Price shirt (arge, white) $40 t | shirt (medium, white) $20 shoes (size 40) $50 ' shoes (size 38) $50 jeans (size 28) $35, + [jeans (ize 30) 365, coat (long, green) $95, ' coat (chore, black) $85 that (grey) $40 + | hat (yelow) $10 Role card 2 Role card 4 Fran’s Fashions : |Gary’s Gear Tick (7) when you sell Price : Tick (/) when you sell Price shirt (large, blue) $45 1 | shirt (medium, blue) $325 shoes (size 44) $30 * [shoes (ize 40) $30 jeans (size 32) $90 + | jeans (size 32) $70 ae ic : See = hat (green) $25 1 | hat (grey) $15 Role card 5 Role card 7 Shopping list A Shopping list C Tick (7) when you buy Budget Tick (7) when you buy Budget shoes (size 40) $30 ‘coat (short, black) er) jeans (ste 32) $90 hat (grey) 20 shirt (large, white) 350 shoes (size 40) 360 Role card 6 Role card 8 Shopping list B Shopping list D ici) when you buy ee || 2 | nate peat ae | eeqeaareay =|} |e oe ) }| coat tone, ereen) $100 shoes (size 38) 360 + | ha yetow) $20 jeans (size 32) $80 ale ah mension[44] Pa like my money back: | 6 | Two roleplays to practise complaining ina shop. Copy and cut one sheet per pair and cut into a and B LANGUAGE The ... doesn’t work. The zip’ broken. Gould {change it them? Could I have my money back? © Tell SS that they're going to do two roleplays, one asa customer and one asa shop assistant. They should read their instructions for Roleplay I only. 4 is the customer first and B the shop assistant. © Check that SS understand their instructions. Elicit that the shop assistant sterts the conversation with Can I help you? Elicit other phrases the customer needs, eg. The flash doesn't work. Could Ihave my money back, please? etc. Tell them that they must continue the conversation until the customer is satisfied. Tell them that this isa fluency activity and not to worry about their mistakes ‘¢ Monitor and help as necessary. Feedback any common mistakes before doing Roleplay 2. ‘* When SS have finished the first roleplay tell them to stop and read their instructions for Roleplay 2. Now a is the assistant and B the customer, © Do Roleplay 2. 4 Feedback, Ask Were the customers satisfied? What did the shop assistants offer?Roleplay 1 You’re a customer. You bought a camera last week because you wanted to take photos at your brother's wedding, But when you tried it, the flash didn’t work. You changed the batteries but it still didn’t work. Take it back to the shop. You've got the receipt. You want your money back, B starts: Can I help you? You say: Yes, I bought this camera last week Roleplay 1 You're a shop assistant. ‘A has problem with a camera he/she bought at your shop. Find out: + what the problem is + when A bought it + if A has the receipt You're a bit nervous because it’s your first day at work. Be as friendly as possible, Offer to change it. You don’t want to give A the money back. You start: Can I help you? Roleplay 2 You're a shop assistant. B bas a problem with a suit he/she bought at your shop. Find out: + what the problem is + when B bought it + if B bas the receipt Offer to change it. You don’t want to give B the money back You start: Can I help you? Roleplay 2 You're a customer. You bought a suit yesterday but when you got home, the zip broke on the trousers. It was very expensive. You wanted to wear it to an important interview this morning but you couldn't. Take it back to the shop. You've got the receipt and you're quite angry. You want your money back. A starts: Can I help you? You say: Yes, I bought this suit yesterday