3

Shopping 1

Curriculum coverage
Listening and speaking

Skill

Ask for information

Ask for directions
Give information in shops
Listen for information

Sc/E1.1a, 1b, 3b
Sc/E1.3c, 3d
Sc/E1.4a
Lr/E1.1b, 1c, 2a, 2b, 2d, 2e

Reading and writing

Skill

Read prices
Read leaflets
Write a shopping list
Read and write notes

Rt/E1.2a
Rt/E1.2a; Rw/E.1a, 2a, 3b
Wt/E1.1a; Ww/E1.1a, 1b, 2a, 2b
Rs/E1.1a, 1b; Wt/E1.1a; Ws/E1.1a, 2a

Key functions

Saying when you do not understand

Asking for clarification
Checking back
Enquiring about prices and quantities
Making requests
Expressing thanks

Key grammar

Have/Havent got
Can I have ?
Wheres the /Where are the ?
How much/How many?
a/an/some/any

Resources to support the unit

28

Audio player and recording

White or blackboard
Dictionaries
ESOL Core Curriculum. Check each curriculum reference for ideas for presentation
Flashcards with key words (teachers own)
Realia: shopping items or pictures, special offer leaflets and coupons

ESOL E1

Teachers Notes Unit 3

Page 1
Shopping 1

Activity B
Task

Rationale
To introduce the theme and content of the unit
and look at the learning objectives

Task

We need to buy

Focus attention on the pictures and introduce

the theme of shopping.
Elicit the lexis (e.g. types of shops) and ask
questions about the pictures.
For suggestions on working with the objectives,
see the Introduction to the Teachers Notes.

Introduce have got/havent got by, for example,

looking on the desk for a marker pen and a
pencil and saying Ive got a marker pen./I havent
got a pencil. Practise this around the class. Do
the same with Have you got ...? Yes, I have./No, I
havent.
Learners listen to the conversation and tick the
items that Irina needs to buy. Play the
conversation as many times as needed,
including in sections.
Feedback.

Extension

Pages 2 and 3
What do we need?
Materials

Audio deciding what to buy

Flashcards with key words
Photocopiable resource shopping lists and
picture cards

Activity C

Activity A

Things to buy

Focus on the pictures of the items. Elicit lexis. If

necessary, teach word recognition with
flashcards before learners complete the activity.
Learners complete the matching activity and
compare their answers in pairs.
Feedback.

Focus on the words some and any.

Instruct learners to listen again and to write
some or any in the spaces. Play the audio as
often as is required. They can compare their
answers before feedback.
Elicit the type of sentence that is used in each
example.
Explain the rule and give further examples.
Focus on the Remember box. Highlight
plasters, milk and bread. Explain briefly about
countable/uncountable nouns here.

Differentiation

Task

some or any

Task

Rationale
To present lexis of shopping items; to listen for
specific information; to present have got/havent
got; to present some and any; to introduce
countable/uncountable nouns; to practise Have you
got any ...?, I have/havent got, some or any; to
practise the pronunciation of key lexis; to
introduce/reinforce the notion of syllables and
stress

Learners work in pairs and ask each other Have

you got...? Yes, I have/No, I havent using things
they find in their bag, or a list of items that you
provide.

Provide a large print worksheet for learners with

beginner literacy skills. They can have some/any
on pieces of card to place in the correct gap and
copy out later, or they can have the two choices
in the sentence and tick the correct one.

Extension

Write the names of items to buy, on the board,

illustrate if necessary. Give out pictures of the
same items, or realia. Learners make statements
about what they have or havent got using
some/any. Ask learners questions using Have you
got ...? Yes, I have./No, I havent. Learners ask
each other around the group and in pairs.

ESOL E1

Teachers Notes Unit 3

29

Activity D

Have you got any ?

Task

Group learners into fours.

Set up the activity as below. Use the shopping
lists and picture cards from the photocopiable
resources.
Demonstrate with more confident learners.
AD all have a shopping list. The aim is to
collect all the items on the shopping list.
There are 6 picture cards. Distribute the cards
randomly so that each learner has three cards.
Learners take it in turns. They say one thing
theyve got and one thing they havent got.
The other learners can ask them if they have one
item. If they have, they pass it over. Then move
on to the next player.
Continue until each player has all the items on
their shopping list.

Materials

Group less confident and more confident

learners together.
Illustrate the shopping lists for learners with
beginner literacy skills.

To listen for gist and for detail; to present shop

lexis; to extend lexis for shopping

Activity A

How do we say it?

Task

If this idea is new to learners, demonstrate with

their names/countries on the board. Elicit the
syllables and stress from them and reinforce the
necessity of correct stress by saying the words
with incorrect stress if they suggest an
incorrectly stressed syllable.
Work through an example from the task
together on the board.
If necessary, say the words for the learners
before they begin. Learners complete the
activity.
Say the words for learners to check their
answers.
Feedback.
Practise saying the words chorally, individually
and in pairs.

ESOL E1

Teachers Notes Unit 3

Focus on the photograph and the rubric in

task 1.
Play the audio once and ask learners to answer
the question. Learners then write it in the table.
Elicit suggestions for the completion of the
table.
In task 2, play the audio once all the way
through and ask the questions: How many people
are talking? What do they want to buy?
Play the audio again as many times as necessary,
pausing the audio regularly so that learners can
complete the table.
Feedback.
In task 3, present the lexis in the word box using
flashcards and pictures/realia.
Refer back to the table in task 1, then complete
one or two examples together.
Learners complete the activity in pairs or
individually.
Feedback.
Elicit further lexis from the learners.

Differentiation

30

Where can I buy ?

Task

Activity E

Audio asking for information

Pictures/realia of key words
Flashcards of key words

Rationale

Differentiation

Page 4
Different kinds of shops

For learners with beginner literacy skills, enlarge

the table and provide the key words on slips of
card for learners to place in the correct part of
the table; or provide shop names and pictures of
items to match.
To provide extra support for all learners, write
the lexis on the board for them to copy into the
table.
Learners who complete the task quickly can
begin to write extra words into the table.

Page 5
A shopping list

Pages 6 and 7
At the bakers

Materials

Materials

Flashcards of key words

Realia/pictures of key items
Audio weak pronunciation of of

Rationale
To present container collocations; to introduce the
weak form / v/ for of; to reinforce the collocations
from Activity A; to write a shopping list

Activity A

A packet of ...

Task

Present the lexis by focusing on the illustrations

and, if possible, using realia or pictures.
Present the lexis in the word box.
Complete one or two examples together.
Learners complete the activity in pairs or
individually.
Feedback.
Elicit further examples from the learners.

Rationale
To introduce price list lexis; to read simple tabular
information; to understand a receipt; to read
simple, tabular information; to present How much
is/are ...? and Can I have ...?; to listen for gist and
for detail; to listen for and practise appropriate
intonation; to practise How much and Can I
have ?; to practise using correct intonation when
asking questions

Activity A

Pronunciation

Task

Focus the attention of the learners on the

phrases in Activity A.
Read the phrases for them, ensuring that of is
weak.
Learners listen to the phrases on the audio.
Demonstrate the difference between weak and
strong of.
Practise the pronunciation of the phrases in
Activity A chorally, individually and in pairs.

Activity C

Writing a shopping list

Tasks

Introduce the activity. Complete the first item

together.
Feedback.
Write a shopping list together on the board.
Either learners tell you what to write, or they
come up and write on the board.
Learners write their own shopping lists.

Differentiation

Pair less confident with more confident learners.

Reading a price list

Task

Activity B

Audio at the bakers

Flashcards with key words
Realia/pictures of items from a bakers shop
Examples of receipts
Photocopiable resource list of items from a
bakers shop

Focus on the photograph to contextualise the

activity. Elicit bakers shop lexis.
Focus on the price list and teach lexis as
necessary with pictures and flashcards.
Explain that pasty is the singular of pasties:
y ie  s.
Teach each, for, per and packet.
Ask questions such as How much is pitta bread?
Focus on the pictures next to the descriptions of
what the boys buy and elicit the lexis.
Work through the task for Alexi together, then
learners complete the task.
Give extra support to those learners who may
have difficulty with adding up/use of decimal
point.
Feedback.

Activity B

Checking a receipt

Task

Show examples of receipts and discuss

layout/content.
Refer learners back to the price list and ask them
if the cost of the sandwich is correct. Correct it
together.
Learners complete the activity.
Feedback.

ESOL E1

Teachers Notes Unit 3

31

Activity C

Listening to a
conversation

Task

Set context. Look at the sentences and elicit

possible combinations from the learners.
Play the audio as many times as necessary.
Feedback.
Ask learners whether Mr Brents intonation goes
up or down when he asks a question.
Play the audio again, stopping after each
question to focus on the intonation. Use hand
movements to illustrate intonation if learners
find it hard to hear.
Explain that intonation is downwards for
wh- questions and upwards for yes/no questions.
Give further examples.
Practise the questions chorally, individually and
in pairs.
Play again to listen for the shop assistants
responses. Write them on the board.
Write the four questions on the board.

Activity D

At the bakers

Materials

Organise learners into pairs. Demonstrate task

with a confident learner.
Set up the activity as below. Use the name cards
from photocopiable resources. Demonstrate the
activity with a confident learner.
A is the customer, B is the shop assistant. A
chooses three or four cards from the pile and
asks the shop assistant for those items. The shop
assistant refers to the price list on page 6 for his
or her answers. Learners use the questions and
answers modelled on page 7 in Activity C.
Ensure learners use the correct intonation. Play
audio again if necessary.

To listen for gist and for detail; to present key

structures; to reinforce the notion of
countable/uncountable nouns; to teach Where
is/Where are the ?; to practise Where is/Where are
the ?, by the and next to the

Activity A

Bring in (or ask learners to bring in)

pictures/items from other types of shop and
practise the role play in other contexts

Teachers Notes Unit 3

is or are?

Task

ESOL E1

Focus on the photograph to set the context.

Instruct learners to listen for the items Irina
wants in each conversation.
Play the audio as many times as necessary while
learners complete the activity.
Feedback.
Focus learner attention on the gapped sentences
in task 2.
Play the audio again as many times as necessary
while learners complete the activity.
During feedback, highlight the use of echoing to
check information (over there, by the ...?).
Practise by the and next to the using learners and
objects in the classroom.
Practise the pronunciation of I dont
understand./Can you say that again? etc.

Activity B

32

Finding things

Task

Extension

Audio asking where things are

Flashcards with key words
Photocopiable resource floor plans

Rationale

Task

Page 8
At the supermarket

Focus on the sentences in Activity A: Where is

the coffee? Where are the red peppers?
Elicit the difference between the two, i.e. that
red peppers is a plural noun and treated as such
but that coffee is treated as a singular noun.
Explain that some nouns cannot be counted and
elicit/provide examples such as water, rice, oil,
sugar and hair.
Learners complete the activity.
Feedback.
Drill the questions chorally and individually and
practise in pairs.

The extent to which you focus on the terms

countable and uncountable will depend on the
learners in your class.

Extension

Create a worksheet with a set of images

representing things to buy, both countable and
uncountable. Learners fill in gapped questions
practising Where is/Where are the ?

Activity C

Asking where things are

Differentiation

Task

Organise the learners into pairs, A and B.

Give each a floor plan and short list of items
from photocopiable resources.
Demonstrate the activity with a confident
learner. Each learner has three items to write
into their floor plan. They should ask the other
learner where it is. The other learner should
reply By the .../Next to the ... .
Feedback.

Differentiation

Revise The x is next to/by the y from Activity B.

Learners produce sentences describing the
classroom orally and/or in writing.

To listen for gist and specific information; to

present How much/How many ?; to reinforce
countable/uncountable nouns; to practise How
much/How many

Activity A

Rationale

To present the language of special offers; to read

for specific information

Reading for information

Task

Show examples of leaflets and coupons and

elicit/teach key lexis. Discuss where learners
shop and what sort of special offers they buy.
Ask questions such as How much is Robsons jam?
Tendertot nappies cost 5.80. How much do they
cost with a reward card?

Buying fruit and

vegetables

Task

Flashcards with key words

Examples of special offer leaflets/coupons

Activity A

Audio at the market

Photocopiable resource pictures of fruit and
vegetables
Flashcards with key words

Rationale

Materials

Materials

Page 9
Special offers

For learners with beginner literacy skills, simplify

the text by highlighting the choices on the
leaflet; read the situations out for the learners.
Write extra situations for learners who finish
quickly.

Page 10
At the market

Pair less confident and more confident learners.

Extension

Read through the situations a to c with the

learners and let them carry out the activity
individually or in pairs, giving support as
necessary.
Learners compare answers. Feedback.
Ask learners what they would buy.

Elicit/teach the lexis in the pictures.

Introduce the task. Play the audio as often as is
necessary while learners complete Activity A1.
Feedback.
Learners listen again and write down the
amount asked for under the picture.
Feedback and deal with any queries.
Discuss other things that can be bought in
bunches, individually, in kilos, etc.

Differentiation

Learners with beginner literacy skills can say the

amounts or tick a list.

ESOL E1

Teachers Notes Unit 3

33

Activity B

How much or How

many?

Activity B

Task

Focus on onions and coriander and establish

that onions are countable and coriander is
uncountable.
Play the first two conversations for learners to fill
in the gaps.
Explain that we use How many with countable
nouns and How much with uncountable nouns.
Point out that the coriander is uncountable, but
bunches are countable.
Provide further examples and drill the questions
chorally, individually and practise in pairs. Use
realia or the pictures from the photocopiable
resources as prompts.

Activity C

Asking for fruit and

vegetables

Task

Organise the learners into pairs.

Give out word prompts from the photocopiable
resources. Alternatively, bring in pictures of the
different fruits and vegetables.
Learners practise the conversations from Activity
A in pairs by picking up a card and asking for
what is on the card.

Materials

To encourage learners to work independently; to

practise and apply the skills and language from the
unit outside the class
Learners select one or both tasks. For more
information, see the Introduction to the Teachers
Notes.

Activity A

Looking at prices 2

Task

Rationale

Encourage learners to collect information about

bargains in local shops from sources such as
leaflets that come through the letter box,
adverts in local papers and coupons.
At a subsequent lesson, learners compare the
information in groups and identify some good
bargains. Bring in extra material for learners who
dont bring anything.
The results of Activities A and B could form the
basis of a display.

Learners complete the tasks in their own time and

can check their answers in the key. Make time to
check progress and give feedback and help.

How am I doing?

Activity A

To encourage learners to evaluate their own

learning; to provide a record for their progress
record

34

Learners work in small groups of three or four.

Help them to write a list of five things that
would be useful for them all to buy.
Learners each go to a different shop and write
down the prices of the items on the list.
At a subsequent lesson, they compare prices and
decide on the best place to buy the items.

Activity B

To check understanding and productive use of

some of the language points in the unit; to identify
any difficulties individual learners may have

Looking at prices 1

Task

Page 11
Check it

Newspapers, leaflets and coupons

Rationale

Provide a price list and help learners to write

fruit and vegetable shopping lists. Role play
buying fruit and vegetables from a market stall
using all the questions from the unit.

Learners fill in the gaps using the words in the

box. The words can be used more than once.

Page 12
Mini-projects

Extension

Types of shop

Asking questions

Learners fill in the gaps.

ESOL E1

Teachers Notes Unit 3

Rationale

Learners use the checklist to review their learning

over the course of the unit. For more information,
see the Introduction to the Teachers Notes.

More reading and writing

Pages 1316 are optional. They provide support

for learners needing more practice with reading
and writing. The activities can be done at any
stage of the unit.

Differentiation

Learners with beginner literacy skills match

upper and lower case letters on a worksheet or
by manipulating cut-up letters.

Page 14
Weights and measures
Materials

Pictures of/real scales and measuring jug

Weights to put on scales (if scales are available)
Items to be weighed
Examples of food packets

Page 13
Signs in shops

Materials

To become familiar with measurements used in the

UK; to become familiar with abbreviations used for
measurements; to practise numbers and
measurements

Flashcards with key lexis

Rationale
To understand signs commonly found in shops; to
teach/reinforce the formation of upper and lower
case letters

Rationale

Activity A

Weights and measures

Task

Activity A

Understanding signs

Task

Present the lexis using flashcards. Check

meaning and pronunciation.
Learners complete the matching activity.
Feedback.

Extension

Look around the college building and nearby

buildings for some of the signs.

Activity B

Forming upper and lower

case letters

Task

Write some upper and lower case letters on the

board and elicit the difference between them.
Check with learners when we use upper case
letters.
Encourage learners to collaborate to write the
upper and lower case versions of the alphabet
on the board.
Learners complete the activity using the
alphabet on the page for reference.

Contextualise with examples of food labels.

Present the measurements with the
scales/measuring jugs and flashcards.
Explain that people use both imperial and metric
measurements in the UK.
Practise the pronunciation.
Weigh some of the items together and describe
the weights.
Refer learners to the key to the abbreviations.
Learners complete the activity.
Feedback.

Activity B

Looking at labels

Task

Help the learners to say the amounts on the

labels.
Check that learners know or have reference to
the spellings of numbers. If not, provide the
spellings.
Learners carry out the activity.
Feedback.

ESOL E1

Teachers Notes Unit 3

35

Extension

Bring in various examples of food

labels/containers, identify the measurements
and practise saying them.

Page 16
Spelling
Rationale
To focus on the spelling of initial p and b; to focus
on the spelling of final t and d; to extend awareness
of initial p and b and final t and d

Page 15
Writing a note

Activity A

Rationale
To use punctuation to aid understanding; to
identify the subject, verb and object of a sentence;
to write simple sentences; to write a note

Task

Activity A

Reading a note

Focus on the photograph to contextualise.

Read the note and ask questions such as Who
wrote the note? Where is she?
Answer questions a and b together. Pick out the
punctuation full stop/question mark and
capital letters.
Look at the three sentences together and ask
what the difference is between them. Establish
that the statements begin with a pronoun and
the question begins with a verb.
Learners look at the unpunctuated letter. Discuss
why punctuation is important. Complete the
activity.
Feedback.
Work extra examples on the board.

Differentiation

Learners with beginner literacy skills order cutup sentences.

Activity B

Writing a note

Task

Explain that learners are going to write a note.

Discuss the layout.
Ask questions such as Who are you writing to?
Where are you? What time is it? Where do you
want to meet? Why do you want to meet up?
Learners write a note based on the model in
Activity A.

Differentiation

36

Learners with beginner literacy skills complete a

gapped note.

ESOL E1

Elicit the vocabulary from the pictures and

complete the first item together.
Learners complete the activity.
Feedback.

Activity B

Task

Teachers Notes Unit 3

Initial consonants

Final consonants

Task

Elicit the vocabulary from the pictures and

complete the first item together.
Learners complete the activity.
Feedback.

Activity C

More words

Task

Elicit further examples of words which begin

with p/b or end with t/d.
Put the words on the board.
Learners complete the table.
Individually or in groups they add any other
words they can think of.

Photocopiable resource
Page 3
Have you got any?
Activity D
A Shopping list

B Shopping list

milk

potatoes

envelopes

tea

bananas

biscuits

C Shopping list

D Shopping list

bread

eggs

tomatoes

coffee

cheese

chocolate

<AW E1.ESOL.PR.3 b-m black and white line illustrations not labelled of the following items>
<3b> milk pic
<3c> bread pic
<3d> Chocolate
<3e tomatoes >
<3f>envelopes pic
<3g>Cheese
<3h>Potatoes
<3i>Coffee
<3j>Biscuits
<3k>Tea
<3l>Eggs
<3m>Bananas

ESOL E1

Teachers Notes Unit 3

37

Page 7
At the bakers
Activity E

38

cheese pasty

sausage roll

samosa

egg sandwich

hummus sandwich

meat pasty

tuna sandwich

doughnut

iced bun

large loaf

small loaf

bread rolls

salt and vinegar

crisps

cheese and onion

crisps

pitta bread

ESOL E1

Teachers Notes Unit 3

Page 8
Finding things
Activity C
You want to find the following items:
the cheese
the washing up liquid
the bananas

toilet
paper

milk

washing
up
powder

toothpaste

bread

tomatoes

cakes

apples

red
peppers

bread

bananas

tomatoes

You want to find the following items:

the cakes
the toothpaste
the red peppers

cheese

milk

toilet
paper

washing
up
powder

washing
up
liquid

apples

ESOL E1

Teachers Notes Unit 3

39

Page 10
At the market
Activity C

onions

carrots

tomatoes

potatoes

peas

apples

bananas

grapes

aubergines

mushrooms

peas

oranges

<E1.ESOL.3.PR.10.a-l black and white line

illustrations:
<10.a onions>
<10.b carrots > <10.c tomatoes>
<10.d
potatoes>
<10.e peas>>
<10.f apples> <10.g bananas> <10.h grapes>
<10.i aubergine>
<10.j mushrooms> <10.k pears>
<10.l
oranges>

40

ESOL E1

Teachers Notes Unit 3