A Unit Plan of Real-life English for ESL Students

Hongyang (Thea) Jiang

Missouri State University

ENG 696 Material and Assessment in TESOL

Dr. Yili Shi

05/06/ 2014
Eng 696

Project 1 Unit Plan

Thea Jiang

Shopping English

This Unit Plan is for students who are from a mixed L1 background. They are learning

English as a second language and are at an intermediate level. This unit plan can be taught by

teachers in an English Language Institute. This class will meet an hour once a day for four

days. Thematic-based syllabus will be used in this class about shopping in America.

Overall Objectives:

Students will learn more about how to buy things in different types of shops in America.

Unit Objectives:

1. Students will be able to learn grocery vocabulary, sentences and How to shopping in

America grocery

2. Students will be able to learn some cafe-bakery vocabulary and how to buy food and

drinks in cafe.

3. Students will be able to learn the detailed knowledge about clothes shopping.

4. Student will be able to know the American currency and some bargaining issues.

5. Students will be able to shop by themselves at different types of shops in reality.

Material Needed:

Projector and computer with internet excess, power point

Lesson 1

60 minutes

Grocery Shopping A

Warm-up (5 min.): Teachers would ask students whether they know the meaning of

“grocery” and explain it to them. How many groceries do they know in America and which

they like most, why?

Procedure (50 min.): The teacher would ask students what main sections they know in the

grocery and write their answer down on board, then the instructor would show a grocery

picture (see appendix Lesson one) and explain the meaning of every section in it to students.

Next, the teacher would ask students to name the specific items in the section shown in the

picture by asking “What is this”, “Do you like…, why you like it ”. Some main sections and

specific items not in the picture will be added in teachers' analysis. Besides, teachers can also

ask students whether they know other specific items and write it on board. At the end of this

part, students would complete a vocabulary task with his /her partner.

— Analysis (20 min.)

Chart of Main Section in Grocery

Main Section Definition Specific Items

in Grocery
Information showed in the Picture
Fruits:apples,oranges,grapes,
Fresh fruits and vegetable grown for bananas, etc.
Produce
the market Vegetables: lettuces,tomatoes,
potatoes,carrots,corns,etc.
Beverages Any liquid suitable for drinking juice, soda, etc.
Food containing milk or milk milk, yogurt, cheese, butter,
Dairy
products. eggs, etc.
Meat& Poultry: domestic animals which Meat:ham,beef, pork, chicken
 breast.
poultry raised for people to eat. Poultry: turkey, chicken,
roasted steak
Seafood edible fish or shellfish Shrimp, fish, crab
a place where medicine and other
Pharmacy Medicine
articles are sold
A workplace where baked goods
Bakery Breads, cakes, pastries
are produced or sold
Freshly sliced meats and
Deli A place where sale ready-to-eat food
cheeses
Added Information
chips, packaged candies,
Snacks A light informal meal
cookies
Some edible preparation of it, breakfast cereals/grains, oats,
Cereals
especially a breakfast food. bars (boxed).
frozen pizzas, frozen meal,
Frozen Food Food preserved in refrigerators
frozen dessert, ice cream, etc.
Ketchup (made by tomatoes),
BBQ sauce (spicy sweet and
Condiments Ingredients to enhance flavor sour sauce), salad dressings,
etc (a white color sauce which
is used in eating salad).
Household
Things or equipments used in house Batteries, tissue, broom, etc.
items
Boxed nutrition pills which eat by vitamin, diet food (low fat/ fat
Health
people free), sport nutrition, etc.
Makeup (cosmetics applied to
the face), shampoo
(something used to washing
Some goods to make people in a
Beauty people’s hair), body wash,
good appearance
shaving (a thin fragment or
slice that has been shaved
from something), etc.
(note: This chart would be given to students when grocery shopping A&B is finished as their

review material.)

In this part, the teacher would show the pictures of some added items which are listed in

the above chart in his/her explanation (see appendix) to help students’ better understanding.

The information in the bracket should be pointed out by the teacher in the class. Teachers
should predict the students’ blank points and add more detailed explanations to them. For

example:

Scene1 (Deli)

T: Does anybody like fresh cheese? (Many student hands up.) Wow, lots of people like it. Do

you know where can we find it in grocery?

S: Maybe, we can find it at dairy section.

T: Nice try. Yes, we can find cheese at dairy section, but it’s packaged one which mean these

cheese has made by factory previously, so it is not fresh. What dose fresh mean?

S: Something new?

T: Not bad! It means something that is currently made or produced. So we can’t find fresh

cheese at the dairy section, but at the Deli. Deli refers to a place that sells ready-to-eat food .

You can also buy freshly sliced meats in this section. But when you want to buy food at a

deli, you need to tell the butcher how much you want and they will weigh it for you. (Teacher

writes down the butcher on board while he/she explains.) Butcher refers to a person who

slaughters or dresses meat for market.

— Vocabulary Task (10 min.)

This is a vocabulary competition game. Students should find each of the 20 words which

show in the list and circle it in the picture (see appendix). When students are finding their

partners, the teacher begins to distribute task papers. Teachers should require students not to

see the front page. After all the group gets their task paper, the teacher commands to start.

Three chocolates would be given to the first three groups which finished their task.

— Shop Smart Tips( 10 min.)

Teachers would ask students whether they “get lost” when they come to a big grocery
store for the first time. Then the teacher can provide some tips for students’ smart shopping.

The explanation in this part shall be combined with two pictures ( see Lesson 1 Appendix) to

help them understand each parts’ location .

1. Fresh foods and staples( very basic and necessary foods ) are usually placed in the outside

aisles or at the far end of a grocery store.

2. At the front, you will find convenience foods and sale items.

3. At the checkout, you will find snakes and some thin and small goods, such as chocolate

bars and magazines. (Tips: Tips: The store is counting on you to throw a few of these items

into your cart or basket when you are at the checkout line. This is called impulse shopping

which means a sudden desire to shop).

4. To make a grocery list before your shopping is always a wise move.

After teacher showing smart tips, he/she can ask whether students have some

information to share with their classmates. If not, the class can move to the next part.

— Discussion (10 min.)

In this part, students should share their one impulse shopping experience or any funny

things that happened in the grocery with their group members.

—Wrap-up (5 min.)

Teacher would assign a “fill in blank” homework (see appendix lesson 1) to students and

tell them what will be taught in the next class, which is also grocery shopping. Sentence

patterns, checkout vocabulary, culture tips will be taught In grocery shopping B. Students

should list some questions they may ask during their grocery shopping after class and the list

should be brought in next class. At last, Teacher would give the student a grocery list (See
appendix Lesson 2). They should look up the meaning of the vocabulary by themselves and

they will play a role play game on the ground of those new words.
 Lesson 2

60 minutes

Grocery Shopping B

Warm-up (10 min.) At the beginning of the class, students would play a “Bingo” game first

to review some vocabulary they learned in Lesson. Students should draw a chart in 3 lines

and 3 rows. Teacher would provide them with 9 vocabularies. Students should write down the

words in a random square when they hear it. When students’ squares are full, the teacher

starts to repeat those words. When they hear words one by one only in a row, “Bingo ”occurs.

This game would end when the first Bingo happens.

Bingo

Barbecue
flour Deli
Sauce

ham Oats Bakery

Salad
Broom Pharmacy
Dressings

Procedure (45 min.) Grocery shopping sentence pattern, checkout vocabulary & Tips and

role play games are included in the main body of this class. Diagrams, pictures and game

charts would be used in this part.

— Sentence pattern & vocabulary analysis (15 min.)

Teacher would ask students to take out their grocery shopping Sentence pattern list and a
blank paper first. They should draw a diagram together with the teacher. Teacher would

explain each branch of the diagram to them. A comprehensive sentence pattern & vocabulary

would be provide to student when diagram analysis is over.

Selecting goods Making payment

Asking for Help: Are you in the line?
I’m looking for..., can you tell me where is it, Can I pay by check?
please?
Can I have a receipt, please?
Excuse me, where can I find the...?
Do you have... here? Can you help me to separate the amount into
Do you have this item in stock three bills?
Can you give me one pound cod, please?
Does it come with a guarantee? Can you help me to pack it?
Does it have meat in it? I have a loyalty card.

Asking Price:
Can you tell me How much is this/are these?
Can you tell me How much does it cost?
Can you do a price check for me?
Do you have more flour in the back? (if a
shelf is empty)
Is this on sale?
Returns&Exchanges
Sale
(Don’t forget to bring your receipt)
Special offer I’d like to return this.
Good value, Low price
I’d like to change this for a different size.
5 for 2 dollars
Buy one get one free/half price It doesn’t work/ fit. Can I have a refund?
The following part is the conversation I imagined what teacher and student would say in

the classroom.

T: Imagining you are in the grocery now, tell me how many steps you will go through in and

after your shopping.

S1:Choosing food.

T: Exactly, we’ll selecting goods first (Teacher write it on the board). What’s next?

S2: Asking for help.

T: Yes, asking for help is under the volume of selecting goods (Teacher write it on the board).

What else?

S3: Making payment.

T: Good (write it on the board)! Do you like a big sale?

Ss: Sure/Yes, of course(Teacher write “sale” on the diagram).

T: Can you know some sale phrases?

Ss: Low price... (Teacher will add more phrases)

T: OK, let’s move to selecting goods. What situation would you meet when you choose items

except asking for help?

S: Asking price.

T: Yes. So we may ask “how much dose it cost ?”. Can you tell me more sentence pattern you

know?

Ss: ......

—Checkout Vocabulary and Tips (10 min.)

Teachers would teach students checkout vocabulary based on pictures (See appendix Lesson

2). At first, the teacher would ask students what vocabulary they already know and then

explain the new words to them. Some tips will also be taught by the teacher.

T: OK, we have finished our shopping and need to make a payment now. Can you see the

picture? The item in the very front of the picture is a “basket”. What is the black one beside

the basket? Can you pronounce it? Yes, it's a belt which is used to convey food and any items

you bought. Look at this word (teacher points at the word “till”). It’s still a strongbox for

holding cash. Please read after me “till”...

Tips for check out

Express Checkout: For people buying a few items. The sign will show how many items you

are allowed to have (1-12).

Automatic Checkout: You bag your own groceries and pay with a credit or debit card.

Normal Checkout: Many stores use a lighting system to show which line ups are open for

service. If the light is on the aisle is likely open.

—Role Play (10 min.)

This is sentence pattern and vocabulary review activity. Vocabulary is based one the

grocery list which was given to them in last class. There are three roles in these activities :

shopper, shop assistant and cashier. Each shopper will get a card which writes the items they

should buy. Shop assistants have pictures of different items (see appendix Lesson 2) .

Shoppers should ask for shop assistants’ help to find the corresponding pictures, then

checkout. Students can use the sentence pattern they have learned in this class. The number of

different roles depends on how many students are in this class, so it's changeable.

—Discussion Based on Past Tense (10 min.)

 Teachers require students to use past tense to share their today’s role play shopping with

their partners.

Wrap up (5 min.) Teacher would tell the student what will be taught in the next class and

assign a writing homework. They should write a journal in 200 words to summarize what

they have learned in today’s class.

Lesson 3

60 minutes

Cafe-Bakery Shopping

Warm-up (5 min.) Teachers would ask students whether they have bought coffee or any food

in a cafe-bakery, what’s their favorite cafe-bakery shop and why. Teacher could say some of

his/her shopping experiences or interesting things in the cafe shop.

Procedure (40 min) This consists of drinks & Pastry vocabulary, information gap filling

activity and the knowledge before ordering a coffee, totally 4 parts. At last, the teacher would

play a video about how to buy coffee at Starbucks.

— Drinks & Pastries Vocabulary in Cafe-Bakery (20 min.) Teacher would ask student

which is their favorite drinks and how many coffee names they know. Then the teacher write

their answers on the board. Teacher will list the rest several types of classic coffees on board

and explain the detailed information with pictures (see Appendix Lesson 3) to students.

Students off the board will take notes because the upcoming activity and quiz will cover the

knowledge they have learned.

Drinks:

Expresso: is coffee brewed by forcing a small amount of nearly boiling water under pressure

through finely ground coffee beans. Espresso is generally thicker than coffee brewed by other

methods, has a higher concentration of suspended and dissolved solids, and has crema on top

(a foam with a creamy consistency).

Latte: A type of strong espresso coffee with a topping of steamed milk. It also called caffè

latte. The classic flavor of Latte are caramel and vanilla. The term as used in English is a

shortened form of the Italian caffè latte or caffellatte, which means "milk coffee"
Caffè Mocha: is a chocolate-flavored variant of a caffè latte.Like a cafe latte, it is based on

espresso and hot milk, but with added chocolate, typically in the form of sweet cocoa powder,

although many varieties use chocolate syrup.

Caffè Macchiato: is an espresso coffee drink with a small amount of milk added, today

usually foamed milk. In Italian, macchiato means 'stained' or 'spotted' so the literal translation

of caffè macchiato is 'stained coffee', or coffee with a spot of milk.

Smoothie: is a blended beverage made from fresh fruit. In addition to fruit, many smoothies

include crushed ice, frozen fruit, honey or contain syrup and ice ingredients. It can also

contain milk, yogurt or ice cream.

Freshly brewed coffee and Iced/ Hot Tea can also be bought in any cafe-bakery shop.

Pastries & Panini

Muffin: The typical American muffin is similar to a cupcake in size and cooking methods.

These can come in both savory varieties, such as corn or cheese muffins, or sweet varieties

such as blueberry or banana.

Bagel: is a bread product, traditionally shaped by hand into the form of a ring from yeasted

wheat dough, roughly hand-sized, which is first boiled for a short time in water and then

baked. The result is a dense, chewy, doughy interior with a browned and sometimes crisp

exterior.

Panini: called Panino in Italian, is the word for a sandwich made from bread other than sliced

bread. Examples of bread types used are ciabatta (a Italian white bread made from wheat

flour and yeast), rosetta (an Italian white bread in hollow, bulged shape) and baguette (a long

thin loaf of French bread).

Scone: is a single-serving cake or quick bread. They are usually made of wheat, barley or
oatmeal, with baking powder as a leavening agent, and are baked on sheet pans. The scone is

a basic component of the cream tea.

Croissant:is a buttery flaky pastry named for its well known crescent shape.

Donut: a small ring-shaped friedcake

Sandwiches, cookies and cupcakes (red velvet) can be bought in cafe-bakery, as well.

—Information Gap Filling Activity (10 min.) Students should find a partner. Each one

plays either A or B. They should fill in the missing information on their sheet by asking their

partner. This activity is based on a cafe-bakery menu (see appendix) which can be a reference

for student future ordering in a cafe-bakery shop.

—How to Buy Coffee at a Cafe/Coffee Shop (10 min.) Teacher will play a website video

below first and make a conclusion about steps before you order based on the video. This

ordering step conclusion can be taught in a communicative way to check whether students

understand the video or not. Students can take notes while they listen to the video or teacher’s

explanation.

http://www.youtube.com/watch?v=SiZ9TBxvKGU#t=96

Steps before You Ordering a Coffee

1. Consider your cravings. There are dozens of drink choices including tea, smoothies, and

hot chocolates in a cafe. If you are not sure what sounds good, do not be afraid to ask your

server for suggestions or help. They can help you to choose a drink according to your taste.

2. Choose a size. Usually, there are 3 size, small, medium and large. When you buy a

espresso drinks and you want more espresso than the size you order comes with, simply ask

for extra shots, but these will cost more.

3. Add a little flavor. Usually, sugar is free, but a syrup flavor is not.

 ²  If you’re uncertain what flavor you want to add, ask to see a flavor menu or ask the

server what popular flavors are available. There are dozens of flavor choices

²  Most of the popular syrup flavors like vanilla, caramel, and hazelnut all come with

sugar-free options. 

4. Choose the liquid base. Some drinks are made with milk while others are made with

water as the base. Typically, nonfat, 2% milk, soymilk, and half-and-half are the available

milk options. 

5. Consider the caffeine. Espresso and coffee both naturally have caffeine, as do black and

green teas. If you want less caffeine in your drink, order half-caf (1/2 the normal amount of

caffeine) or decaf (with no caffeine).

6. Choose a Drink

Quiz (10 min.) There are 5 questions which are short answer questions, fill in the blanks and

multiple-choice in this quiz (see appendix). Students should hand in their quiz when they

complete.

Wrap-up (5 min.) Teacher would tell the student what will be taught in the next class and

assign the homework. Students should go to a bakery shop or supermarket to take the

pastries’ pictures they learn today and print it out to write down the vocabulary in the

pictures. This homework should be handed in before the last class of this week.

Lesson 4

60 minutes

Shopping at Mall
Warm-up (5 min.) Teachers would ask students to share their shopping experience at the

mall, such as what they usually buy at a mall or what’s their happiest shopping, when and

where.

Procedure (50 min.) There are 5 sections in the main body of the class which are

vocabulary, grammar, role play, shopping compliment and survey. No quizzes are in this

lesson, replaced by two major students' communicative activities—role play and shopping

survey.

— Vocabulary (5 min.) Teachers will teach students the basic phrases about shopping at the

mall. The phrases below belong to different categories, but the name of the category will not

be given to students. Students should take notes during the teacher's explanation and write a

title for each category of expressions. Teacher will give students the corrective feedback in

their note-taking. Teacher will assign a homework (see appendix Lesson 4) based on this

section’s knowledge at the end of the class.

The Bill get a discount, leave a tip, with a tax, come to a total

Price expensive, cheap, reasonable, $12.00 for a shirt

Fitness It’s fit/ too tight/ too big.

Asking Qoestions How much is it? How would you like to pay for it?

Type of Pyment pay with cash, write a check, put it on a credit/ debit card

—Grammar(15 min.) Teachers would teach degrees of comparison in this section. Teacher

will conclude the rules of comparative degrees in a table, which will be shown on

powerpoint. Students should take notes for it. There are simple exercises of comparative

degrees for students after the teacher's grammar analysis. The exercises will be also presented

by powerpoint and simply asked by the teacher, answered by student.

Grammar Analysis

 When we compare two nouns: comparative

 When we compare three or more nouns: superlative
Formation
Rules Positive Comparative Superlative
Very short words (one syllable) Tall Taller Tallest
→ + er Small Smaller Smallest
→ + est Old Older Oldest

Short words (two syllables): Heavy Heavier Heaviest

Ending in -y, -ow, -er, -ie Clever Cleverer Cleverest
→ + er Narrow Narrower Narrowest
→ + est
Short words (two syllables): Tired More tired Most tired
NOT ending in -y, -ow, -er, -ie Awful More awful Most awful
→ More Famous More famous Most famous
→ Most
Long words (three or more syllables) Beautiful More beautiful Most beautiful
→ More Expensive More expensive Most expensive
→ Most Horrible More horrible Most horrible
Exercises

Adjective Comparative Superlative

Ex.
Big Bigger than The biggest
A
Ex.
Busy Busier than The busiest
B
Ex.
Exciting More exciting than The most exciting
C
1. good
2. the shortest
3. comfortable
4. the largest
5. more durable than
6. cheap
7. more interesting than
8. wonderful t
— Role Play (15 min.) Teacher will give each student a conversation dialogue as a guide for

their role play at mall shopping. The teacher will give each student a store card with two

products. Students should write their product information in the blank spaces. The teacher

will give students a shopping list. The teacher will write down the student's budget for cash,

checks, and credit cards on board. Students visit other classmates’ stores and decide what you

will buy. Students should write the other store’s product information in their table (see

appendix Lesson 4).

—How to Make Compliment (15 min.) Teachers will teach students how to get someone’s

attention and make a compliment in their shopping by explaining a conversation dialogue and

concluding sentence patterns to them. Students can use the optional words below the dialogue

to practice making a compliment with a partner. At the end of this section, teachers will give

each student a survey paper (see appendix) and students should do a shopping survey. This

activity requires me to walk around the class and talk to other classmates. Compliment them

on something they are wearing. and then ask them questions about that clothes item by using

the sentence which was given on the survey paper. Some pronunciation tips will also be given

on the sheet.

Conversation about making complement:

Clerk: I really like that jacket! (1)

It looks good on you.
Customer: I don’t know.
It’s more expensive than the other one. (2)
Clerk: But it makes you look thin. (3)
I’ll tell you what: I’ll give you a 10% discount. (4)
Customer: Alright. I’ll take it. How much is it?
 Clerk: With tax, the total comes to $48.50. (5)
How would you like to pay?
Customer: I’ll put it on my credit card. (6)
Optional words:
(1) sweater (2) not as stylish as (3) it goes well with your pants
shirt much brighter than it matches your shoes
(4) 25% (5) $38.62 (5) write a check
15% $28.87 pay with cash

Sentence pattern:
People appreciate when you notice them. Here are some ways to notice and compliment:
Noticing: I really like your jacket/shoes. Are you wearing new glasses?

Did you get a haircut? Have you lost some weight?

Complimenting: It looks good on you. It goes well with your shirt.

It suits you. It matches your dress.

It makes you look thin. You’re looking good/fit/healthy.

Wrap-up (5 min.) Teachers would tell students what will be taught in the next class and

assign the homework. There are two assignments in this lesson. The first focuses on

vocabulary students learned in today’s class and the second one concentrates on grammar—

comparative degree.
Appendix

Lesson 1 Materials
Procedure
— Analysis

— Pictures of added information

Snacks

Chips Packaged Candies Packaged Cookies

Cereals

Cereal/grain Oats Bars

Condiments

Ketchup Barbecue Sauce Salad Dressings

Household

Items

Batteries Tissues Broom

— Vocabulary Task
— Shop Smart Tips
— Fill in Blank Homework (please list at least 3 specific item in the last volume)

Main Section Definition Specific Items

in Grocery
Produce

Beverages
Food containing milk or milk
products.
Meat&
poultry
Seafood
a place where medicine and other
articles are sold
Bakery

A place where sale ready-to-eat food

Snacks

Cereals

Frozen Food

Ingredients to enhance flavor

Household
items

Health

Some goods to make people in a

good appearance

Lesson 2 Grocery Shopping B

—Procedure(Checkout vocabulary and Tips)

— Role-Play card for Shop assistant

Lesson 3 Cafe-Bakery Shopping

—Drinks&Pastries Pictures

Espresso Caffè Latte

Caffè Mocha Caffè Macchiato

Smoothies Muffin

All
flavors of Bagel

Panini
3 Breads of Panini

Ciabatta Rosetta Baguette

Scones Croissant Donuts

Cupcakes

Red Velvet Cupcakes Mint Chocolate Cupcakes

—Information Gap Filling Activity

Information Gap A

Panda Cafe-Bakery
Drinks Breads Price
Coffee Price Cinnamon Bagel 2.5
available iced or hot, with
Whole Grain
or milk ) S M L
Vanilla Latte 2.65 4.65 Panini&Sandwiches
Mocha 2.45 3.45 4.45 Italian Combo Sandwiches
Espresso, foamed milk smoked turkey breast& lean ,
and chocolate with lettuce, tomatoes and special sauce
whipped cream Steak Sandwiches 3.65
2.50 3.50 4.50
Seared steak, lettuce, tomatoes, red
1.25 2.25
Brewed Coffee onion and Asiago cheese 3.45
, Dark Roast, Decaf,
Chicken Panini
3.00 （no size） All-natural chicken, chopped lettuce,
Hazelnut
mozzarella, fresh tomatoes and sun-
Espresso
dried tomato pesto on Ciabatta
Smoothies Pastries
Low-Fat Mango Scones
Low-Fat Blueberry 3.90 , Orange, Cinnamon
Muffins
Low-Fat 3.55 2.00
, Apple crunch, blueberry
Mix Vegetables
Butter Croissant 1.5
Super-fruits 4.25
Cupcakes 2.00
Mango,orange Chocolate, red velvet, vanilla
Information Gap B

Panda Cafe-Bakery
Drinks Breads Price
Coffee Price Cinnamon 2.5
available iced or hot, with
Whole Grain 2.35
decaf or skim milk ) S M L
Vanilla Latte 2.65 3.65 4.65 Panini&Sandwiches
Mocha , 2.45 3.45 4.45 Italian Combo Sandwiches 3.25
milk and chocolate with smoked turkey & lean ham,
whipped lettuce, tomatoes and special sauce
Asiago Steak Sandwiches
3.50 4.50
Cappuccino
Seared steak, lettuce, tomatoes, red
1.25 2.25 3.25
Brewed Coffee onion and Asiago cheese 3.45
Chicken Panini
Light Roast, Dark Roast,
（no size） All-natural chicken, chopped lettuce,
Decaf,
, fresh tomatoes and sun-dried tomato
Espresso
pesto on Ciabatta
Smoothies Pastries
Low-Fat Mango 3.90 Scones
2.00
Low-Fat Blueberry Triple Berry, Orange, Cinnamon
Muffins
Low-Fat Tea powder 3.55 2.00
Pumpkin, Apple crunch, blueberry
Mixed Vegetables 3.90
Croissant
Super-fruits 4.25
Cupcakes 2.00
, Chocolate, , vanilla
Quiz (20 points) name:

1.Tell me what is it (12 points).

2. Multiple Choices (5 points).

What elements would you consider before you ordering a coffee based on

today’s learning? Please circle the right answer.

 Price

 Your desire

 Caffeine

 liquid base

 Caffeine

 Size&flavor

 Your mood

3. Please write down at least 3 coffee names you learned today (3 points).
Lesson 4 Sopping at Mall

— Role-Play

Conversation: Shopping for Men’s Shoes

Look at the conversation below. When you do the shopping role-play, use this conversation as a
guide

Clerk: Welcome to Kenny’s Shoes. We’re having a sale on dress shoes.

Shopper: That’s great. I need some dress shoes. What do you have on sale?
Clerk: Well, we have Silver Jims and Cool Walkers.

Shopper: What do you recommend?

Clerk: Well, Silver Jimms are more fashionable and
higher quality. Whereas, Cool Walkers are not as expensive
and they’re more comfortable.

Shopper: What’s the difference in price?

Clerk: With tax, the Silver Jims come to $47.00 and the Cool Walkers
come to $39.00.

Shopper: So that’s about an $8.00 difference.

Clerk: That’s right.

Shopper: I’ll take the Cool Walkers.

Clerk: How would you like to pay?

Shopper: I’ll put it on my credit card.

...
Clerk: Alright, here’s your receipt. Have a nice day.
Shopper: Thanks.
 Role-Play: Shopping

You are going on a vacation and you need to do some shopping before

you go.
(1) Open a store: The teacher will give each students a store card with two
products. Write your product information in the blank spaces.
(2) Make a shopping list: The teacher will give you a shopping list.
(3) Make a budget: The teacher will write down your budget for cash,
checks, and credit cards.
(4) Go shopping: Visit other student stores and decide what you will buy.
Write the other store’s product information in your table.

(1) Write down your product information:

Store Name: _______________________________

Product 1: __________________ Product 2: _____________________
Advantages Comparative Advantages Comparative

(2) Write down the items on your shopping list:

(1) ______________________ (3) _______________________

(2) ______________________ (4) _______________________

(3) Write down your budget:

Budget:Cash $__________, Checks $___________, Credit Cards $__________

(4) Go shopping:
Store Products Advantages Price Payment

Kenny’s Silver Jimms more fashionable, higher quality $47.00 Credit card
Shoes Cool Walkers not as expensive, more comfortable $39.00 X
—How to Make Compliment

Shopping Survey
Walk around the class and talk to other class members. Compliment them on something

they are wearing. And then ask them questions about that clothes item. Use the questions
below:

Name Item Shop Date of Price Payment Satisfied?

Purchase Method
Pronunciation Tips: Past tense
Pronounce past tense questions like this:
. . . did I  . . . di die . . . did he  . . . di dee . . . did they  . . . di they

. . . did you  . . . di jyou . . . did she  . . . di she . . . did we  . . . di dwee

—Homework 1

Shopping at Mall: How much is it?

Look at the expressions on the blackboard. Write a title for each category of expressions:

Look at the two receipts. Use words you find on these receipts to fill in the blanks:

Money that you receive from a clerk along with your receipt: ________________

Money that you pay to the government: ________________

The cost of an item before tax: ________________

The amount that you save off of the regular price: ________________

________________
Money you give for good service.
________________
Money that includes tax, discounts, and the price.
 —Homework 2

Grammar Focus: Comparatives

There are many ways to compare things. Often, we use an adjective and one of the following sentences patterns:
Expressions for Comparing Two Objects
cheap, easy to use cheaper (than), easier to use (than)
comfortable, powerful more comfortable (than), more powerful (than)
not cheap, not comfortable not as cheap (as), not as comfortable (as)

As a class: Look at the advertisements below and make comparisons between the products:
Advantages of Cool Walkers
(1) Cool Walkers are not as expensive as Slim Jimms.
(2)
(3)

Advantages of Slim Jimms:

(1) Slim Jimms are more durable than Cool Walkers.
(2)
(3)

Advantages of Jack Burger

(1)

(2)

(3)
Advantages of Vegetarian SUB

(1)

(2)

(3)

That’s like comparing apples and oranges.

This means that two things are so different that you can’t compare them.