FLP Voc Intl Shopping | Bargaining | Languages

Sample Formal Lesson Plan: Vocabulary: Shopping for Furniture, Clothing, Electronics and Counter Markers

Bruce Lawrence

Objectives: Students will learn the number system of English, especially the more difficult, larger numbers. They will learn some vocabulary for garage sale/flea market haggling: clothing, furniture and electronics. Prerequisites: Students should have a basic knowledge of numbers, money, clothing, furniture and electronics. This is an expansion exercise. Level: Beginner-Intermediate Duration: 2 hours Materials: Card Books cards for furniture, clothing and electronics; photocopied money of Canada, Japan, Korea and China (simplified version just Canadian or just home country) Set up: set up room for market: 3-4 sellers; the rest of Ss are buyers; T is the bank Anticipated problems: - Pre-teaching numbers can too long, so keep it lively or get Ss to fill in numbers chart to speed things up. - Some Ss may spend their money too quickly; if so, they become the bank. - Too much math!

Warm up: <General Qs> T: Did you have a good weekend? What did you do on the weekend. S: I went to the beach. I went shopping. (If no one says shopping, T asks “Did anyone go shopping?”) <Specific Intro Qs: shopping> T: Where did you go shopping? Where’s a good place for shopping? What’s the difference between shopping here and in Asia? What’s the difference between shopping at a department store and the night market? S: You can ask for a discount! <Specific L Qs: bargaining> T: Yes, do you know what that’s called in English? (wait to see if anyone knows; if not say, ) Haggling, Bargain or Bartering (but bartering actually means trading goods for other goods i.e. buying a shirt with a chicken) Teaching II Vocabulary: <Context building> T: Can you haggle in a department store? No right? It’s called a fixed price system, but where can you haggle in China/Taiwan/Japan/Korea? Ss: various market names T: Cool, so today we are going to go shopping at <various market names> Who wants to be Namdaemoon <various market names>? So, Namdaemoon market what do you want to sell: clothing, furniture or electronics? <ask each market what they want to sell and give them the cards> <Eliciting vocabulary> T: OK, so I want to make sure you know what each card is. This is a vocabulary exercise after all. For example, what’s this? (show card of dress) Ss: One piece T: Oh, Konglish/Janglish! In Korea or Japan you’d be right, but what is it in English? Dress (continue to elicit clothing) And what are all these things called? Ss: Clothing <Whiteboard form/pron: clothing, furniture, electronics> As stated above T writes categories and examples like so: Clothing shirt pants dress Furniture sofa chair lamp Electronics walkman CD player/boom box/ghetto blaster camera

<Drill> T: Which words are difficult to pronounce? Ss: various answers T: (underline and drill) Right that’s difficult. Repeat after me suggested examples: ir in shirt f in sofa a in walkman not workman Main Activity I: Semi-controlled activity : Flash <Instructions> T: OK, so I want each group to know what each card is, so I want one member to flash them (mime rapid card showing) to the other members of your group, and you guys (other members) shout out the name. Whoever answers first gets the card. When you get a card write down the word on a sheet of paper. The winner is the one with the biggest list. <Example> For example, flash the first card (say to volunteer) (volunteer flashes; students guess; first one gets the card, really) <Concept checking> T: OK? So what do you do? (other volunteer) S: Flash the card T: And what do you do (other members) Ss: guess/shout T: Right! OK? Go! Teaching II: Numbers <Eliciting: numbers> So, now we’ve learned some vocabulary. What other language do you need to be good at so you don’t get ripped off at these markets? Ss: numbers T: Right so let’s review numbers

T writes empty numbers chart Eng 1 10 100 1,000 10,000 100,000 1,000,000 10,000,000 100,000,000 T: What’s this? (hold pen beside 1) Ss: One! (write it) T: and this? Ss: Ten T: and this? Ss: hundred T: Hundred or a hundred? Or is it one hundred? (let Ss guess; write a/one hundred, continue to fill up Eng) (then write down Kor or Jpn or Twn and elicit their numbers) <Whiteboard form/pron: numbers> 1 10 100 1,000 10,000 100,000 1,000,000 10,000,000 100,000,000 Eng one ten a/one hundred a/one thousand ten thousand a/one hundred thousand a/one million ten million a/one hundred thousand Kor il ship baek cheon man ship man baek man cheon man ok Jap ichi ju hyaku sen man ju man hyaku man sen man oku Twn i shr bai qian wan shr wan bai wan qian wan i

Do you see any patterns or similarities between the languages? (Let students try to see the pattern of similarities between the languages represented in the classroom. They will usually get the obvious vocabulary similarities for “man” but they may miss the similarities between “ship” and “ju” and they usually miss the fact that English is based on three and Asian languages are based on four).

Main Activities II: Free Activity: Shopping Spree <Instructions> T: OK, so you have the clothing cards, furniture cards and tool cards. And of course the best way to practice numbers is with… money! (bring out photocopied money). Everyone will start off with the same amount: $1,000. (pass out thousand bills) T: OK sellers, you have to sell all your items, but sell them at a high price. Buyers, you have to spend all your money, but buy things at a low price. Whoever makes the most money from the sellers is the winner. Whoever buys the most amount of things among the buyers is the winner. <concept checking/example> T: So, what are you doing? (point to buyer) S: I’m buying things. T: At a high price? S: No, at a low price T: And, how do we reduce the price? S: Bargain/haggle/barter! T: Right, so I’ll be the bank if you need change. OK? Spend your money! Wrap up: <Review Qs: numbers> T: OK, sellers count your money. Who made the most money? NAME (seller) how much money do you have now? (wait for each seller to say how much they and write down exactly what they say, and see which seller made the most money) So, the winning seller is … NAME!! OK, buyers, how many things did you buy? (wait for each buyer to say how many things they bought) So, the winning seller is … NAME!! OK, you have the most. What did you buy? Show us. (hold up cards one at a time) Guys, what is that? (other students say what it is) Contingency Plan: If students finish early have sell their clothes and accessories! Homework: Easy: Go home and write down the words you learned. Difficult: Go to a garage sale/flea market and haggle.

extra T: What language do you need to bargain? What can you say if you think the price is too high? Write answers on board. What can you say if you think the price is too low? Write answers on board. <Whiteboard form/pron> It’s too expensive. It’s too much. Say what? Oh come on it’s worth more than that. It’s good quality. I have three children to feed! <Drilling> OK, come on try it with emotion! Say it like you mean it! “It’s SO exPENsive”! <Whiteboard form/pron> (Draw intonation curves or capitals to show stress and intonation) What happens when you get hungry? Where can you go? Ss: Restaurant T: At a flea market? Ss: Cafeteria. Food court T: Right and what can you buy there (show food cards) <Presentation Part III: C/U nouns and counter markers> T: What other language do you need if you are buying rice, for example. Can you buy one rice? Ss: No, one bag of rice <Whiteboard form/pron: C/U nouns and counter markers> T: (write it one the board: a bag of rice) What about the small things? (mime grain) Ss: ??? T: A grain of rice. What about corn/pizza/bread/grapes/etc a grain of rice a slice/piece of pizza a slice/loaf of bread a bunch of grapes an ear of corn <Presentation Part IV: quantifiers> T: What if you don’t know exactly how much or how many? Do you say “I bought many rices? Ss: No, some rice? T: Right (writes on board) What are some other words for some? Ss: A few T: Is that for countable or uncountable nouns?

Ss: Countable <Whiteboard form/pron: C/U nouns and quantifiers> T writes chart a few a lot of much many a couple of several a dozen a bit of C Both U neg/Q C C C C U

T: Here are some cards. There are some food cards. Who wants the food cards? (give them to whoever volunteers). There are some clothing cards and some electronics cards. (give them to volunteers). <Instructions & example> Now, arrange them in piles. One pile for countable; one for uncountable; one for both. For example “ice cream”. Is it C, U or Both? Ss guess, answer = uncountable <concept checking> What are we supposed to do? Ss: Pile the cards in C, U, Both T: Super! It’s a race! Go! <Review Qs: nouns and counter markers> Buyers how many things did you buy? Who bought the most things? What did you buy? So, the winning buyer is … NAME!!

Numbers 1 10 100 1,000 10,000 100,000 1,000,000 10,000,000 100,000,000 Eng one ten a/one hundred a/one thousand ten thousand a/one hundred thousand a/one million ten million a/one hundred thousand Kor il ship baek cheon man ship man baek man cheon man ok Jap ichi ju hyaku sen man ju man hyaku man sen man oku Chn i shr bai qian wan shr wan bai wan qian wan i

Vocabulary Clothing shirt pants dress high heels dress shirt tuxedo 3-piece suit 2-piece suit tie bow tie Furniture sofa chair lamp chesterfield cupboard drawers dresser stereo microwave birdbath Electronics CD CD-ROM CD Player ghetto blaster boom box receiver scanner printer palm pilot headset Bargaining Buyer Oh, it’s so expensive! Can you give me a discount? A little more, $10? OK $15. That’s my final offer, Take it or leave it! Seller No, it’s quite cheap! Hmmm, how about $20? Hey, come on! I’ve got a wife and two kids! OK! You drive a hard bargain! Exotic pets tiger snake whale zebra cockroach magpie snake dairy cow lobster turtle

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