Lesson 3
Topic Shopping. Places for shopping
Aim/s to enhance learners’ skills in getting specific information from notices, signs and

advertisements

Objectives By the end of the lesson, learners will be able to:

● define the places where the relevant goods can be bought
● identify various shops from notices, signs and advertisements.

# Purpose

Activity and mode

Synchronous with tentative
timing in minutes

Resources
and tools Asynchronous Resources
and tools

1 to help learners to
recollect relevant
vocabulary

Pre-lesson activity:
Learners brainstorm the
shopping places and the
goods that can be bought
there (small groups).

- Jamboard or
notebooks
(a sample
shops mind
map p.99)

Pre-lesson activity:
Learners brainstorm the
shopping places and the
goods that can be bought
there (small groups).

Jamboard or
notebooks
(a sample
shops mind
map p.99)

2 to develop learners’
ability to distinguish
various shops from
notices, signs and
advertisements

Identifying various shops
from notices/signs/
advertisements.

3 Various
shops -
Wordwall

Identifying various shops
from notices/signs/
advertisements.

Various
shops -
Wordwall

3 Learners discuss what data
about the shops they can
get from notices/signs/
advertisements (sales, new
goods, online features,
etc.) and create a list.

7 Jamboard or
notebooks

Learners make a list of
data about the shops they
can get from notices, signs
and advertisements (sales,
new goods, online
features, etc.).

Jamboard or
notebooks

4 to develop learners’
skills in getting
specific information
and ability to
distinguish various
shops from notices,
signs and
advertisements

Pre-reading:
Matching the products with
the shops.

5 Shopping
signs and
notices

Pre-reading:
Matching the products with
the shops.

Shopping
signs and
notices

While-reading:
Matching the adverts with
the shops.
Identifying if sentences are
True or False.
Doing the gap fill activity.
Learners work in pairs or
small groups.

10 While-reading:
Matching the adverts with
the shops.
Identifying if sentences are
True or False.
Doing the gap fill activity.

Post-reading:
Whole-class discussion on
the features to add to the
list learners have created
before.
Learners work in small
groups and create a
notice/sign/ advertisement
of a shopping place,
existing or imaginary.

15 Canva
Google
Slides or
PowerPoint

Post-reading:
Learners work in small
groups and using the
checklist from stage 3,
create a notice/sign/
advertisement of a
shopping place, existing or
imaginary.

Canva
Google
Slides or
PowerPoint

5 Provide learners with
feedback.

5 Provide learners with
feedback.

Vocaroo
Homework Learners finish their notices/signs/advertisements and comment on the works of each other.






Lesson 5
Topic Shopping. Going shopping
Aim/s ● to enhance learners’ skills in getting and giving the information about the quality and price

of goods
● to facilitate the development of learners’ skills in making decisions

Objectives By the end of the lesson, learners will be able to:

● ask for the quality and price of goods and give the information on that
● decide where the cheapest goods can be bought.

# Purpose

Activity and mode

Synchronous with tentative
timing in minutes

Resources
and tools Asynchronous Resources
and tools

1 to enhance learners’
skills in practicing
asking and saying
how much things
cost, as well as
making decisions

Role-play activity in which
there are 3 shops
(separate breakout rooms
with a shop assistant in
each) and several groups
of shoppers whose aim is
to save the most money
possible by finding out the
cost of each item on their
shopping list in the three
shops and buying each
item from the cheapest
place.
The shoppers go to each
room as a group in turn or
send representatives from
the group simultaneously
to the three shops.
They ask the prices of the
items on their list and note
them down.
Next, the shoppers return
to their breakout rooms,
compare the prices,
calculate the total amount
of money they spent and
write it on their list.
Afterwards, shoppers from
different groups compare
their answers to check they
have the same totals.

15 Shopping list
(Sample on
p.102)
Shops and
price lists
(Sample on
p.102)
Zoom
breakout
rooms –
3 shops:
Bravo
Stop&Shop
Food City

Teacher provides learners
with the shopping lists (it
can be split into several
different lists with different
items on them and different
amounts/numbers).
Learners are expected to
save the most money
possible by finding out the
cost of each item on their
lists in the three shops and
buying each item from the
cheapest place.
Learners compare the
prices; calculate the total
amount of money they
spent and write it on their
list. They then post their
lists with noted prices and
totals on Padlet/Lino.
Learners with the same
shopping lists compare
their answers to check they
have the same totals.

Shopping list
(Sample on
p.102)
Shops and
price lists
(Sample on
p.102)
Padlet, Lino
or similar

2 to help learners to
understand the
content and
sequence the
conversation

Reordering a conversation
that takes place in a
clothes shop.
Learners work in pairs: one
of them is a shop assistant
and the other is a
customer. The shop
assistant starts the
conversation.
Checking the answers as a
whole class.

10 Jamboard
Copy the
task to
Frame 1 and
the answer
key and the
complete
conversation
to Frame 2.
(Samples on
pp.102-103)

Reordering a conversation
that takes place in a
clothes shop.
Learners might work
individually or in assigned
pairs. The shop assistant
starts the conversation.
Checking with the answer
keys provided by the
teacher.

Jamboard
Copy the
task to
Frame 1 and
the answer
key and the
complete
conversation
to Frame 2.

3 to develop learners’
skills in getting and
giving the information
about the goods, their
quality and price

Learners work in pairs to
make a conversation
similar to the previous one
by changing some details
(the size, the colour, the
price, the quality, etc.).

15 Padlet, Lino,
Google
Docs,
Jamboard or
similar

Making conversations
similar to the previous one
and changing some details
(the size, the colour, the
price, the quality, etc.).

Padlet, Lino,
Google
Docs,
Jamboard or
similar

4 Provide learners with
feedback.

5 Provide learners with
feedback.
Homework Do the Online shopping - Quizlet for the next lesson.

This Teacher’s Guide was developed by the SDELE
Program implemented by American Councils for
International Education: ACTR/ACCELS Ukraine Office.

102

For Activity 1
Task for Shoppers
Go to three different shops (Bravo, Stop&Shop,
Food City) and ask the price of the items on your
list. Note down the prices on your shopping list.
Compare the prices, calculate the total amount of
money you spent and write it on your list. The aim
is to save the most money possible by finding out
the cost of each item on your shopping list in the
three shops and buying each item from the
cheapest place.
Compare your answers with other groups.

Item Shops and prices
Bravo Stop&Shop Food City
Milk (1L) $1.29 $1.09 $1.29
Bread (Loaf) $0.79 $0.69 $0.59
Eggs (12) $2.50 $2.45 $2.50
Cheese (250g) $3.79 $3.79 $3.99
Beef (1kg) $8.69 $8.39 $8.19
Chicken (1kg) $4.49 $5.00 $4.49
Bacon (250g) $4.99 $4.39 $4.99
Salmon (500g) $9.99 $9.79 $9.99
Rice (1kg) $2.99 $2.69 $2.49
Pasta (500g) $1.99 $1.89 $1.79
Tomatoes (1kg) $3.49 $2.99 $2.49
Broccoli (1kg) $3.99 $3.49 $2.99
Cucumbers (1kg) $2.99 $1.99 $2.49
Peppers (1kg) $4.49 $4.49 $3.99
Potatoes (1kg) $1.99 $1.69 $1.49
Carrots (1kg) $2.39 $2.19 $1.99
Onions (1kg) $1.99 $1.79 $1.59
Apples (1kg) $1.50 $1.50 $1.60
Bananas (1kg) $1.69 $1.79 $1.99
Oranges (1kg) $3.39 $3.49 $3.39

For Activity 2
Complete the conversation by matching the lines. The shop assistant’s lines are in the correct order.
Shop assistant Customer
1 Good morning. How can I help you? A Fifty euros! Are you serious?
2 OK. What kind of jeans would you like to get? B They fit and look great! Where do I pay?
3 Skinny... And what size are you? C I like their colour but I’m not sure about the quality.
4 Medium. Right. What about these ones? D Medium.
5 Yes, have a look at these ones. E I’m looking for jeans.
6 The quality? They’re perfect, the newest from Colin's! F I would prefer skinny jeans as they fit me well.
7 Well, we have Levi's skinny jeans that will fit you
perfectly.

G Still I don’t like the zipper on them. Besides, I would like
to buy some of Levi's.
8 Fifty euros. H Great. Thank you very much.
9 Yes, but they’re really good quality. I Oh, I love these ones. How much are they?
10 Sure. The fitting rooms are just over there. J Oh. OK. Can I try them on?
11 You can pay right over there. K Thank you. The same to you!
12 It was my pleasure. Have a nice day. L I’m not sure. Have you got anything lighter?
Answer key
1 – E, 2 – F, 3 – D, 4 – L, 5 – C, 6 – G, 7 – I, 8 – A, 9 – J, 10 – B, 11 – H, 12 – K

Shopping list (Can be modified, e.g., split into several lists)
Item Bravo Stop&Shop Food City
Bread (2 loaves)
Eggs (24)
Cheese (500g)
Chicken (1kg)
Bacon (250g)
Rice (1kg)
Pasta (1kg)
Tomatoes (1kg)
Broccoli (1kg)
Cucumbers (1kg)
Potatoes (3kg)
Carrots (1kg)
Onions (1kg)
Bananas (3kg)
Oranges (2kg)
Totals

This Teacher’s Guide was developed by the SDELE
Program implemented by American Councils for
International Education: ACTR/ACCELS Ukraine Office.

103

Complete conversation
Shopp assistant: Good morning. How can I help you?
Customer: I’m looking for jeans.
Shopp assistant: OK. What kind of jeans would you like to get?
Customer: I would prefer skinny jeans as they fit me well.
Shopp assistant: Skinny... And what size are you?
Customer: Medium.
Shopp assistant: Medium. Right. What about these ones?
Customer: I’m not sure. Have you got anything lighter?
Shopp assistant: Yes, have a look at these ones.
Customer: I like their colour but I’m not sure about the quality.
Shopp assistant: The quality? They’re perfect, the newest from Colin's!
Customer: Still I don’t like the zipper on them. Besides, I would like to buy some of Levi's.
Shopp assistant: Well, we have Levi's skinny jeans that will fit you perfectly.
Customer: Oh, I love these ones. How much are they?
Shopp assistant: Fifty euros.
Customer: Fifty euros! Are you serious?
Shopp assistant: Yes, but they’re really good quality.
Customer: Oh. OK. Can I try them on?
Shopp assistant: Sure. The fitting rooms are just over there.
Customer: They fit and look great! Where do I pay?
Shopp assistant: You can pay right over there.
Customer: Great. Thank you very much.
Shopp assistant: It was my pleasure. Have a nice day.
Customer: Thank you. The same to you!



Explore lesson plans. Analyze 3, 5 lessons plans using the Think aloud protocol. 

Think aloud protocol – lesson plans piloting


Are the aims, objectives and purposes adequately stated?
Are activities described clearly so that I know what to do during the lesson?
What materials/resources will I need to prepare?
Is there enough content in the lesson plan to cover the topic of the lesson and achieve objectives?
Is the lesson plan flexible? Does it allow space for change or complementation?
What may be the most challenging moment at the lesson and why? How can I respond to the challenge?
Will the activities be successful? How will I know? What evidence will I have that my learners are truly learning?
What new strategies, techniques or tools will I have a chance to try out? How will my learners benefit? 
How will I incorporate social and emotional learning? 
In what areas may the lesson plan need improvement?