Shopping in a supermarket

SHOPPING IN A SUPERMARKET
Antonio Durán Fernández
Universidad Autónoma, Madrid
Montserrat Homedes Gili
C.E.P. ue Lcganés
Víctor Martín de Dios
C.P. "Miguel de Unamuiio". Leganés
RESUMEN
En este trabajo se diseña una Unidad Didáctica para la E d u c a c i h
Secundaria basada en el enfoque por tareas y cuyo tema central es:
"Shopping in a Superinaket".
El enfoque por tareas pretende motivar más al alumno adaptándose a
sus intereses y necesidades.
Para el diseño de esta Unidad Didáctica, hemos establecido el objetivo, la Tarea Final. el contenido y las tareas capacitadoras para pasar dcspués a la planificación de las correspondientes lecciones.
Por último. exponemos el Sistema de E v a l u a c i h a seguir.
ABSTRACT
In this work. a Didactic Unit tor the Secondary School was designed.
I t is a task-based approach Unit and its central topic is: "Shopping in a
Superiiiakei".
The task-based appi-oach trics to motivate the pupils by adapting the
process to their interests and needs.
For the desigii of this Didactic Unit, wc have established the objctive,
the Final Task, tlic Content and the Enabliiig Taaks. Then, we lollow with
the Lessori Plans which iiiakc up the Unit.
Fiiially. we preserit thc Evaluation Systcm which is to be used as a
lidlow-up.
INTRODUCCI~N
La enseñanza del lenguaje mediante tareas (ELMT) supone un gran paso
adelante cn la metodología de la enseñanza de las lenguas extranjeras.
El sistema de la ELMT se revela como una propuesta de innovación cducativa en esta área altamente compatible con los principios recogidos en el D.C.B.
(Diseño Curricular Base).
La adopción de tareas coino unidades de discño en la enseñanza de las lcnguas extranjeras presenta, no obstante, algunas particularidades que conviene
señalar. En primer lugar. este enfoque se centra cn el proceso dc adquisición de
la lengua realizado de una forma práctica y adaptada a los intereses y capacidades de los alumnos. En segundo lugar. se aleja de las especificaciones propias
de otros métodos anteriores y se orienta hacia una mayor variedad e interdisciplinaridad en sus actividades. Se produce una variación también en los roles
entre profesor y alumnos por cuanto que sc considera fundamental la implicación activa del alumno en el proceso enseñanza-aprendizaje.
Otra particularidad reside en la necesidad de un trabajo laborioso de planilicación y que habrá de realizarse. fundamentalmente. en equipo.
Creeemos, no obstante, quc merece la pena intentarlo ya que hemos de tener
en consideración el carácter cíclico y global del proceso de Aprendizaje de una
Lengua Extranjera (ALE), lo cual pone de manifiesto la necesidad de una planificación por tareas, pues de otro modo, agotaríamos los contenidos necesarios
para cubrir un proceso tan complejo sin haber alcanzado el objetivo principal:
LA ADQUISICIÓN DE LA LENGUA EXTRANJERA.
Por otro lado. la ELMT permitirá al alumno conseguir una competencia
comunicativa derivada de un conocimiento del uso de la lengua extranjera proporcionado por las tareas posibilitadoras y de un conocimiento instruiiiental
facilitado por las tareas finales.
El marco de diseño desde la ELMT incorpora una serie de novedades entre
las que dcstacan:
La articulación de toda la unidad didáctica en torno a la tnroa,firlíil (lo quc
los alumnos serrín capaces de hacei- con la lengua extranjcra al final de la
Unidad que no sabían hacer con anterioridad). Hasta llegar a esta tarea
globalizadora o tarea final hay todo un proceso que se desarrolla a travCs
de tarcas posibilitadoras que capacitan al alumno para la correcta realización de la tarea final.
Se produce una gran llexibilidad y diversificación en cuanto al uso de rnaterialcs utilizados así como en la forma de trabajo (Proyectos. grupos, etc ...)
lo quc permite adaptarse mejor a las necesidades de los aprendices.
El alumno se iniplica activamente en el proceso desarrollando objetivos educativos como la responsabilidad, el trabajo cooperativo. ctc ...
Finalmente la ELMT actúa como incitador para que cl profesor pueda profundizar en una gran variedad de recursos y destrezas didácticas respecto
a las Icnguas extranjeras y a la interacción en el aula, pudiendo así enfrentarse con Cxito al rcto de la enseñanza de idiomas.
discña& si.
Lü LTi;idUd Eidác.ica qüc a cvii~inüacióí;picscn~aiiicicha
guiendo los principios dc la enseñanza por tareas y pensada para la E.S.O. Pretendemos con estc trabajo ofrecer un modelo de Unidad Didáctica para que otros
profesores. si lo consideran útil. puedan tener una referencia práctica.
ABBREVIATIONS USED IN THE UNIT
S
W
L
u
W.G.
T W.(j.
P.W.
IND
T
St'\
E.S.O.
Speaking
Writing
Listening
Reading
Whole Group
Teacher Whole Group / From thc tcachcr to the whole group
and í'roin the whole group to thc tcachcr
Pair Work
Individual
Texhei-
Studeiit's
Educacicín Secundaria Obliptorin
UNIDAD DIDÁCTICA
COUNTABLES AND UNCOUNTABLES
OBJECTZVE
- T o be able to ask for things in a supermarket.
FINAL TASK
T o have a dialogue with different shop-assistants in a supermarket
(simulated) to ask for things.
-
CONTENTS
1)Lexical
- Semantic field relatcd to products you can find in different shops:
beer
apples
bread
cheese
ham
coke
juices
orange
wine
cider
youghurt
lettuces
steak
meat
pepper
tomatoes
pears
chops
cod
haddock
cherries
lemons
oranges
bananas
eggs
sardines
cheese
coke
ham
milk
tea
biscuits
bread
chocolate
sugar
cigarettcs
stamps
potatocs
aspirins
-
-
-
Shop names where you can find those products:
Tobbacconist's
Baker's
Chemist's
Butcher's
Greengrocer's
Jeweller's
Post-Office
Grocer's
Words refering to units of different products:
loaf
bottle
can
litrc
slicc
gram
dozen
lump
J ar
packet
piece
bar
Uscful expressions for this context:
Have you got ...?
Can 1 help you*?
What can 1 do for you?
I'd like ...
Can 1 have ...?
2) Grammar
- There islarc.
- Somelany.
- Alan.
- How muchlhow many.
- Adjectives and adverbs of quantity:
A.jectives:
A lo1 of ...
Not many ...
- Not inuch ...
A fcw ...
- A little ...
-
-
x
7
- IUO
Adverbs:
...
A lot.
Not many.
Not rri~ich.
- A few.
A little.
None.
-
-
-
-
ENABLING TASKS
a) Brainstorming cxercise about things they can find in supermarket.
b) Exercise consisting of making sentences with there is, are + countablel
uncountable nouns.
C)
Matching exerci\e between different shops and thing\ you can find in
them.
d) Listenirig exercise whcre any. how inuch, how many are introduced.
e) Reading exercise to introduce adjectives and adverbs of quantity
followed by a dialogue about the Reading.
f) Fill in the chrirt: a food list is givcn and students have to fill the chart
headed with the following itcnis: a lot. little, Iew and no. The teacher
presents a series of partitives which exprcsses the quantity of mass
nouns.
g.1) Matching exercise of units with their product\.
g.2) Lisicning exercise about shopping in a supermarket.
FINAL TASK
Final task: Dialogue in groupt about \ h o p p ~ n gin a wperinarket.
Lesson Plan 1
E,VARLIiVG TASKS
COLVTEST
A Brain\toriiiing cicrci\c ahout thirips
t h q can fiiid in a \iiperinarkct.
1,exical
Naiiiei of product$ qou
can buy ir1 a \upeririarkct.
Grammar
- Conccpt of couiitablr. arid uricouritabls.
Lexical
- Same ¡teni\.
U Exercise consistiiig oí ii~akingsciitencee with
"therc islare". "ioine". "a(n)" + "coiintablel
uncciuniahle" nouns.
Grammar
- There islare.
- Soine. aín).
Co~~ntablcluncoiintahlrnoun5
-
Lesson Plan 1
STUDENT ANL) TEACHER ACTlVlTY
SKILI,
ANNEX
TIME
GROC'P
A.1 The teaclier aska the studciitc to ¡ay thing.
thcy can huy in a \uprrmarket.
'1.2 Wc'll write on thc hoai-d each uord a i ii'h bei~igsaid
A.3 Thc teacher will c\tablish both concepi,
oí countablz nnd uiicouiitable with toiiic ol'
thc u o r d i written on the hoard.
-
B.l Teachcr'c explanation a h w t countable and uncouritnblc
nouns and introduction of therc ¡s. there asc. \(me.
a ( n ) using tlie naine\ of thc brainbtorniinp.
B.l.1 The teacher givc\ thc \iudent\ a inodel with thc
uhe of there islare uitli countablcluncoiinrahle noun\.
R.2.2 Pupils niake more seiitericc\ uiing the ahovc
Iteiris plus thc iiouns of thc hrain~iorniirip.
B.2 In pairr: Each pair ha< twelvc c;ird\. One rrizrnber
of thc pair has io show hislher pnriner i x carde
(two picturej showinp ohject\ which are countable
\ingular. anothcr i\\o countable plural and tmo iiiore
uricountable) and the partiicr hai to iiiakc U \entente
usiiig therc i h r c . wnie. a(n) uiili each card.
1
5111
f'.h.
1
5 111
P.W.
Lesson Plan 1
Gramniar
- Hon. iiiuch. .?
- Hciv inan? ..:!
-
Aii!.
Thei-e idare.
Lesson Plan 1
STC'DEST d VD TKACHER AC'I7VITl'
SKILI.
ASSEX
TIME
GROL'P
\UD
0.1.2 l'hc w o i i d riiiie iliey lill iii rhc hl;iiil\
IND
Lesson Plan 11
E Keading exercite to introduce adjeciivei and ad\erbs
of qiiantity folloued by a dialogue ahout the readiiig.
F FiI1 in the cliart: a food li\t is giceri and studenti have
to lill thc chart headed uith the following a?jectivci:
a lot. little. few and no. Thc teacher presentc a sci-ies
of partiti\cs which express the quantity of rnaas nouns.
Lexical
Productí gou can find
-
iri
n wperrriarki.
1,exical
- Same item\.
Grammar
- Adjectivec of quantit!
Lesson Plan 11
STUDENT AND TEACHER ACTIVITI'
SKILL
AiVNEX
TIME
GROCP
R
IV
10111
LV.G
E.3 Students read the tcxt and an\\wr theiii.
U
V
E.4 Pupil., conipare tlicir aii\uer\.
S
E.l As an introduction to the reading the teacher sho\vi
tour carda with pictureí and model phrases to prereni
2nd explaiii ad,jecti\es and adverhs or q~iantil>.
E.2 The teacher urite\ four queQions on ihe board
ahout the text.
E.5 Pupilj \\riie ilie correct ün\\+ers on ihe hoard.
These question\ uith their aiisweri al-e k p t
on thc board for thc next cserci\e.
F.l Thc tcacher pre\ents a food l i s ~\bit11
different thing\ and tlizir quarititie\.
F.2 The tcacher cxplains vocabulary related to the
partiii~es.(11's uscful to associate [he iiicanin:
of thete mor& with colour\:
E.2. Grecii = "a lot".
Dark Blue = "little"
Light Hluc = " k w "
Red = "no"
F.3 Students ha\e to conipleie a chnrt ~ ~ i t l i
"a I d . "littlc". "fe\\" and "no".
F.4 U,irig this vocahulnry. stodcrit\ inahe a
dialogue followiiig tlic niodel senteiicc\
uhich are uriiten on the hoard.
M'
IND
P.W
Imson Plan 11
G.1 h l d i i i i c\ei.ciii.
~
ot
iiiiii\ \\
Lexical
iili itirii. pi-citluct\.
-
'i'liiiis\ !oii ciiii liiicl iii ,i \~ipeiiii,ii.hci.
W!ytj.
hlc!? !;!::!!?!!!!,
:!?: :!!y,!~:!-I!!',
-
:j
-
Lesson Plan 11
STCDE.ITA,VD TEACH1:K ACTIWTI
Shl1,I.
AVVEY
TIiMC
GKOL'P
Lesson Plan 111
ENtlRLING TASKS
CONTENT
H Dialogue iii p a r \ ahoui \hoppirig in a iciperiniirket.
Leriral
- Al1 uords and expreacions lenriit
during the didactic unit.
Crammar
- All grammatical iteins that Iiave heen
learnt during tlik didactic unit.
-
-
~
1 Final taik
Lesson Plan 111
STUDENT AND TEACHEK ACTIVITY
H.l Fi11 ir1 the blaiik\ exeicisr
H.2 Role plny.
SKILL
A.YNEX
TIME
GROL'P
h'
IX
5111
IND
5111
P.W.
S
-
-
L1 FINAL TASK
[f therc are 30 studerik iii c l a s . wc can have fivc
groups of siu students.
The teacher explain, rhrough a transparciic)
the way each group ha\ to makr the lisi oí'
produces they hnni io \el1 and priceq.
Each group decides what thcy uaiit to scll and hu).
T h o iri thc group are thc wllers and four the custoiiierr.
Each one of the four buyers goe\ to the diffcreni grouph'
siands to bu) what he ha\ in his list. Thcy go back to
thc group and compile what thc) habe bought and what
ihey havc <»Id with priccs.
p.
ANNEXES
ANNEX I ( 1 )
ANNEX 1 ( 2 )
ANNEX 11 (1)
L
A JEWELLER'S
1
A GREENGROCER'S
\
A GROCER'S
A BUTCHER'S
A CHEMIST'S
A POST-OFFICE
ANNEX 11 ( 2 )
A BAKER'S
L
A TOBACCONIST'S
ANNEX 11 (3)
ANNEX 111 (a)
- Good
iiiorning, Madani. Can 1 help yo^?
Good iiiorning. I'd like somc nient. but ...
What would you like: some larnb chopj. pork chops. sausagc\. hariiburgei's ...'!
* What do you rccorririiend me today?
- Well, everything is good hut today tlie Ianib choph are ejpecially tender
kind ihey are not vcry experisi~e.
:: What a pity hecause niy children are n«t \ery forid of lanlb.
Well, perhaps 1 would prefet poi'k chops.
- I've got ~ o m eWhich
.
do 4011 prefer:'
:"hese should be alright.
How many do y«u want?
::: 1 want five. piease.
- Anything else?
:: Havc you poi any rnince?
Yes of coursc. Hou inuch \+ould you likc'?
": Ahout half a kilo.
- 1s lhal all'!
:: Yes. it's Oí¿. H o u iriuch is it ple~isc'?
- It's f 5.30. plcasc.
::
-
ANNEX 111 (b)
- Good
iiiorning. Madani. Can 1 help you?
iiiorriirig. I'd like .......... biii ...
"
- What wvulcl you like: ...............................................
:: What do you recoinincnd '!
Well. everythirig is good but today the lainh chops are especinlly tender
m d ilicy are rioi very expeiisive.
Wliat a pity becauw rny children are not ...............
Well. perhaps 1 wo~ildprefer pork chops.
I'vc got ..... Which do you prekr'l
,: Thcie should be alright.
- ........... do ~ O L \I+ m i ?
::: 1 uarit f i ~ e plea\e.
.
........ elw'?
::: llave you p t onq .....'!
- Yea ol' courw. ................... !'
.: About hiilf n hilo.
1s thnt L~II?
." Yes. it'< 0 K . ................. ?
- It'j f 5.30. pleaw.
.. Hcrc you are. ilianh S O L L .B!c.
.:. Good
-
-
-
-
ANNEX IV
L
A LOT O F LEMONS
NO WATER
A LITTLE BREAD
NOT MUCH BREAD
A FEW BANANAS
NOT MANY BANANAS
ANNEX V
Reading text
The father nnd the mother are going to buy food and drinh for their son's birthda!
Father: What d o we need to buy?
Mother: Well, we have very little peanutbutter and no bread.
Father: What about coke'?
Mother: We've g o t a lot of cokc. W e have three bottles.
Father: I'm going to have a look in the kitchcn. We have a lot of hamburgers but
wc haven't g«t many sausage rolls and not much kctchup either.
Mother: And we need io buy a few sweet cakes as well
Father: Well, let's go. We have to buy a lot.
Questions about the Reading
How .... peanutbutter do they havc?
- How .... coke do they havc'?
- How .... harnburgers do they have?
How .... sau5age rolls do they have?
-
-
ANNEX VI
Little
Chocol'~tc
E&3
Bread
MI
8 bar
2 do7eii
BI
Cheese
Tca
Potatoes
Soup
Banand\
01a n p
Sardines
Sugar
Ham
Tomatoe\
112 packet
3 dices
3 packets
l bottle
I iin
I dozcn
2
3 tin,
50 ~ i ~ i n m e s
1
Few
No
1
ANNEX VI1
I .- X loaf'
2.-
1.-A boiilc
3 . A can
h.c.d..
e.f.
J . A kilo
5.6.7.8.9.10.11.17,13.l .
A litre
A piecr
A 5licc
100 granme$
A doren
A lump
Abar
Ajar
A packet
A tin
Cake
Bacon
Apph
gl!
Bccr
Milk
C.- Bread
h.- S u g x
i . Egs
j.- Cliocolate
h.- Biscuitj
l.- Honey
m.-Tea
11.- Sardine
ANNEX VI11 (1)
1,istening exercise
Liste11 to ~ O U I -people 5hopping ni Birtl's. Complete thc tahle writing what they wnni and h w
niucli ihey \\ ant to bu)'
-
Rhat thej want to b u ~
1
MRS
BROMN
How much they want
ANNEX VI11 (2)
Tapescript 1
Peter.
- Hello. Mrs. White. Whai'a the rriatter. you are in a hurry'?
- Well. Yes. 1 have an appointmeni with the doctor. Could you give rne aonie heef
and eggs, please'?
- How many eggs?
- Well, two dozen, and iwo kilo? oí' potatocs, pleasc.
- Here you are.
- Thank you. Ser you toriiossow.
- Hello,
Tapescript 2
afternoon, Peter.
- Hello, Mrs. Scope. What would you like?
- Can 1have a bag of pea5 and two cabaggcs,? ... And can 1 have two packets of biscuit5.
as well. please?
- Certainly, here you are. That'll bc 70 p. And that niakes E 1.10 altogether.
- Here you are.
- Thank you very much. Mra. Scope.
- Bye, Peter.
- Bye, M n Scope.
- Good
Tapescript 3
- Good niorning. Mr. Pickering.
- Morning. Mra. Lewis. What can 1 do for you'?
- 1 nccd some \cal and four slicei of bacon'?
- How much veal?
- Four 5teaks and a dozen cggs too. plcax.
- Anything clse'?
- Yes. five pears and tuo hotlles of rnilk. please
- Right. Here you are. Thai's f 7.80 aliogether.
Tapescript 4
aftcrnoon. Mr. Pickering.
- Good afternoon, Mrs. Brown. What woiild you like'?
- 1 want two pounds of mince and some pork, pleaae.
- How much p«rk do you wani'?
- Half a pound of chopped pork. pleajr.
- What elae do you want?
- Four slices of harn and iwo loaves of bread. plcase.
- Do you want any fruit'?
- Ye!, five orangei and give me a pound ofhaiiana5 too. please.
- Good
A4easures:
I Pound (Lh) = 16 ounces = 353.6 g
1 Kilo = 3.3 1.b (aproxiniately).
ANNEX IX
Fill in thc blaiik\ 1 Role plnq
Fill
ir1
the blaiih5 2nd make a Kole-play with your partricr.
Shop-assistnnt:
What can 1 do lor you'? / What do you iieed? 1 Can I help
you. plcasc? 1 What would you l i k ? / What do y x i wnnt?
Custoiiier:
1 iieed 1 I waiit / I'd likc / C m 1 hri\e ....... / riiid .......
1 h;id hrgottcn: Have you got soiiie ....... ?
Shop-nssistant:
I'm sorry. I'vc oiily got ....... H«M inuch ....... do you need 1
narit / woultl )mi lile'!
HOMniany ...................... '!
Cuskmcr:
Give me .... please.
Shop-a\si\tant:
Anything else?
Custoiner:
No. thank ywi / Well. thnt's al1
.
Shop-,dsistnnt:
1x1 nic see. It's ......................
Custoinci.:
Herc you are.
Shop-asskiant:
Tliaiih )ou. Bye
'
ANNEX X
THIS MONTH'S SPECIAI, BARGAliVS
APPLES
BANANAS
ORANGES
CHERRltS
SUGAK IWHITE)
EGGS
CHEESE
BREAD í d lonl)
60 p. 1 Kg.
70 p. / Kg.
65 p. / Kg.
85 p. 1 Kg.
f 1.35 1 Kg.
f 1.30 / dweii
f 2.05 1 Kg.
65 p.
COD
f 3.70 1 Kg
BACON I,Ii~cd)
VEAL STEAKS
POKK CHOPS
t 2 70 / Kg
t 3' 70 1 Ks
f 2 75 1 Kg
FlSH
MEAT
EVALUATION OF THE UNIT
In [he proce\s oí' evaluation we are going to clistingui5h two parts:
On the one hand. thoie tacks which the teachcr is goinp io punctuate.
On the othcr hand. the tasks which the tcacher will take as rcfcrence oiily for error corrcction.
Following the system of continuous evaluation, we are going t« eialuate the four skillx
Reading. Listening. Writing and Speaking.
The tnsks wc have chosen to cialuate ihe studeiits and give thcm a punciuation are the
following:
Keading skill:
Leison Plan 11: Reading exercise (E)
The evaluation will be done through thi? observation table:
-
Yt's NAME
7
FLL'ENCY
1 PRONUNCIATION
Listening skill:
Lesson Plan 11: Listeniiig exercise ( G )
Writirig skill:
We are going to eialuate the exercise5 rclated to "Fill in the blanks":
Lesson Plan 1 and 111.
Speakirzg skill:
Lesson Plan 111: Final Ta\k ( 1 )
The ciiiluaiioii will be doiie througli ihia «bscs\ation tliblc:
L
S i i NAME
1
-
l
1
I LIENC).
-
t
INTtKACTIiF
COMMUNICATION
STRUCTLiRES
1
t
4
l
AIl tasks iiicluded thosc of tlieiii which havr beeii rneniioncd to eialuatc thc \tudeiiij - ase
uied a feedbach. thiit is. thr teaches t a k i note\ of ihe mnin inistlike~studeiit\ iiiahe aiid iii ihai
va) he knows what he has 10 explain ngain in ordes to iiiake it clear.
The follou iiig L a A ase iprcially iiidicated to maLe a feedback:
-
Lessori Plan 1
Euesciw of rriking senierices ~ i t "tlierr
h
id ai-e". "\ornc". " d n ) " + co~iiitablel~iiicou~~table
rio~ina( B )
- Matchiiig euerciie beiueeri dil'lereni ihoys aiid thiiigi you c m h
y ir1 thcin (C)
- Li\teiiiiig and Rc~idiiigexescisc í D )
-
Lessori Plan 11
-
Fill iii ihe chart: iiudents have to fill tlie cliasi hended uith ihe following adjectiiei: a lot.
litilc, I e u aiid no. íF)