**Author:** Asche, Priscilla

**Topic:** Shopping

**Description:** A lesson plan for students to learn phrases for going shopping, based partly on Ã¢â‚¬Å“On AirÃ¢â‚¬Â Communication I, Lesson 16. Handouts (and correctly formatted version of the lesson plan) are attached.

I. Objective: For students to learn phrases for going shopping.

II. ALT Responsibilities

A. Pass out materials, explain and model activities

B. Bring materials

III. JTE Responsibilities

C. Lead class greeting, help pass out papers, translate as needed

IV. Materials

D. Hanko stamps, extra stamp paper, and glue

E. Extra handouts

F. Handout #1: LetÃ¢â‚¬â„¢s Go Shopping! (or use Handout #2 for higher level students)

G. Shopping Center materials: items, price tags, fake $

H. Preset before class: desks and items (10 desks set up in back of classroom, 3 items set on each desk), write white board info, split fake $ into $20 piles)

Warm-up: Ã¢â‚¬Å“On AirÃ¢â‚¬Â Lesson 16: LetÃ¢â‚¬â„¢s Go Shopping! Starting Line

1. 1 min: ALT and JTE: Explain new lesson and give examples

2. 3 min: Students: do p. 68 Starting Line matching

3. 3 min: ALT and JTE: Check answers (give a stamp point to students who answer), explain confusing words

4. (if time) 5 min: Do Starting Line listening section (JTE and I will repeat dialogue twice if needed)

5. 3 min: Check answers

Alternative Warm-up (if you canÃ¢â‚¬â„¢t use Ã¢â‚¬Å“On AirÃ¢â‚¬Â): Shopping Pictionary

1. 1 min: ALT and JTE: Explain new lesson and give examples, bring props for examples or pass out handout with shopping item words (ex. book, pencil, sweaterÃ¢â‚¬Â¦)

2. 10 min: Split class into 4 groups, play Descriptions Pictionary

(Ã£â€šÂ¢) 2 mins: Review shopping words, repeat difficult ones, then put away handouts

(Ã£â€šÂ¤) One student from each group comes to ALT or JTE to be told a word, runs to group and draws it

(Ã£â€šÂ¦) Repeat, changing the student who draws each time

(Ã£â€šÂ¨) 1st group to finish=3 stamp points each, 2nd =2, 3rd=1Ã¢â‚¬Â¦

Key Expressions

1. 1 min: JTE and ALT: Pass out Handout #1, model Step 1 Key Expressions

2. 1 min: Students: read Key Expressions silently to be sure they understand

3. 3 min: ALT: Ask students for Japanese translation; JTE: Affirm translation is correct, give stamp points

4. 3 min: Repeat Key Expressions

(Ã£â€šÂ¢) Students stand

(Ã£â€šÂ¤) ALT: say Key Expression phrases; students: repeat with books open

(Ã£â€šÂ¦) (If time) Close books and repeat again

5. 30 sec: Students: Make pairs, put desks together

6. 3-5 min: ALT and JTE: Explain and model Step 1 part 2) (explain Ã¢â‚¬Å“try itÃ¢â‚¬Â vs. Ã¢â‚¬Å“try it onÃ¢â‚¬Â, describing words; see notes for examples)

(Ã£â€šÂ¢) 3 min: Students: write original info for Step 1 Ã¢â€”â€¹1~Ã¢â€”â€¹4

7. JTE lead activity: Left student will be A part, right student will be B

Ã¢â€˜Â 3 min: Practice Key Expressions while looking at paper

Ã¢â€˜Â¡ 1 min: Switch A and B roles and repeat; students will present in these roles

Ã¢â€˜Â¢ 2 min: Memorize without looking at paper

2. If time remains: Begin Ã¢â‚¬Å“Key ExpressionsÃ¢â‚¬Â Presentations

Notes (ideas for words students can use in H. #1, Step 1 Ã¢â€”â€¹1~Ã¢â€”â€¹4):

Ã¢â€”â€¹1 Clothes/Food/Other

Ã¢â€”â€¹2, Ã¢â€”â€¹3 longÃ¯Æ’Â shorter; thinÃ¯Æ’Â thicker; expensiveÃ¯Æ’Â cheaper; difficultÃ¯Æ’Â easier; smallÃ¯Æ’Â larger; bitterÃ¯Æ’Â sweeter

Ã¢â€”â€¹4 1 (dollar), 2, 3Ã¢â‚¬Â¦($1=100\)

Week 2

Present Key Expressions

1. 1 min: ALT and JTE: Give brief explanation

2. 3 min: Warm-up: Repeat Key Expressions for review (today, all students will present)

(Ã£â€šÂ¢) Stand and repeat in a loud voice (short parts, then whole phrases)

(Ã£â€šÂ¤) If time, close books and repeat again

3. 3 min: Students: Make last weekÃ¢â‚¬â„¢s pairs, stand and finish memorizing Key Expressions

4. 15 min: Begin Key Expression Presentations

(Ã£â€šÂ¢) JTE and ALT: Explain Handout #1: Key Expressions Presentations! (students must listen to presentations and fill in missing words and scores; see notes)

(Ã£â€šÂ¤) Students: Janken to choose which side will begin presentations

(Ã£â€šÂ¦) Pairs: begin presentations (up to 4 hanko points for each student; see notes for hanko criteria ideas); other students: Listen and write answers on Key Expressions Presentations chart

5. 3 min: Check Handout #3: Key Expressions Presentations; ALT: Call on students; JTE: give hanko points; Students: raise hand to answer for hanko point, check answers using red pen

Shopping Phrase Review

1. 1 min: ALT and JTE: Explain activity (next we will play a game where you must remember both A and B parts of Key Expressions, so this is your last chance to memorize)

2. 2 min: Students: Stand and memorize both clerk (B) and customer (A) lines from Key Expressions (practice with me and classmates, may write on back of paper to help remember)

LetÃ¢â‚¬â„¢s Go Shopping Game!

1. Students: put away notes (just keep Handout #1 with Step 1 folded down, pencil, and book for writing surface)

2. ALT and JTE: Explain game (students will use the memorized Key Expressions to Ã¢â‚¬Å“buyÃ¢â‚¬Â items from shops; 10 students will be customers, 10 will be clerks, then they will switch roles for the 2nd round; see Ã¢â‚¬Å“DirectionsÃ¢â‚¬Â below)

3. Split class in half to make 10 customers and 10 clerks. Give fake money ($20) to each customer. Each clerk will stand behind a desk to sell their 3 items.

4. ALT and JTE: Model and explain directions

5. Students: Play 1st round (10 min)

6. Students: Return money, switch roles and play 2nd round (10 min)

7. At end, collect money, put back items and collect Handout #1

Notes:

Hanko Points

--Pairs can get up to 4 hanko points for Key Expressions presentations

--Hanko criteria:

Ã¢â‚¬Â¢ 1 pt.: memorizing

Ã¢â‚¬Â¢ 1 pt.: presenting at the front of the class

Ã¢â‚¬Â¢ 1 pt. using original and creative Key Expressions (not just copying the book)

Ã¢â‚¬Â¢ 1 pt.: using smooth, almost natural-sounding English (students work hard to meet this challenge Ã¯ÂÅ )

Ã¢â‚¬Â¢ total=4 hanko points!

Key Expressions Presentations!:

--Ã¢â‚¬Å“ScoreÃ¢â‚¬Â section on Handout #1 is just happy and sad facesÃ¢â‚¬â€please add these to the boxes under the Key Expressions Presentations chart

Shopping Game:

--Have word suggestions already written on board (thinÃ¯Æ’Â thicker, etc.), grammar (try vs. try on, 1 dollar 2 dollars, this chocolate vs. these oranges, etc.)

--Directions: customers will have 10 minutes to buy at least 3 items from 3 different Ã¢â‚¬Å“storesÃ¢â‚¬Â using their Key Expressions. They may look at the whiteboard for ideas. After they buy an item, they must write on Handout #1 Step 2 the item, price, and get the Ã¢â‚¬Å“clerkÃ¢â‚¬â„¢sÃ¢â‚¬Â signature. If itÃ¢â‚¬â„¢ll be easier, they may put Ã¢â‚¬Å“boughtÃ¢â‚¬Â items on their own desk. Students will be graded, so they must participate. During this activity, the JTE and I will move around the room to help students and be sure theyÃ¢â‚¬â„¢re using the Key Expressions. If students have too much trouble remembering the phrases, they may just glance at the Key Expressions.