Facebook-f Instagram
ALL LESSONS
Home
Shop Till you Drop B1

Shop Till you Drop B1

  • Level: B1
  • Topic: Shopping
  • Learning Outcome: Can compare shops and products.
  • Grammar: Modifying comparatives
Key Language:

Adjectives: brand new; colourful; expensive; lovely; great; cheap; different.

Comparatives: smaller;  more expensive; slightly higher; a little bit cheaper; completely different; a lot easier.

Bella and Tom meet their friend Kelly at the coffee shop. They notice her new red shoes and are surprised that Kelly paid a lot for them. They talk about their shopping habits. What do they like to do when they go shopping? Do they prefer online shopping or going to stores? Find out more about their shopping habits!

Transcript

Shop Till You Drop_Transcript
Download

Aim of Activity

20 - 30 minutes

To check students’ understanding of the video, sensitising them to the lexical set relating to shopping through comprehension questions, and helping them in developing their speaking skills by encouraging full and extended answers to comprehension questions.

Steps for Students

Task 1a

Click the link: ACTIVITY 1a

  1. In pairs or small groups, remember what you know from the video about Bella, Kelly and Tom.  
  2. Read the 10 statements about Bella, Kelly and Tom and decide if the statements are true or false. If you think the statement is false, correct it.  

 

Task 1b

Click the link: ACTIVITY 1b

  1. In pairs or small groups, remember what you know about how Bella, Kelly and Tom feel about shopping. Do they like it? What do they say about shopping in local shops, shopping centres and online?  
  2. Drag and drop the cards on the left to match each character with the opinion they express in the video about shopping, and the things they like doing. 

There are 2 activities focussing on: 

  • general comprehension of the text  
  • listening for detail 

Both activities can be run individually, in small groups or as a whole class.  

 

Task 1a

Click the link: ACTIVITY 1a

  1. Students decide if the 10 statements are true or false. 
  2. Encourage students to provide full, not one-word, answers. If the answer is ‘False’, get students to provide the correct answer.  

 

Task 1b

Click the link: ACTIVITY 1b 

  1. Students drag and drop names of the characters to match each opinion and preference with the right character. 
  2. Before students start the activity, get them to remember as much as they can about the three characters in the video and how they feel about shopping (Do they like it? Where do they like to shop? What do they think about small shops, shopping centres and shopping online? etc.)  
  3. Get students to complete Task 1b and check their ideas. 

Task 1a (True/False) 

  1. Kelly thinks Bella paid very little for her red shoes. (F) – 📍Elicit ‘can get them a lot cheaper’ 
  2. Bella thinks smaller shops are cheaper than shopping centres. (F) – 📍Elicit ‘slightly higher’ 
  3. Bella paid full price for her bracelet. (F) – 📍Elicit ‘in the sales’ 
  4. Kelly thinks the bracelet was a good price. (T) – 📍Elicit the word ‘bargain’ 
  5. Tim bought a new smart watch in a local shop. (F) Tim bought it online, not in a shop 
  6. Tim paid almost half price for his watch. (F) – 📍Elicit ‘less than half price’ 
  7. Bella’s sister is good at finding local shops. (F) – 📍Elicit ‘spot a bargain’  
  8. Tim likes to shop with his sister. (F) Tim’s sister likes talking about shopping.  
  9. Tim has spent all his pocket money so he can’t go shopping with Bella and Kelly. (F) Kelly has spent her pocket money; – 📍Elicit they can still go window-shopping 
  10. Tim likes talking about shopping. (F) Tim doesn’t like talking about shopping; his sister does. – 📍Elicit ‘getting bored of talking…’ 

 

Task 1b (Matching opinions) 

Aim of Activity

45 - 60 minutes

To integrate skills and help students in practicing collocations relating to shopping, pronunciation of shopping-related words and collocations, giving opinions in the context of shopping, comparative adjectives, and using intensifiers and mitigators with comparatives.

Steps for Students

Activity 2a   

Click here to start the activity: ACTIVITY 2a

  • In English, words are often in pairs, for example, shop assistant (it’s a pair).  
  • In this activity, there are ten pairs of words related to shopping. Open each box to find correct pairs. Listen to how the words are pronounced and repeat them.  

 

Activity 2b

Click here to start the activity: ACTIVITY 2b

  • You are going to play a game.  
  • Spin the wheel and make a statement comparing two ideas about shopping using the adjective in brackets.  
  1. Spin the wheel 
  2. Click on ‘Single name’ to read the prompts 
  3. Start by saying ‘We think that …/ We believe …’, etc. Make your opinions stronger by adding a little, slightly, much, a lot.  
  4. Explain why you think your opinion is correct. 
  5. Ask the rest of the class if they agree with it (What is your opinion? Do you agree with us?) 

Here are 2 activities focussing on: 

  • Shopping collocations 
  • Expressing opinions about shopping using comparative forms with intensifiers and mitigators. 

Both activities should be run in pairs, small groups or as a whole class. Avoid individual work for these tasks as the aim is to encourage students to collaborate, share ideas and speak.  

 

Activity 2a  

Collocations: Target lexis review and extension

This activity helps students to focus on and review collocations from the video. The task also introduces further collocations that students will practise in the follow up activities.  

  1. Click the link to start the activity: ACTIVITY 2a
  2. In small groups, students open each box to find pairs (collocations) related to shopping. This could be a competition. The winner is the group that finds all the pairs first.  
  3. Get students to also listen to the pronunciation of each word and encourage them to repeat it.  
  4. 📍When groups have finished, you could run the activity again as a whole class to provide feedback and extra exposure to and practise of the target language.  

 

Activity 2b   
  1. Click the link to start the activity: ACTIVITY 2b 
  2. There are multiple ways how to run this activity.  

    • Spinner – as a whole class. Spin the wheel and get students (in pairs or small groups) to make sentences comparing two shopping ideas using the adjective in brackets. Give students enough time to negotiate the statements in their groups before bringing the class together to share ideas.  
    • Alternatively, you could put students in ‘2 or 4 teams’- teams will be assigned different ideas to express their opinions about. When sharing ideas as a whole class, you could turn it into a short class discussion by encouraging teams to ask other teams if they agree with their ideas.  
  3. 📍Before students start the activity, demonstrate what they have to do and elicit the target language on to the board. Explain that students have to use one of the intensifiers/mitigators to help them express their opinions with greater precision. 

Step 1: Spin the wheel 

Step 2: Click on ‘Single name’ to read the prompts: 

Activity 2a  

📍Accept other possible combinations, e.g. ‘spot on’, ‘keep on’, ‘spot offers’, etc. but insist on finding the intended collocations above as these will be used in the next activities.  

spot a bargain
window shopping
pocket money
in the sales
try it on
queue up
shop for tech gadgets
special  offers
sold out
Activity 2b   

📍Multiple answers possible, e.g. Online shopping is much more popular than real shopping; Online shopping is a little bit more popular than …; Online shopping is a lot less popular than …; etc.  

online shopping / real shopping (popular)
online shopping / real shopping (safe)
shopping with friends / shopping alone (good)
older shop assistants / younger shop assistants (friendly)
online shopping / real shopping (easy to spot a bargain)
shopping for clothes / shopping for tech gadgets (cheap)
window-shopping / real shopping (enjoyable)
shopping in a local shop / shopping in a shopping centre (interesting)

 

Aim of Activity

15 minutes

To practice the pronunciation of key words related to shopping, further practice and drill the target language from the video and previous activities, and sensitize students to connected speech and chunking, the schwa and weak forms, as well as silent letters.

Steps for Students

Listen to the audio and repeat.  

  1. Download the powerpoint presentation below.
  2. Play the presentation and get students to repeat after the audio.  
  3. Sensitise students to the features of pronunciation in the presentation – Connected speech, weak forms, sound added, silent letters: 

n/a

Activity attachment

Shop Till You Drop- Pronunciation B1 Activity 3
Download

Aim of Activity

40 - 50 minutes

To help students in reviewing the target language, personalise it by practicing shopping collocations in the context of their lives, reviewing and practicing the use of “Have you ever…?” for discussing life experiences, as well as the past simple tense, and developing their speaking skills.

Steps for Students

Activity 4a 

Click here to start activity: Activity 4a

  1. Read the questions and try and guess the missing word(s).
  2. You already know these words from previous activities. To help you guess the missing words, watch the slow reveal picture for a clue.  

 

Activity 4b 

Click here to download the worksheet: Activity 4b

  1. Stand up and mingle. Interview as many people as you can.
  2. Listen to other students but don’t write down their answers, only try to remember what they say. It’s a speaking and listening activity, not a writing task ;=) 

There are 2 activities focussing on: 

  • Shopping collocations in the context of life experience 
  • Developing speaking skills and keeping a short conversation going

 

Activity 4a 

Click here to start the activity: Activity 4a

  1. The game should be run as a whole class. 
  2. There are ten questions about shopping habits and experiences. The task is for students to complete each question with a missing word/collocation that they practised in the previous activities. The clue for the missing word is the slow reveal picture below each question. 
  3. 📍 There is no new language introduced in this task so students should already be familiar with the missing words.   
  4. When students have guessed the missing word, click on the pink shape below the picture to reveal the question and two follow up questions for further mingle activity.
  5. Click on the A option when you are ready to move on to the next question/image. 

 

Activity 4b 

This activity helps students to personalise the target language through a mingle task.

  1. Download the worksheet: Activity 4b
  2. Give each student a copy of the worksheet and get students to interview as many people as possible.    
  3. Tell students to listen to other students but don’t write down each other answers, only try to remember what they say. It’s a speaking and listening activity, not a writing task ;=) 
  1. Have you ever wanted to buy something that was sold out?  
  2. Have you ever had to queue up for something? 
  3. Have you ever bought something without trying it on first? 
  4. Have you ever not kept a receipt when you bought something?  
  5. Have you ever bought something in the sales?  
  6. Have you ever bought a bargain? 
  7. Have you ever asked your parents for more pocket money to buy something? 
  8. Have you ever shopped for tech gadgets?  
  9. Have you ever window-shopped?  
  10. Do you know someone who is a shopaholic?

Activity attachment

shop-till-you-drop-task-4-b1-quiz
Download

Aim of Activity

60 minutes

To help students in integrating speaking skills and life competences, such as collaboration, teamwork, negotiation, and critical thinking, as well as practising and personalising the target language in the context of shopping tips for teenagers, ultimately aiming to develop their presentation skills.

Steps for Students

You are going to work in small groups to design a poster helping teenagers shop safely and responsibly. Before you start working on your own poster, have a look at some ideas presented by other students.  

Click here to see the sample poster: Boost-shopping-tips-poster

The activity for the students is to design a poster ‘ Top 10 Tips for Shopping- Tips for Teens By Teens’ 

1. To set up the activity, show students a sample poster and elicit the ideas covered in the poster (i.e. Before you go shopping; At the store; Back at home).  

📍Don’t spend too long discussing the ideas presented in the poster. Go over all the points/ideas very quickly so students can’t just copy them. The poster is only meant to demonstrate what is expected of the students and show them that it is not going to be that difficult to design it.

📍Ensure there is some time left for the presentation stage – each group should get around 3 min to present their posters. Perhaps the best 5 tips could be identified- this could be set as homework.

📍As a follow up, ask students if they think online shopping is easier/safer than real shopping.  

2. Explain that you think it’s very easy to go wrong and make a mistake when shopping online. To demonstrate this, show students this worksheet below:

Online Shopping Fails That Will Make You Actually LOL

3. Have students/pairs choose two online shopping disasters they think are funniest and most interesting.  

n/a

Activity attachment

Boost shopping tips poster
Download

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

Facebook-f Instagram

Get Started

About

Important links