Buying A Gift - Teacher Guide

Level Domain Benchmark Content Theme
2 Access to Information Pupils identify different text types and use this knowledge as needed. Numbers and Time


Unit Name Buying a Gift
Task Name How much does it cost?
Number of Lessons in Task 1 lesson
Language Level 2
Desired Task Outcome Pupils will learn numbers in numerals and in words. Pupils will learn some of the conventions of online stores.
Task Description Pupils will have to fill in sentences that tell the prices of different toys. They will also have to write the name of the toy. To do this, they will enter a store of toys where they can see many toys with different prices. This task helps the pupils become acquainted with the structure of online stores.
Assessment If pupils type the name of the right toy, they will get immediate feedback.

Task Stages

Task Stages Learning, Teaching and Assessment Principles
Pre-Task: Discuss with the pupils what kind of gifts they like to receive, and where they go to buy gifts. Raise the question of the differences between a real store and an online store.
  • Pupils build on prior language and world knowledge.
The pupils will enter a mock online toy store where they can see different toys with different prices, for different age groups and in different categories. This store simulates the structure of an online store and helps the pupils get acquainted with online store vocabulary. The prices in the store are written in numerals.
  • Pupils are aware of the learning objectives.
  • Teachers allow pupils to make choices.
The pupils will then do a quiz in which they will be asked about the prices of different toys in the store.
  • The task generates a variety of outcomes.
The pupils may need to go back to the store to find out which toy costs the written sum of money. They may need to copy the name of the toy and paste it, or to remember it to type it in the blank. If they enter the right answer they will get immediate reinforcement.
  • Teachers create a supportive environment, one that allows pupils to take risks, to make errors and experiment with the language.
  • Pupils feel they are making progress.
  • Pupils have opportunities to learn by doing.
  • Pupils are not afraid to make errors.
  • Pupils have a success-oriented task with positive feedback.

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