Let's go shopping

Author names: Laura Arévalo, Judit Gutiérrez, Paula Jiménez, Sofia Marañón i Clàudia Úbeda

Target Group: 6th graders 

Target language level: A2/B1 level

CEFR levels 

• Mediation:Facilitating collaborative interaction between peers

  • B1. Can collaborate on a shared task, for example formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches.

  • B1. Can organize the work in a straightforward collaborative task by stating the aim and explaining in a simple manner the main issue that needs to be resolved

• Interaction: 

  • B1. Can exploit a wide range of simple language to deal with most situations likely to arise while traveling.

  • A2.Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort

  • A2. Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.

• Production: Describing experience

• B1. Can give straightforward descriptions on a variety of familiar subjects within his field of interest

• B1. Can express opinions on subjects relating to everyday life, using simple expressions.

• A2. Can explain what she likes or dislikes about something, why he/she prefers one thing to another, making simple, direct comparisons.

Catalan curriculum

• Plurilingual competence

• Digital competence

• Mathematics competence and basic science and technology competence

• Sense of initiative and entrepreneurial competence

How this fits into a larger lesson or unit 

This VR app activity is suitable for a project unit to work in the mathematical field by working with budgeting and money. But also, it can be worked out as a CLIL project, where English vocabulary of clothing and present continuous verb structures are carried out through the directions of the VR app. 

Main Learning Objectives: Students will be able to…

• To simulate a shopping situation using the target language.

• To use the monetary system in order to purchase clothes items

• To recognize clothes vocabulary

Materials Needed:

• Access to Immerseme

• VR glasses

• Shopping list and tags

Activity Instructions:

Pre-activity:

Before the activity, it is important to introduce the platform Immerseme to the students in order to get familiar with it. This way, the students will be able to follow the teacher's instructions and be able to manage the app, to move around and make other movements, such as turn around, among others. 

Also, they will work on the clothes vocabulary first so they already knew them before the actual task. For this activity, they will need to relate the clothing vocabulary with the actual item. They will have this language support and interaction support.

Finally, in order for them to work on aspects of economy and entrepreneurship, it would be appropriate for them to have a discussion in groups about the possible prices that the pieces of clothing presented above could cost and why they think so. In this way, they will adapt the activity to reality and be more aware of the economic and business aspect.

During:

During this task, the teacher will call all the students in the shopping center space in ImmerseMe. There, the teacher will divide them into 4 groups. Each group will see a shopping list (example) but they will have a price limit. Therefore, they will have to buy all the items on the list but budgeting so they don’t go over it.

The first 5 minutes will be dedicated to explaining the aim of the task and then, they will have 15 minutes to go around shopping all the items on their lists and bring it back to their corresponding whiteboards after checking out on the cash register.

As teachers, before the lesson it is important to go on ImmerseMe and add the 4 whiteboards with the corresponding shopping lists and tag most of the clothing items and other objects that you might choose to include on the list.

Here there is one example:

Post-task:   

Each group of students will present to their peers what they bought and they will have to explain why they chose the items they did. Moreover, they will also be encouraged to explain any issues that may have arised and their take on the overall experience. To do this, they will be provided with language support.

In order to increase the level of difficulty of the activity, it could be extended in order to work on percentages. Therefore, the teacher would suggest an activity to be carried out with the same groups, where the prices of the clothes have changed due to the Black Friday discounts.

The objective would be to calculate the percentage of money that has changed or the price, that is, which discount has been applied. So, some of the prices would be as follows:

Assessment Ideas:

For the assessment, students in charge of the cash register have to make sure that peers hand in the right amount of money to buy the items of the shopping center selected. If not, the peer would have to try it again until the right amount of money is handed-in.