Home | Site Map | Level Descriptions | Unit Index
INSTRUCTIONAL PLANNING
  • Organization
  • Needs Assesssment
  • Course Planning
  • Unit Planning
  • Lesson Planning
  • Lesson Plan Form
  • Level Descriptions
    • CURRICULUM CONTENT
  • Unit Index
  • Reading
  • Writing
  • Grammar
  • Technology
  • Family Literacy
    • LEARNER ASSESSMENT
  • Level Descriptions
  • Assessment Framework
  • Initial Assessment
  • Assessing Lifeskills Objectives
  • Progress Through REEP
         Levels
  • Culminating Assessment
  • Final Assessment
  • Documenting Progress
  • ESL Progress Report


    CORRELATIONS
  • Internal
  • External
    		•
    CONSUMERISM  UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
    LEVELS: 200 and 250

    Note to teachers: This lifeskills unit has been combined for levels 200 and 250, which represent the same speaking levels. When applicable, a distinction is made as to level appropriateness.

    CONSUMERISM UNIT GOAL
    Students will demonstrate their ability to use level appropriate language skills to plan for, evaluate, and make purchases of goods and services.

    CONSUMERISM LIFESKILLS PERFORMANCE OBJECTIVES (Summary):

    1.   Set class learning goals.

    2.   Identify methods of payment.
    3.   Inquire about/identify stores and services in the community.
    4.   Ask/answer questions about prices and calculate savings and identify better buys.
    5.   Ask/answer questions in stores: prices, sale items, store hours, and locations of items.
    6.   In a store simulation, exchange or return merchandise and state reason.
    7.   Express/inquire about likes, dislikes and needs.
    8.   Given specified amount of money, order food from a restaurant menu.
    9.   Identify and understand common banking terms.
    10. Identify and request basic banking services..
    11. Complete bank forms: e.g., write a check, write money order, fill out deposit slips.
    12. Follow instructions to use an ATM to withdraw cash.
    13. Identify rights and responsibilities as a consumer.

    Back to 200/250 Consumerism Resource Page
     
    LIFESKILLS PERFORMANCE OBJECTIVES

    FUNCTIONS AND SAMPLE LANGUAGE

    		 RESOURCES 

    Go to
    Best of the Web

    INTEGRATION
    1. Set class learning goals, i.e.lifeskills objectives to be covered in this unit. Express Need: I need to study ... because... See Needs Assessment and Unit Planning under Instructional Planning on the side bar.

    Activity: Present simplified unit objectives and have students prioritize.

    		 Teachers' Note: Review money, food, and clothing vocabulary, if necessary, before starting objectives. See 150 for resource ideas.

    Money quiz
    2. Identify methods of payment (cash, check, money order, credit card). Seek/report info:
    Do you ever use a credit card?
    No, I don't
    Can I pay with a check?
    When do you use money orders?    		 Student generated list

    Going Places 2, p. 59-61, 64
    Real Life English 2 Wkbk, p. 33
    Topics and Language Competencies 3 p. 26-27

    		 Structures:
    Questions

    Extension: Compare methods of payment with native country.
    3. Inquire about/identify stores and services provided in the community. Advise/ask for advice:

    Where can I buy tools?  At the hardware store.
    Where can I find...?
    You should call ... 

    		 Student generated list of stores and services they need.

    Student generate dialogues

    Going Places 2,
    p. 23-28
    Take Charge 2, p. 55
    Real Life English 3, 
    p. 73-75

    Telephone books

    		 Structures:
    Wh- questions
    Can, should
    There is/there are

    Cross-culture: Is shopping in the U.S. the same or different from shopping in your native country? Explain. 
     
    4.  Given ads for food or clothing: ask/answer questions about prices and calculate savings and identify better buys. Report info: price

    How much do apples cost?
    How much does a shirt cost?
    The ad says it's $2 off.
    This loaf of bread is cheaper than that one.
    I can save $10.

    		 Real Life English 2, 
    p. 66-68
    Survival English 2, p.34-36, 54,58
    Stand Out 2, p.32, 37
    English for Adult Competency (EAC) 2, 
    p. 28-29, 40
    Real Life English 2 Wk,p. 34

    Store advertisements; coupons

    Field trip to various stores to do comparisons

    		 Structures:
    Count/non-count nouns
    Singular/plural nouns
    Demonstratives
    Questions: wh- & yes/no 

    Cross-culture discussion questions:
    Did you shop for food in your country? How are supermarkets different in your country? What foods are the same? What foods are different? How do prices compare? Has your diet changed since your came here? 
    5. Ask/answer questions in stores about: prices,  items, store hours, and locations of items. Express needs:

    I'd like to buy this watch. 
    How much is that with tax?
    It's $26.25 with tax.

    Seek/report info:
    location, hours
    Excuse me. Where's the shampoo?
    It's on aisle 12.

    		 Stand Out 2, p.24-25, 27, 47 
    Survival English 2, p. 39-41, 47-50 
    Expressways 1, p. 120-122 
    Take Charge 2, 
    p. 53 

    Listening:
    Moving On, Unit 7 
    Recorded message
    Shopping for the Day
    Local stores with recorded messages.

    Lessons/activities:
    A Shopping Trip
    Clothes Shopping Game

    		 Structures:
    Would like
    Wh- questions
    Prepositions of place
    Simple present

    Cross-culture questions: see Obj. 4

    Extension:
    Class field trip to a supermarket: Get Ready!  Go! Home Free! Contact assignment, Unit 1;
    A-Zany Community Activities, p 131

    Garage Sales: A -Zany Community Activities, p. 48
     

     
    6. In a store simulation, exchange or return merchandise (food or clothing) and state reason. Seek/report info:
    Express needs:
    I want to return these jeans.  They're too short.
    I bought this milk this morning. It tastes sour.
    Do you have the receipt?
    Can I exchange this for another size?    		 Students' experiences with returning goods.

    Going Places 2,
    p. 133-134
    Expressways 1, p. 124-125
    EAC 2, p. 34-35, 119
    Topics & Language Competencies 3 p. 28-29
    Real Life English 2, p. 74, 81-82

    		 Structures:
    Would like
    Can
    Demonstratives
    Singular/plural nouns

     
    7. Express/inquire about likes, dislikes and needs. Express/inquire about: likes/dislikes:
    Do you like...?
    We like Chinese food because it has vegetables.
    My favorite food is pizza.
    I don't like peas.    		 EAC 1, p. 27-29
    Real Life English 3, 
    p. 59

    Conversation grids

    Favorite foods

    		 Structures:
    Demonstratives
    Adjectives
    Yes/no questions
    Negatives

    Cross-culture: Students' reactions to food in the U.S.
    8. Given specified amount of money, order food from a restaurant menu. Express needs/wants:

    I'd like a salad.
    I'll have the steak and shrimp combination.
    That's all, thank you.

    		 EAC 2, p. 44-47
    Get Ready!Go!Home Free! Unit 7
    Stand Out 2, p. 43, 58
    Real Life English 3, 
    p. 66
    Real Life English 3 Wk,p. 27

    Student generated dialogues using local restaurant menus.

    Menu listening practice 

    		 Structures:
    Contractions-
    Would like (I'd)
    I will (I'll)
    That's (That is)

    Cross-culture: Do you eat out more often or less often in the U.S. than in your country? Why?

    Extension Project: Make a local restaurant guide.
    Restaurants: A -Zany Community Activities, p. 123
     
    9. Explain common banking terms. Seek/report info:
    What does deposit mean?
    What is an ATM?
    A withdrawal slip is used to take money out of the bank.
    Endorse means to sign the back of the check.    		 Oxford Picture Dictionary
    p. 97
    OPD Beginning Wkbk, p.97
    Topics and Language Competencies 3, p. 23

    Bank term glossary

    		 Structures:
    Wh- questions
    Simple present 
    10. Identify and request basic banking services (open a checking account, cash a check, make a deposit). Express/inquire about needs:
      I'd like to open a checking account.
      What's the interest rate?
      I'd like to deposit $200.    		 Going Places 2,
    p. 121-122
    EAC 2, p. 125
    Topics and Language Competencies 3, p. 30    		 Structures:
    Wh- questions
    Would like
    Simple present

    Extension:
    11. Complete bank forms: e.g., write a check, write money order, fill out deposit slips. Sample vocabulary:

    List checks separately.
    Cash.
    Currency.
    Pay to the order of...

    		 Survival English 3, p. 132-134
    EAC 2, p. 126
    Topics and Language Competencies 3, p. 31

    Check writing
    Withdrawal form
    12. Follow instructions to use an ATM to withdraw cash. Instruct/respond to instructions:
    First, insert your card.
    Then, enter your PIN number.
    Press the button.    		 OPD p. 97
    OPD Beginning Wkbk, p.97
    Topics and Language Competencies 3, p. 32-33

    Using an ATM

    		 Structures:
    Imperatives
    Sequence markers

    Extension: Discuss ATM safety (e.g. when withdrawing money, do not give out PIN)
    13. Identify rights and responsibilities as a consumer. Inquire about needs:
    How long is the warranty good for?
    You can cancel some contracts within three days.    		 Survival English 3, p. 149

    REEP List of consumer rights

    REEP Problem Solving Activity

    		 Structures:
    Wh- questions 

    Extension: Have students write additional problem solving scenarios and follow problem solving steps (See Resources: Techniques)

    Back to Top


    Arlington Education and Employment Program
    2801 Clarendon Blvd., Room 218, Arlington, VA 22201

    Contact REEP:reep@arlington.k12.va.us