|
|
|
|
STUDENT’S
EVALUATION
Appendix Da
At
the market The teacher and the students take objects to school that can be bought at markets in their country of origin (eg. fruit, vegetables, household utensils,....). The students arrange their desks so as to resemble a small market place and take turns in playing shop assistants or customers. They
tell each other the names of the goods, how they taste or what they are used for.
They describe the shape of the goods and what they feel like to the touch. The
teacher places different types of vegetables, fruit, spices or kitchen utensils
in a bag, into which the students reach with their eyes shut. They must guess,
what they are holding by feeling it. They then describe it to the others. The
other students must guess what it is. The
students tell each other how the goods at their markets are traded, if they are
just paid for or if there is a habit of bargaining and what kind of merchandise
is available at their market, apart from foodstuffs.
Example for
exercises : At the Market
Appendix DbDialogue at the supermarket ·
Hello Eka, how are you? ·
Fine, thank you and you, Cathy? ·
I’m fine too. I will return to Australia on Saturday.What are you
doing here at the supermarket? ·
The family I work for as an au-pair has gone away for 3 days, and I have
to do some shopping. Can you help me please? As you know I have only been here
for two months. ·
Can you read the shopping list? ·
We need 4 advocates. ·
You mean avocados. They have nothing to do with lawyers. ·
Yes, what do they look like? ·
You can get them in the vegetable section. Avocados are green, and feel
smooth or rough when you touch them. They are pear-shaped, and they need to be a
bit soft. ·
We also need 2 kilo of green beans. I know what they are like, we have
them in Georgia too. And two bananas and two mangos. I don’t know what a mango
is. ·
Mangos are green or red fruit. They are yellow when they are ripe. They
are oval and quite big, and they smell like melon and peach with honey. ·
And 2 kilo of potatoes. They are available all over the world. And 200 g
of garlic, we use the same word. It says here 300 g of French Blue Cheese. That
is difficult – what is it? ·
I know. It is a very expensive square cheese which is made in France. It
is wrapped so you cannot see that it is white and blue and looks mouldy. ·
Mouldy? ·
Yes, usually mould is poisenous, but this cheese has to be made like
that. It has a strong smell. It tastes better than it smells. ·
I need still 3 kilo of lamb, then I have got everything. ·
You can get the lamb at the butcher’s. ·
Now that is all. The family I work for always prepares a special meal on
Sundays. Do you do the same in Australia?
Appendix E
Shopping –
Boutique Location
and protagonists: A
language school in a European city – 4 young people from Poland, Italy, Turkey
and England. Furthermore pedestrians and traffic. Anna (Poland), Guiseppe (Italy), Fati (Turkey) and Liz (England) met at school and are planning a shopping spree. Like all young people they are after nice trendy clothes. Moreover they are looking for things characteristic for the country, which they would like to send home. Guiseppe has in mind a bottle of liquor or schnapps typical for this country. He asks a passer-by: „Excuse me, I am looking for a „bottega“. – „A Bottega“, the lady considers. „You are probably thinking of a Boutique. Go down the main street, you will find many boutiques there.“ On this
street there is one clothes shop next to the other, but no such store as the one
Guiseppe is looking for. „You probably did not use the correct word“ the
others suppose. „That doesn’t matter, we will find the right shop eventually.“ Anna
spots a store with oriental-style merchandise. „Look, they have got pretty
things. Let’s have a look in there.“ Many little bells ring as she opens the
door. A smell of jasmine, opium and cinnamon pours over them. Here they see
hubble-bubbles, silver tea pots, jewellery with beautiful stones as well as fine
embroidered fabrics and small rugs. Fati is enthusiatic: „We have to bargain
here and bargaining is fun. Let me try!“ „I
would like to buy these earrings and could offer 3 EURO for them“. „I am
sorry,“ the sales lady says. „We only have set prices here“. „Well, it
was worth a try.“ The 4 friends leave the store. They
find themselves a little way off the city center and cannot find their way back.
Liz asks a pedestrian: „Excuse me, we are looking for a shop“. „Just turn
this corner, you will find everything there“. Around the corner, they find a
big supermarket, but they wanted a store with fashionable clothes and
furthermore they were after a liquor store for Guiseppe. They carry on and come
across a huge music shop. „Oh wonderful, let’s go inside, I love music.“
Liz needs to wear strong glasses as she is visually impaired. She has thus
learned to rely on her sense of hearing. Inside the store she recognises many of
the musical instruments, which are played by a sales person. After
having enjoyed the music, they go on. A shop offering items typical for the
country as well as traditional costumes is celebrating its reopening today and
invites them to enter. Even Guiseppe finds what he is looking for: he is
attracted by one of the flavours of schnapps, juniper wood smoked bacon and
brown bread and decides to have a try. His father will love the schnapps, so he
decides to buy two bottles. Anna is
thrilled by the traditional music played inside the store. “Are there CDs with
this music I can buy?” She asks a sales lady. “Of course; you will find it
on the first floor. You can take the elevator.” Fati
discovers beautiful hand woven linen table cloths. “I will buy one of these
for my mother.” Then they admire the beautiful traditional costumes. But it is
not the right thing for their taste. In order
to pay, the four friends now go to the check-out. They are lucky, due to the
reopening there is a 10% discount on all articles. “Can I pay with my card?”
“Of course, if you have a credit card”. Guiseppe realises that he is low on
cash, and he does not possess a credit card. “We have got a cash dispenser
inside the store”, the sales lady says. But Guiseppe does not know his PIN by
heart. Fortunately Liz can help him out. Upon
leaving the shop, the four deliberate once again, which would be the correct
local word for a fashion store: “Boutique, bottega, shop, store?” These are
all stores, but how do you express yourself correctly in order to find what you
are looking for? “Shall
we try that boutique over there? What – closed? But it is only 8.30. At home,
the shops are open till midnight.” “Midnight? Ours close at 10.”
“Let’s come back tomorrow.” “ No point, it says here “closed on
Sundays””.
Activities with
Appendices
·
a series of pictures to put
in order, tell the matching story ·
text e.g. see Appendices C,
D, E ·
brainstorming with the texts ·
play music from different
countries , guess which one ·
pantomime: eg. publicity
about advertising ·
describe mood,
sound-variations, associations, images ·
sound „jig-saw“:
matchboxes filled with eg: pushpins,
small coins, paperclips, different sizes of buttons,..... guess what is in it
and describe the sound ·
play memory with the
matchboxes (all the items twice) ·
role-plays in the various
shops about buying and paying ·
role-plays about finding the
right shop ·
the students bring
fragrancies or cosmetics, then smell them with eyes shut, describe and rank them ·
bag with different fruits and
vegetables, students take one out with eyes shut and feel, describe texture,
weight, shape, smell, sound. Same
can be done with left or right hand into the bag, the others guess what it is
and what it is used for ·
other possibilities: use
pictures or cardbord shapes of household utensils, fruits and vegetables ·
role plays at the market:
Asking for specific items, prices, how to use the items, discussion about the
goods ·
the same at different shops
like flower shop, newsagent, butchers, bookshop .... ·
discuss, who shops there,
what they buy and for what occasion ·
pictures of scenes in
different shops or at the market: describe the picture or dialogue | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: |
