[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-492215-105":59,"doc-detail-492215-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","entry-1-activity-6-shopping-cefr-a1","Entry 1 - Activity 6 - Shopping - CEFR A1","","Activity 6 focuses on shopping for learners at CEFR A1 (Entry 1), using a 90-minute, conversation-centered sequence. It builds speaking and listening skills through realia, supermarket flyers, and handouts, guiding learners to ask and answer questions, locate items in a supermarket, and practise likes and dislikes. Learners drill supermarket signs, complete matching tasks, work in pairs and small groups with structured turns, and practise short exchanges without question forms, emphasizing intonation and eye contact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/entry-1-activity-6-shopping-cefr-a1/492215/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/entry-1-activity-6-shopping-cefr-a1/492215.png","ImageObject",300,407,{"name":92,"@type":93},"xXChrisXx","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key aims of Activity 6 (CEFR A1) for shopping?","Question",{"text":112,"@type":113},"The activity targets speaking and listening for Entry 1, exploring shopping, practising likes and dislikes, building shopping vocabulary, and using techniques to include others in a discussion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What exam task component is this activity focused on?",{"text":117,"@type":113},"The focus is on “Component 2 Task 3.”",{"name":119,"@type":110,"acceptedAnswer":120},"How do students practise conversation without asking questions?",{"text":121,"@type":113},"The tutor models a short statement (e.g., “I do all my shopping at Aldi”), students chorus and repeat, then pairs practise with repetition of the key word (the shop name) while maintaining eye contact.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492215,1791764032,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},8796112263567,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Activity 6: Shopping (CEFR A1)  \nLevel: Time: Resources:  \nCEFR A1 90 minutes ✓ Realia  \n✓ Handouts  \n✓ Supermarket flyers  \nAims:  \n✓ To develop skills and knowledge in speaking and listening at Entry 1  \n✓ To explore the topic of shopping  \n✓ To practise expressing likes and dislikes  \n✓ To build shopping vocabulary  \n✓ To work on techniques to include others in a discussion  \nExam task focus: Component 2 Task 3  \nProcedure:  \n1. Bring in some examples of shopping items, eg food- rice, a vegetable, fruit, a packet of crisps, a soft drink, a cleaning product, washing machine powder/pods. Elicit the names and ask to follow up questions  \nDo you like X?  \nDo you use X or Y?  \nDo your children like…?  \n2. Elicit and drill some of the signs you see in a supermarket.  \n3. Ask-Where are the fresh vegetables/cleaning products/Where is the dairy aisle etc.? and Students (SS) can respond.  \n4. Distribute one handout per group of 3 or 4 SS (you will need one student with good literacy in each group).  \n5. SS complete the matching exercise on the handout.  \n6. Check in open class, and ask SS to tell you where in the supermarket you would find the items you brought in.  \n7. Allow time for some reading practice with supermarket flyers and signs or better still online shopping portals.  \n8. Elicit the following questions onto the board and Q and A to different SS to model.  \nWhere do you do your shopping?  \nWhen do you go shopping?  \nWhat is your favourite shop?  \nAre there any local shops you don’t like?  \n9. Put SS into pairs to practice asking and answering the questions.  \n10. In feedback, focus on the different shop types which are relevant in your locality and which students might like to talk about. Suggested vocab to focus on according to your area:  \na. Supermarket: local/corner shop: online shopping: bulk buy shop.  \n11. Personalise the topic of shopping by discussing your own shopping habits, using statements like this:  \nI don’t like X. They only sell a few products.  \nI like X. They have a lot of fresh vegetables and fruit.  \nI like X. It is near my house.  \nI like X. The staff are friendly and helpful.  \nI don’t like X. It is too busy. There are long queues.  \n12. Individually the students make up three sentences about shops they know.  \n13. If literate, they can write them on a post-it and put them on a poster or they can share them with a partner and then you take feedback whole class.  \n14. Five-minute filler (can go anywhere as a break or change of pace) .  \nTutor says I go shopping every morning and I buy some milk.  \nS1 says I go shopping and I buy some milk and some bread.  \nS2 follows with I go shopping and I buy some milk, some bread and some bananas.  \n15. Continue until someone can’t remember them all. Then they have to start again.  \n16. NB intonation. It goes up on the commas and down on the final item.  \n17. Tell students that they are going to practise having a conversation without asking questions. Model: I do all my shopping at Aldi.  \nStudents chorus and repeat. Now choose one student to say it to you.  \nThey must look at you!  \nYou respond: Aldi. That is very far from my house.  \nAsk another student to repeat the first sentence I do all my shopping at Aldi. You respond: Aldi. It is very good value.  \n18. Put SS in pairs to practise using names of other shops or methods of shopping. Keep emphasizing the eye contact and the repetition of the key word (here the name of the shop) .  \n19. Put students in groups of three or four. Each student takes turns being the “leader” of the group. Each leader MUST include all the students in their group and the interchanges with each student must be at least three ‘turns’.  \n20. Demonstrate using this model with you as the leader and three confident students using cue cards.  \nI go shopping at the weekend. And you Jo? (try using just eye contact before name)  \nI like (shopping on) Monday. The shop isn’t busy.  \nThat is a good idea.  \nTo second student  \nWhat’s your favourit","cbCaijiBrF3EX29M","https://ap.wps.com/l/cbCaijiBrF3EX29M","pdf",509522,"English","# Aims\n# Exam task focus\n# Procedure\n## Part 1: Warm-up and eliciting\n## Part 2: Handout and supermarket location practice\n## Part 3: Q&A modeling and pair practice\n## Part 4: Personalization and writing\n## Part 5: Five-minute filler and intonation\n## Part 6: Repetition without questions\n## Part 7: Group discussion turns and cultural notes","[{\"question\":\"What are the key aims of Activity 6 (CEFR A1) for shopping?\",\"answer\":\"The activity targets speaking and listening for Entry 1, exploring shopping, practising likes and dislikes, building shopping vocabulary, and using techniques to include others in a discussion.\"},{\"question\":\"What exam task component is this activity focused on?\",\"answer\":\"The focus is on “Component 2 Task 3.”\"},{\"question\":\"How do students practise conversation without asking questions?\",\"answer\":\"The tutor models a short statement (e.g., “I do all my shopping at Aldi”), students chorus and repeat, then pairs practise with repetition of the key word (the shop name) while maintaining eye contact.\"}]","Entry 1 - Activity 6 - Shopping - CEFR A1 | PDF",1790859911]