ECONOMY, COMMERCE AND FAIR TRADE - SHOPPING

UNIT 1 „ECONOMY, COMMERCE AND FAIR TRADE - SHOPPING“

The aim of this lesson is to acquaint students with the types of shops and goods that are available in them. Students will also learn the basic phrases needed for shopping.

Level: A1-A2

Learning outcomes:

– expand vocabulary on shops and goods

– learn phrases needed for shopping

Duration: 30 min

Learning outcome:

+  Media literacy

+ Creativity

+ Teamwork and cooperation

Learning skills:

Vocabulary

Reading

In Shopping Mall

 

a) Match the store names with the pictures:





































b) Look at the website of an Indian shopping mall VR Chennai: https://vrchennai.com/Home/Shop 


Find and write down names of:

A concrete shop where would you go if you wanted to buy:

–       bottle of wine (e.g. Tasmac, Spar…)

–       laptop (e.g. Dell, Acer…)

–       men’s shirt (e.g. Lacoste, Levi’s…)

–       lipstick (e.g. MAC, Kryolan…)

–       sneakers (e.g. Bata, Puma…)

–       teddy bear (e.g. Mothercare, Archie’s…)

–       summer dress (e.g. Vero Moda, Mustard…)

–       earrings (e.g. Swarovski, Bluestone…)

At least three things you can buy in:

–       GAP (e.g. skirt, dress, sweatshirt…)

–       Reebok (e.g. sneakers, t-shirt, shorts…)

–       Clinique (e.g. face cream, makeup, lipstick…)

–       Craft Box (e.g. colours, brush, paper…)

–       Reliance Digital (e.g. washing machine, iron, TV…)

–       Home Centre (e.g. bed, chair, pillow…)
Whether the following statements are true or false:  

1. Bobbi Brown sells clothes. 
2. There is a Thai spa in the Chennai shopping mall.
3. There is a restaurant on the ground floor. 
4. There are no clothes stores on the third floor.
5. We can buy a computer in CEX.
6. Longines is a traditional Indian brand.

Duration:  15 min

Learning outcome:

+  Respect for others

+ Open-mindedness

+ Empathy

Learning skills:

Vocabulary

Reading

 

Let’s Go Shopping!

 

a) Check the questions below. Who asks them? A shop assistant, or a customer? Divide them into two groups according to the speaker.

SHOP ASSISTANT
CUSTOMER
b) Can you say in which store the conversation takes place?

c) Play the dialogue in pairs using the phrases. Think of an answer to each question.

E.g.:

–       Can I help you?

–       Yes, do you have any jumpers?

–       We do. What size are you?

–       I am size 40.

–       …

UNIT 2 „ECONOMY, COMMERCE AND FAIR TRADE - PERSONAL FINANCES“

The aim of this lesson is to acquaint students with vocabulary related to finances and reflect own financial habits.

Level: A1-A2

Learning outcomes:

– vocabulary related to finances

– creating questions in the present simple tense

– quantifiers (more, less, enough…)

Duration: 10 min

Learning outcome:

+  Open-mindedness

+ Empathy

Learning skills:

Vocabulary

Speaking

Money

a) Check the meaning of the following words:

●        cash

●        credit card

●        receipt

●        taxes

●        bank account

●        donate

●        rent

●        invest

●        free

 

b) Money Bingo

Find someone in your classroom who:

has a credit card

donates money to charity

invests money

pays taxes

has a bank account

pays only with cash

works for free

pays a rent

always asks for receipt

E.g: Do you have a credit card? Yes, I do. / No, I don’t.

Filled all the cells? Share your findings with the rest of the class!

Duration:  20 min

Learning outcome:

+  Changing perspectives

+ Critical thinking

+ Empathy

+ Respect for others

+ Open-mindedness

Learning skills:

Listening

Speaking

a) Listen to the stories of people talking about their financial situation. 

Anna:

 

Viola and Kevin:

 

Kim:

 

Mario:

b) Fill in the blanks with appropriate words from the list below:

Anna

I am a student, so I don’t any money yet. I get a   every month. I live with my parents, so I don’t pay rent. My parents think I   too much money on clothes and going out. 

Viola and Kevin

Our   is very good. We   a house, so we don’t have to pay  . We like traveling and buying   things. But we want to have children, so we must reduce our expenses and save some money.

Mario

I work as a teacher, so my  is not very big. My biggest   is rent. I don’t spend much money on food or clothes, but I love traveling, so every year I   some money for a nice vacation.

Kim

I work as a photographer. I don’t earn much, so sometimes I have to take a   to pay all my  . Luckily, my rent is  , but I spend a lot of money for my son’s preschool. I can’t to travel or buy expensive things.



bills, rent, salary, spend, earn, cheap, save, expensive, loan, afford, own, expense, scholarship, income
c) Check together the meaning of all the missing words.

d) Decide if the following statements are true or false:

Mario earns a lot of money. 
Anna doesn’t have a job.
Viola and Kevin like shopping. 
Kim has financial problems. 
Anna spends a lot of money on housing. 
Mario’s biggest expense is food. 
e) Look at their monthly budgets and answer following questions:




Who earns the most money? 
Who spends the most money for rent? 
Who spends the least money on clothes?
Who spends more than (s)he earns?
Who will have the most money left at the end of the month? 

 

f) Anna, Viola and Kevin, Mario, and Kim need to save some money.

Give them advice on what they should change in their budgets.

E.g. Anna should spend less money on clothes and cosmetics. Kim should find a cheaper preschool.

Duration: 15 min

Learning outcome:

+  Changing perspectives

+ Self-reflection

Learning skills:

Writing

Project: My Budget

Create your personal monthly budget. You can use the Personal Monthly Budget template from Microsoft Excel, or any suitable template. Answer the questions:

  1. What is your biggest expense?
  2. What changes can you make in your budget to save more money?

UNIT 3 „ECONOMY, COMMERCE AND FAIR TRADE - SPENT“

Within the lesson, students play an online game Spent, which is based on making financial decisions. The goal is to make students aware of the risks and challenges of living on a low budget.

Level: A1-A2

Learning outcomes:

– expand vocabulary related to finances

– get familiar with realities from the lives of people struggling with poverty

Duration: 60 min

Learning outcome:

+   Changing perspectives

+ Decision-making

+ Empathy

+ Respect for others

+ Open-mindedness

+ Social responsibility & Solidarity

Learning skills:

Vocabulary

Reading

 a) Match the words to the definitions:

1. Unemployed
2. Savings Account 
3. Buy
4. Health Insurance
5. Penalty 
6. Sick Leave 
7. Fee
8. Payment 
9. Landlord
10. Payday

b) Play the game:

http://playspent.org/html/

 

c) How far did you get in the game? Share your results with the rest of the class!

UNIT 4 „ECONOMY, COMMERCE AND FAIR TRADE - WORLD TRADE“

This lesson addresses world trade, and its advantages and disadvantages. The aim of the lesson is to acquaint students with the principles of world trade, and to equip them with basic vocabulary for following lessons.

Level: A1-A2

Learning outcomes:

– expand vocabulary on finances and trade

– get to know principles, advantages and disadvantages of world trade

Duration: 60 min

Learning outcome:

+ Changing perspectives

+ Dealing with complexity / contradictions

+ Social responsibility & Solidarity

+ Environmental responsibility

Learning skills:

Reading

Reading: World Trade

Read the article about World Trade: 





Trade is the buying and selling of goods and services. Goods are objects that people grow or make – for example, food, clothes, and computers. Services are things that people do – for example, banking, communications, and health care. People have traded since prehistoric times. Today most countries take part in international trade, or trade across country borders.



Trade happens because people need or want goods that they do not have. People also trade for services when they do not have the time or the skills to do things. Trade between countries happens for similar reasons. For example, some countries have resources, such as oil, or skills, such as car manufacturing, that other countries will buy.

Both people and countries want trade to benefit them. Families want to earn more money than they spend on goods and services. Countries try to sell, or export, as much as they buy, or import, from other countries.



In some economies, the government controls all trade. In others, the government allows companies to trade more freely. However, even governments that support free trade control trade in some way. They may keep companies from trading dangerous or illegal products.

Countries may charge tariffs, or special taxes, on foreign goods. They may also set quotas, or limits on foreign goods they buy.




In the 1900s many countries worked to stop trade limits. Some formed trading blocs, or groups of countries that trade freely. Examples include the North American Free Trade Agreement (NAFTA), the European Union, and South America’s Mercosur. In addition, about 150 countries joined the World Trade Organization (WTO). The WTO encourages free trade around the world.

The lifting of trade limits caused international trade to grow. However, some people questioned the idea of free trade. Without trade limits, they warned, international companies could pay workers poorly and pollute the environment.
Adapted from:

https://kids.britannica.com/kids/article/trade/353871

https://kids.britannica.com/students/article/trade/606604

a) Add paragraph headings to the text:

●        What is trade?

●        Reasons for trade

●        Trade limits

●        Free trade
b) Choose the right answer to each question:


1. What is international trade?
2. Import means…
3. What cannot governments do to control trade?
4. NAFTA stands for…
5. According to the article, what is a possible problem with free trade?

UNIT 5 „ECONOMY, COMMERCE AND FAIR TRADE - IMPORT AND EXPORT“

The lesson introduces students to the principles of import and export, and invites them to think about the international origin of common dishes.

Level: A1-A2

Learning outcomes:

– expand vocabulary on food and other goods

– get to know the main exporters of food and other goods

Duration: 15 min

Learning outcome:

+  Recognising stereotypes and prejudices

+ Changing perspectives

+ Open-mindedness

+ Environmental responsibility

Learning skills:

Vocabulary

Speaking

a) Answer following questions:

What is import?
What is export?
Why do countries import/export goods?
Is it possible for a country to not import or export anything?
b) Match products with their biggest exporters:





a)    Spain  

b)    Mexico  

c)     Germany  

d)    Egypt  

e)    Poland  

f)      Indonesia  

g)    New Zealand  

h)    Portugal  

i)      Kenya  
c) What does your country export?

Duration: 20 min

Learning outcome:

+  Changing perspectives

+ Teamwork and cooperation

+ Environmental responsibility

Learning skills:

Speaking

Writing

Group project: Where does my favorite food come from?

Divide into groups. Each group comes up with one dish that everyone in the group likes (e.g. pizza, greek salad, apple pie…). Write down all the ingredients needed for your dish (e.g. for pizza it would be wheat, mozzarella cheese, tomatoes, mushrooms, etc.).

 

For each of the ingredients listed answer following questions:

  1. Can it be produced locally, or does it have to be imported?
  2. If it is imported, which countries do you think it comes from?

 

After answering these questions for all the ingredients, go to this website:

http://www.fao.org/faostat/en/#rankings/countries_by_commodity_exports

and find the biggest exporter of each ingredient. Write a list of countries providing the ingredients for your favourite dish.

 

E.g: pizza – wheat (Russia), tomato (Mexico), cheese (Germany), mushrooms (Poland), etc.

Present your list to the rest of the class.

UNIT 6 „ECONOMY, COMMERCE AND FAIR TRADE - ENTREPRENEURSHIP“

In this lesson, students will learn the basic vocabulary related to nusiness entrepreneurship. They will also get acquainted with stories of inspiring young entrepreneurs, and try making their own business plan.

Level: A1-A2

Learning outcomes:

– expand vocabulary on business and entrepreneurship

– get to know stories of young entrepreneurs

– learn how to create a business plan

Duration: 10 min

Learning outcome:

+  Changing perspectives

+ Respect for others

+ Proactivity in the community

Learning skills:

Listening

a) Watch the video:

5 Young Black Entrepreneurs https://www.youtube.com/watch?v=_XDI0nIZA68)

 

b) Match the names of the entrepreneurs with their product and name of their business:

Mikaila Ulmer

Moziah “Mo” Bridges

Haile Thomas

Asia Newson

Maya Penn

Me & The Bees Lemonade

Mo’s Bows

HAPPY

Super Business Girl

Maya’s Ideas

lemonade

bow ties

education program

candles

clothes and accessories

Duration: 35 min

Learning outcome:

+ Decision-making

+ Creativity

+ Teamwork and cooperation

+ Respect for others

+ Proactivity in the community

Learning skills:

Reading

Speaking

Writing

a)   Reading: Shark Tank

“Shark Tank,” the critically acclaimed and multi-Emmy Award-winning entrepreneurial-themed reality show that popularized entrepreneurship/taxes/banks in America, returns to ABC this fall for its 11th season.

The business-themed show that inspires a nation to dream bigger, recently accumulated an amazing $100 million in deals offered in the Tank. The Sharks, multimillionaire and billionaire businessmen/students/employees, continue their search to invest/buy/sell in the best businesses and products that America has to offer. They will once again give people the chance to find their American dream and secure business deals that could make them rich/poor/expensive.

The Sharks are billionaire Mark Cuban, owner/investor/landlord of the 2011 NBA champions, Dallas Mavericks; real estate mogul Barbara Corcoran; “Queen of QVC” Lori Greiner; technology innovator Robert Herjavec; fashion expert Daymond John; and businessman Kevin O’Leary. The guest Sharks include founder and CEO of Stitch Fix, Katrina Lake; founder and CEO of KIND, Daniel Lubetzky; international tennis star and creator of Sugarpova, Maria Sharapova; and co-founder and CEO of the personal genomics company 23andMe, Anne Wojcicki.

The entrepreneurs/millionaires/investors who enter the Tank must convince the Sharks to say goodbye to their cash and give them the money they need to turn their dreams into reality. But the Sharks have a goal too: to get a return on their investment/donation/rent and own a piece of the next big business idea. When the Sharks hear an idea they like, they’re ready to fight each other for a piece of it.

 

Adapted from: https://abc.com/shows/shark-tank/about-the-show

b)    Group project: Business proposal

Make groups. Choose one of the following business ideas:

●      snake café

●      bacon flavoured ice-cream

●      fashion line for cats

●      dustbin hotel

●      social network for ugly people

 

Write a business proposal. It must contain all the information listed below.

  1. Name of your business.
  2. Logo.
  3. Slogan. 
  4. Location.
  5. Customers.
  6. Employees and their positions.
  7. Description (how does the business work).