Concept check understanding of the function of catalogues and apps by asking these questions: is in this (indicating the catalogue)?’ (Possible answers: book with things ‘What ‘A you buy,’ and information about things you can buy.’) ‘Pictures do you look in this?’ (Possible answer: order things you want/ need.’) ‘Why ‘To do you things from the catalogue?’ (Possible answer: need to fill in ‘How ‘You an / the app.’) If you have multiple copies of the catalogue ask learners, in pairs or small groups of three or four, to open a page with various text features. Draw their attention to these features highlighting key terms and abbreviations such as sizes, order numbers, descriptions. Ask questions like want to buy a jumper ‘I – ‘where Make sure you cover all the vocabulary in can I find it? How much does it cost?’ resources 3a and b. Then hand out resource 3a or 3b to learners according to their level (3a is lower level) and model the first answer for each group. Allow learners to complete the questions independently, monitoring and supporting where necessary.. Ask learners to compare their answers with a partner at a similar level, then go over them as a group, nominating learners to give the correct answers. Differentiation You may need to work with learners with literacy needs and just do the first task on resource 3a, while the others work independently or in mixed ability pairs. Fast finishers can do task 3 on resource 3b Activity 4 form filling – Ask learners what 3 pieces of information they must always put on an application form full name prison number wing Hand out resource 4 and go over the model answer. Ask questions to check understanding e.g. What’s the first thing on the form?’ (Possible answer: ‘Jeans’) Elicit what use’ and that they shouldn’t write on this part, ‘official Learners complete the task by ordering up to four items from resource 3a, with those at the lower levels ordering just one item with your, or a more advanced learner’s support.
Concept check understanding of the function of catalogues and apps by asking these questions: ‘What is in this (indicating the catalogue)?’ (Possible answers: ‘A book with things you buy,’ ‘Pictures and information about things you can buy.’) ‘Why do you look in this?’ (Possible answer: ‘To order things you want/ need.’) ‘How do you things from the catalogue?’ (Possible answer: ‘You need to fill in an / the app.’) If you have multiple copies of the catalogue ask learners, in pairs or small groups of three or four, to open a page with various text features. Draw their attention to these features highlighting key terms and abbreviations such as sizes, order numbers, descriptions. Ask questions like ‘I want to buy a jumper – ‘where can I find it? How much does it cost?’ Make sure you cover all the vocabulary in resources 3a and b. Then hand out resource 3a or 3b to learners according to their level (3a is lower level) and model the first answer for each group. Allow learners to complete the questions independently, monitoring and supporting where necessary.. Ask learners to compare their answers with a partner at a similar level, then go over them as a group, nominating learners to give the correct answers. Differentiation You may need to work with learners with literacy needs and just do the first task on resource 3a, while the others work independently or in mixed ability pairs. Fast finishers can do task 3 on resource 3b Activity 4 – form filling Ask learners what 3 pieces of information they must always put on an application form full name prison number wing Hand out resource 4 and go over the model answer. Ask questions to check understanding e.g. What’s the first thing on the form?’ (Possible answer: ‘Jeans’) Elicit what ‘official use’ and that they shouldn’t write on this part, Learners complete the task by ordering up to four items from resource 3a, with those at the lower levels ordering just one item with your, or a more advanced learner’s support.