I go shopping on Saturday. I go to the town centre to buy things for the house, for my children or for work. Sometimes I go with my husband. We go to a café for a cup of tea. On the way home, we go to the supermarket to buy food. Task 5: Questions about the text Shopping Now answer these questions in pairs: 1. When does Sarah go shopping? 2.
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Preview and Download !buy lots of things and (6) carry on shopping until I am exhausted. It’s all very exciting but I (7) rush around and knock things over as I try to find what I’m looking for. 3. Replace the underlined phrases in the above text with ‘shop’ idioms that you have just learnt.
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Preview and Download !Shopping in Credit City Name: Date: Class: BUILDING BLOCKS STUDENT WORKSHEET. Shopping in Credit City When you borrow money to buy items (instead of paying cash), the total cost to own that item can increase. Instructions Read the scenario below. Roll a single die to determine the price you’ll pay (principal) for each item.
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Preview and Download !dining decisions. Restaurant-sourced pizza, burgers, chicken and french fries provide fewer calories than store-sourced breads, grain-based desserts, pasta and soft drinks.2 Full-Service Restaurants provide more non-starchy vegetables, more protein and fewer “empty calories” than meals from home or any other away-from-home source.3
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Preview and Download !Theme: Shopping and money Weekly lesson planning Day 1 Creative activities Concept: Shopping procedures Ages: 3 – 6 y Main activity: Cut and paste – items for a shopping bag Subjects, study areas, skills, content and integration Life Skills Study area: Creative arts Create in 2D Drawing and painting using the week’s topic
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Preview and Download !32 Copyrigh 2018 C orkbook igh eserved. Progressive Muscle Relaxation Dim the lights and turn off any distracting screens. Sit down or lie down in a comfortable position. If you feel comfortable, close your eyes.
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Preview and Download !Distribute the “Shopping in Credit City” worksheet to each student. §tudents can complete this activity individually or in pairs. S §ive each student or pair of students a single die (or provide a way to generate G random numbers from 1 to 6). ° Alternatively, roll for everyone using a virtual die on a computer or tablet
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