then 
7.1 Asking the price of items pages 62-63
7.2 Using the language needed for shopping
pages 60-63
or 7.3 Familiarisation with the language of the unit
pages 60-63
7.1
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Objectives |
Asking the price of items and using the definite article, singular and plural. |
Materials
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Picture cards of items with price tags. |
1 Brainstorm the shopping vocabulary from Unit 7 and then ask your learners to compile a list in Greek – without articles – making sure all the items on the cards are included.
2 Ask learners, working in pairs, to supply the correct articles.
3 Give each person a different picture card and explain that they alone know the price of this particular item. Ask everyone to circulate and ask each other the price of one other item at a time with the aim of pricing everything on their shopping lists.
4 The activity is completed when all the items on the list are priced. The completed shopping list in Greek with the correct prices could be used as portfolio evidence of competence.
7.2
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Objectives |
Using the language needed for shopping and getting used to hearing and understanding phrases likely to be heard in shops. |
Materials
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2 sets role play cards A and B (one set supplied). |
Learners work in pairs to act out their roles, seeing only their part of the conversation. A and B take turns with the role of shopkeeper.
Role-plays of this kind can be adapted to the competence of the group and used to practise other topic areas such as booking rooms, buying drinks and snacks etc. Roles such as shopkeeper or waiter should be in Greek and the prompts for the ‘customer’ in English.
7.3 |
Objective |
Familiarisation with the language of the unit. |
Materials |
Per group - 2 dialogues, similar to the ones on the Talk Greek cassette, written out and cut into strips containing the separate sentences. |
1 In groups of three or four, learners reassemble the sentences into the original dialogues. Depending on the strength of the group, the component sentences can either be retained as two separate dialogues or all mixed together. In the latter case, it can be a good idea to provide the first sentence of one of them.
2 As a follow-on whole class activity, each learner can be given one sentence and the dialogue started off by the tutor. Learners listen and decide when their sentence comes in the dialogue, shouting their sentence out loud at this point. This can develop into quite a ‘fun’ activity!
Unit 6 activities | What is Talk Greek? | Checkpoint 2