Universidad Nacional Abierta y a Distancia

Escuela de Ciencias de la Educación

Workshop format

INTRODUCTION

This workshop contains the individual evidence for challenge 3 -Hermeneutics of Creation, as outlined in the

activity guide for the Bio Pedagogical Characteristics of Education Course. The task required designing a virtual

workshop based on the course content for adult learners. Throughout three English sessions, various aspects of

clothing shopping are explored. Following the lesson, an evaluation rubric is presented at the end of the sessions

to assess this workshop.

DESCRIPTION OF THE COMMUNICATIVE CONTEXT OR SITUATION, THE GRAMMAR TOPIC,

AND THE LEVEL CHOSEN FOR THE DESIGN OF THE VIRTUAL WORKSHOP

This workshop is designed for adult students enrolled in an Intermediate English level proficiency. The

workshop is structured around clothing shopping using the Present Simple tense for making general statements

about shopping, as well as the use questions and various present forms including affirmative and negative

sentences. The workshop starts by identifying communicative contexts in clothes shopping and understanding

students’ perceptions and knowledge. In the second session, students are involved in learning shopping

vocabulary and common expressions, and the last session addresses issues related to shopping problems and

behaviors. These activities aim to guide students to engage in interactive tasks and apply learned communicative

language by simulating real-life scenarios, such as through role-play activities.

1
Designer Angela Patricia Otálvaro Alzate
Workshop Title Buying what I like!
Communicative context/ situation Clothing shop
Grammar topic Present Simple
Level Intermediate

Session 1 (2 hours)
Page/ Content Resource (game, Time
slide image, activity)
Theme 1 Presentation

Shopping is an important communicative context including not only the

consumers’ solicitudes but the seller’s role when using persuasion to
convince customers. Understanding what you need, where to find it,
and how much to spend can make the shopping experience more 2 mins
1 efficient. You can find a huge selection of shops in every country
across the world. The types of shops can differ depending on where in
the world you are. Clothing shops can sell one clothing article or
various kinds of articles. This lesson centers on a clothing shopping
communicative context.

Theme 2 Contents
 Presentation
 Contents
 Goal
 Brainstorming and pre-activities
 Watching a video
 Shopping board game 2 mins
2
 Practice Present Simple worksheet:
 Role-play
 Reflection activity
 References
 Credits
Theme 3 Goal

Identify a shopping communicative context and reflect on personal 1 min

3
experiences when shopping.

Entry strategy
Theme 4
4  Spin the roulette: in this activity, students participate spinning
the roulette wheel to answer questions related to shopping.
Each student will take turns spinning the wheel to answer these Roulette:
questions: https://wordwall.net
1. Do you enjoy shopping? Why or why not? /es/resource/71265 15
2. What are your favorite types of stores to visit when you go 580 mins
shopping?
3. How often do you go shopping in a typical month?
4. What items do you usually buy when you go shopping?
5. Do you prefer shopping online or in physical stores? Why?
2
 6. What factors influence your decisions to purchase something?

Theme 5 Development strategies

Watching a video:
Pre- watching activity: The teacher introduces the video by posing this
question to students: “Imagine someone gives you a T-shirt that doesn’t
fit. What would you do? https://
www.youtube.com/
During the video: Students watch attentively, focusing on identifying watch?
and noting down expressions commonly used in shopping contexts. v=sEqhU3Z-
5 dsc&ab_channel=L 25
Post- watching activity: earnEnglishConver mins
In small groups, students discuss the following questions: sation
1. What does the customer want?
2. Does the assistant help him? Describe the scenario.
3. Identify and discuss expressions or phrases related to shopping
that you observed in the video.

https:// 15
www.pinterest.cl/ mins
Shopping board game: In pairs, students play a shopping board game pin/
6 to learn and practice more expressions and vocabulary when shopping. 2993487064812029
72/

https://
Practice Present Simple worksheet: www.liveworksheet
Students answer the worksheet individually. Then, they take turns to s.com/w/en/ 20
read answers aloud and make corrections if necessary. english-second- mins
language-esl/
1049080

Role-play:
In pairs, students receive a role play about shopping and perform it. https://
Each pair can take turns being the customer and the shop assistant. www.scribd.com/ 30
Finally, students give feedback to their partners, focusing on document/
pronunciation, fluency, and appropriateness of language use. 289624455/Shops-
Roleplay-Guideline

Theme
Closure strategy
6
Reflection and evaluation activity.
Students reflect on shopping in people’s life, and answer this question: 10
mins
8
 Why is shopping important in our daily lives, and how does it
contribute to our well-being and satisfaction?

Theme 7 References
Shopping - conversation cards (editable) - ESL worksheet by Dobrawaa.

3
 9 Shopping - conversation cards (editable) - ESL worksheet by dobrawaa. (n.d.).

Estefaniasousa. (2023, April 16). Shopping and grammar review worksheet.

Liveworksheets. https://www.liveworksheets.com/w/en/english-second-
language-esl/1049080

“shopping” board game: English language teaching, ESL lessons, ESL.

Pinterest. (2019, May 5).
https://www.pinterest.cl/pin/299348706481202972/

YouTube. (2014, January 13). Learn english conversation unit 6 returning a

shirt to the store. YouTube. https://www.youtube.com/watch?
v=sEqhU3Z-dsc&ab_channel=LearnEnglishConversation

Scribd. (n.d.). Shops roleplay guideline. Scribd.

https://www.scribd.com/document/289624455/Shops-Roleplay-
Guideline

Theme 8 Credits
10 Angela Patricia Otálvaro ALzte

Master of Pedagogical Mediation in English Language Learning.

Session 2 (2 hours)
Page/ Content Resource (game, Time
slide image, activity)
Theme 1 Presentation

Learning about shopping means understanding store vocabulary,

product types, payment methods, and how to communicate with sellers.
For instance, in a clothes shopping situation, this knowledge might
involve understanding terms like, “t-shirt”, “dress” or “accessories”, 2
recognizing different payment methods such as cards, and credit cards, mins
1
and effectively communicating with a salesperson to inquire about sizes
and clothes styles. In this lesson, students will learn and practice
general vocabulary when learning clothes as well as shopping
expression when buying and selling.

Theme 2 Contents
2  Presentation
 Contents
 Goal
 Brainstorming activity
 Matching clothes vocabulary 2
 Watch a video: Buying clothes. mins
 Listening exercise: Jennys on the phone
 Reading - grammar: present simple
 Speaking: role-play
 Comparing ideas (Comparative T-chart):
 References

4
  Credits

Theme 3 Goal
Develop proficiency in using the simple present tense in rea-life
3 1
shopping scenarios through reading, listening and role-play activities.
min

Theme 4 Entry strategy

Virtual tools
Brainstorming activity: Students engage in a brainstorming session in
https:// 15
which the teacher presents a series of pictures showing various items of
wordwall.net/es/ mins
products related to shopping as well as shopping vocabulary. These
resource/33647267
4 images can be displayed through a virtual presentation or using
flashcards. Students discuss and share opinions about each shopping
https://
items.
www.englishwshee
ts.com/shopping-
8.html

Theme 5 Development strategies

Matching clothes vocabulary:
Students match the words and pictures. Then, student practice
5
pronunciation and take notes. Students answer questions related to 10
vocabulary learned. mins

Buying clothes video: Students watch a video to Rob buying a shirt,

https://
and answer these questions:
www.youtube.com/
watch?
1. What size does Rob want? v=vLlQy8adaBI&ab_ch
6 2. Does he try it on? annel=MirnaOrazi 10
3. How much is the shirt? mins

Students watch the video again and complete the chart individually.
finally, students compare answer and read the dialogue aloud.

7
Listening comprehension: Students watch or listen to the material and https://
indicate sentences as T (true) or F (false). Following this, they revisit www.youtube.com/
watch?
the video and complete the blanks in the written dialogue. After sharing v=z9KDzK2WOPQ&ab
answer, students explain why the sentence number 6 is F (false). _channel=ElsaJannethV
era

10
Mins

5
 https://
Reading - grammar: present simple en.islcollective.com/
Students read an article about mall in the city and compete a reading english-esl-worksheets/
reading-
comprehension worksheet using simple present grammar. comprehension/reading- 30
8
for-detail-deep- mins
reading/shopping/malls-
in-the-city/47298

https://
Speaking, role-play: In pairs, students roleplay buying cloths. en.islcollective.com/
In pairs, students simulate buying clothes, with one as the customer and english-esl-
9 the other as the shop assistant. Students perform the role-play in front worksheets/general-
topic/clothes-and- 30
of the classroom. 4 fashion/clothing-store- mins
role-plays/38871

Theme
Closure strategy
6

Comparing ideas (Comparative T-chart) Evaluation activity.

The teacher guides a brief reflection inviting students to discuss the

8
aspects of the activity they found most challenging and the easiest. 10
Students are encouraged to reflect on how they can use the knowledge mins
gained in real-life situations.

Theme 7 References
romiclavier1. (2022, June 16). Shopping vocabulary EF pre-intermediate 4B.
9 Wordwall. https://wordwall.net/es/resource/33647267

Oxenden, C., Latham-Koenig, C., & Seligson, P. (2016). English File Third Edition
Elementary Student's Book. Oxford University Press.

YouTube. (2019, May 24). English file 3rd Edition Elementary - Practical
english 3 part 2. YouTube. https://www.youtube.com/watch?
v=vLlQy8adaBI&ab_channel=MirnaOrazi

YouTube. (2016, December 6). Aef1 ep3 4 Jenny’s on the phone. YouTube.
https://www.youtube.com/watch?
v=z9KDzK2WOPQ&ab_channel=ElsaJannethVera

Sherifsofian. (2012, December 16). Clothing store (role plays). iSL Collective.
https://en.islcollective.com/english-esl-worksheets/general-topic/
clothes-and-fashion/clothing-store-role-plays/38871

Kissnetothedit. (2013, March 15). Malls in the city. iSL Collective.

https://en.islcollective.com/english-esl-worksheets/reading-
comprehension/reading-for-detail-deep-reading/shopping/malls-in-the-
city/47298
Theme 8 Credits
10 Angela Patricia Otálvaro Alzate
Master of Pedagogical Mediation in English Language Learning.

6
 Session 3 (2 hours)
Page/ Content Resource Time
slide (game, image,
activity)
Theme 1 Presentation

For some people, shopping is a favorite pastime and harmless, if they have
the money, to pay for their purchases. For others, unfortunately, shopping
can spiral out of control and become as serious as other destructive 2
addictions like alcoholism, drug abuse, and compulsive gambling. mins

1 Compulsive shopping is a type of addiction where an individual feels the

necessity to spend their money to buy things they may not even need. In
this lesson, students reflect on problems with shopping behaviors and
expressions to discuss their personal experiences when shopping. Also,
they will propose solution tips to help people with problem shopping
behavior.

Theme 2 Contents
Presentation
Contents
Goal
Learning about different shopping behaviors 2
Watch a video and discuss. mins
2
Discuss problem shopping behavior.
Grammar worksheet.
Write a brochure.
 Brainstorming solution.

Theme 3 Goal

Discuss problem shopping behaviors and provide solutions for people 1min
3
struggling with addition.

Theme 4 Entry strategy

4
Learning about different shopping behaviors:

Students read the four examples of shopping behavior and rate them. They
number the mistakes in order of seriousness, from 1 to 4, with 4 being the
most serious.
The teacher explains the meaning of expressions such as: 15
I’m feeling blue. mins
It must be terrific.
Going a little overboard
I can’t pass up a good sale.
Endorsing a product

Finally, students share answers and discuss: What causes people to behave
in the ways the people in the pictures? In what way, is their behavior
similar? Do you know anyone like these people?
7
Theme 5 Development strategies
Watch a video and discuss.

Students watch a video about shopping addiction and answer the following
questions. They may use present simple.
https://
1. What is compulsive shopping? youtu.be/
5 2. What are some of the signs and symptoms of compulsive shopping Oc4VlKcy4Sw
mentioned in the video? 20
3. According to the video, what distinguishes compulsive shopping from mins
regular shopping behavior?

Afterward, students read aloud their answers and receive pronunciation and
writing feedback.

Discuss problem shopping behavior.

Students read a shopping test titled “What kind of shopper are you” and
take the suggested survey to determine if their shopping is out of control.
6 Individually, they check the statements that are true or false for them. 20
Finally, students choose one of the topics and meet in small groups with mins
other classmates who have chosen the same topic. Students share
conclusions with the class.

Grammar worksheet.

The teacher directs students to carefully read each sentence in the grammar https://www.esl-
7 worksheet and determine the appropriate conjugation of the verbs. They lounge.com/ 15
write answers in the blanks and review them with the teacher or a partner. student/ mins
grammar/3g19-i-
love-
shopping.php

Write a brochure.

8 Students write a creative brochure offering help or advice for people with
problem shopping behavior. They may include a list of tips for writing
30
present simple sentences.
mins
Theme
Closure strategy
6
8 Brainstorming solution, evaluation activity.

After writing brochures, students participate in a brainstorming session where

students participate in sharing ideas to help people overcome compulsive
shopping.
8
 The session ends by emphasizing the importance of awareness, empathy, and 15
proactive measures in addressing issues such as shopping addiction. mins

Theme 7 References
Saslow, J., & Ascher, A. (2017). Summit 1 (Third edition). Pearson Education.
9
About YouTube. YouTube. (n.d.-b). https://about.youtube/

Grammar exercise: I love shopping. ESL Lounge Student. (n.d.).

https://www.esl-lounge.com/student/grammar/3g19-i-love-shopping.php
Theme 8 Credits
Angela Patricia Otálvaro Alzate
10
Master of Pedagogical Mediation in English Language Learning.
Theme 9 Workshop evaluation
https://
11 Students can assess the effectiveness of this workshop by following an www.canva.com
evaluation rubric. The rubric designed for this workshop operates on a /design/
scale of 1 to 4, where 4 represents the highest score and 1 the lowest. Each DAGC5O27mts/
criterion undergoes independent evaluation, and the overall score results FDLT9ObM2w
from the cumulative sum of all criteria. KshdAdd9S2m
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