Essential vocabulary: dollar, cent, price, receipt, item, total, subtotal, tax, cash, card, change, bag, sale, size, small, medium, large, cheap, expensive, one, two, three, pound, dozen, bottle, can, box, cashier, customer.

Useful phrases and sentence frames: How much is this? How much is that? How much are these? How much are those? It is __ dollars. They are __ dollars. I need __, please. Do you take cash? Do you take card? Here you go. Your total is __. Do you need a bag? Yes, please. No, thank you. Can you repeat the price, please?

Functional grammar focus: singular and plural nouns; this/that/these/those; how much questions; numbers with dollars and cents; simple noun phrases such as “two apples,” “one bottle of water,” and “three small bags.”

Pronunciation and listening focus: final consonants in price, cents, dollars, cash, card, and receipt; contrast between teen and ten numbers; clear vowel sounds in cheap/chip and sale/sell; listening for key price words in short cashier statements.

Timed 120-minute lesson plan:
0–10 minutes: Welcome and warm-up. Students greet a partner and answer: “What do you buy every week?” Instructor elicits familiar store items and writes student examples on the board.
10–25 minutes: Review. Spiral review numbers from prior learning, personal questions, and classroom clarification phrases. Quick oral number chain from 1–100, then instructor highlights difficult numbers such as 13/30, 14/40, 15/50, and 16/60.
25–45 minutes: Vocabulary and expressions. Introduce shopping words, item quantities, and money language with realia or pictures. Model prices aloud and have students repeat: “one dollar,” “two dollars and fifty cents,” “ninety-nine cents.” Introduce sentence frames for asking prices.
45–65 minutes: Listening and reading. Students listen to short cashier price statements and circle the price they hear. Then students read a simple receipt and identify store name, items, prices, subtotal, tax, and total. Instructor checks understanding with “What is the total?” and “How much is the milk?”
65–90 minutes: Guided practice. In pairs, students use picture/item cards and price cards to ask and answer: “How much is this?” “It is __.” “How much are these?” “They are __.” Instructor circulates to correct plural -s, final consonants, and this/these pronunciation.
90–110 minutes: Practical application role-play. Students complete a cashier-customer simulation using classroom store items or cards. Customer buys 2–4 items, asks at least one price question, chooses cash or card, and receives a total. Cashier greets, answers, gives total, asks about a bag, and closes politely.
110–115 minutes: Formative assessment. Exit check: each student reads one price aloud, answers one “How much?” question, and identifies the total on a sample receipt.
115–120 minutes: Assignment explanation. Introduce linked assignment ENG-A003 Shopping Dialogue and Receipt Check. Students will match prices to items and create a short cashier-customer dialogue. Explain technology and no-technology options.

Guided practice details: Provide sentence strips, item cards, and price cards. Students first repeat with the instructor, then practice in controlled pairs, then exchange cards and repeat with new prices.

Collaborative activity: Mini-store role-play in groups of three: cashier, customer, and observer. The observer checks for greeting, price question, total, and polite closing.

Instructor guidance: Use Spanish strategically only to clarify confusing concepts such as cents versus dollars, singular/plural, and this/these. Keep practice mostly in English. Model slowly, then repeat at natural speed. Write prices in both numeric and spoken forms. Give immediate but supportive correction for final consonants and plural -s.

Beginner support: Allow students to use a phrase card, point to items, and read from a short dialogue frame. Pair beginning learners with supportive partners and limit the first role-play to two items.

Advanced extension: Ask faster students to add a return/exchange question, compare two prices, or explain a simple sale price such as “two for five dollars.”

Brief formative assessment criteria: Student can say a price clearly, ask one correct “How much” question, identify at least two receipt details, and participate in a short shopping exchange.

0–10 minutes | Welcome and warm-up: Greet students and ask quick questions: “What day is today?”, “What time is it?”, and “How do you come to class/work?” Use Spanish support only as needed for confidence.10–25 minutes | Review: Review numbers from 1–100, prices, and final consonant pronunciation from the previous shopping lesson. Students listen and repeat pairs such as fifteen/fifty and bus/buses.25–45 minutes | Vocabulary and expressions: Teach days of the week, months, date formats, morning/afternoon/evening, bus, train, stop, station, schedule, appointment, early, late, arrive, leave, open, and closed. Useful frames: “What time is the bus?”, “The bus leaves at ___,” “My appointment is on ___ at ___,” “Can you repeat that, please?”, and “Is that in the morning or afternoon?”45–65 minutes | Listening and reading: Students read a simple bus schedule and a clinic appointment reminder. Instructor models how to scan for day, date, time, place, and route number. Students listen to short announcements and circle the correct time.65–90 minutes | Guided practice: In pairs, students ask and answer schedule questions using sentence frames. Focus on prepositions of time: at 9:00, on Monday, in the morning. Instructor corrects question order gently: “What time does it leave?” and “When is your appointment?”90–110 minutes | Practical application: Role-play a transportation information desk. Student A asks about a bus or train time; Student B uses a schedule to answer. Then students switch roles and add a clarification request: “Sorry, can you say that again?”110–115 minutes | Formative assessment: Exit check: each student reads one schedule item and says one complete sentence, such as “The bus leaves at 8:15 on Tuesday.”115–120 minutes | Assignment explanation: Explain ENG-A004 Transportation Schedule Reading Task. Students will read a simple bus or appointment schedule and answer practical time questions. No-technology alternative: printed schedule worksheet completed by hand.Instructor guidance: Emphasize communication before perfect grammar. Compare English and Spanish date order briefly, and warn students that U.S. schedules may use AM/PM. Model mouth position and stress for appointment, schedule, station, and final consonants in bus, late, and stop.Beginner support: Provide bilingual vocabulary, picture icons, sentence frames, and highlighted schedules. Allow pointing before full spoken answers.Advanced extension: Ask students to create two original schedule questions, compare two transportation options, or explain a delay using “because.”