Consumer Education

Online Shopping

Activitygetting learners to discuss advantages and disadvantages of online shopping, identify the steps involved and develop vocabulary.

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Buying and selling: Unit2 Activity 1Online shopping

This document provides activities to use with learners/ participants/ service users; the material has been written to include education focuses on literacy, numeracy, functional skills and English for speakers of other languages within a formal education setting. However if you wish to use the activities within an informal group or as part of an awareness raising campaign you will only need p2 onwards.

Learning resources are not designed for tutors/ educators to advise their participants on specific cases; where necessary participants should be directed to the appropriate advice agency.

Unit/ Activity focus / Consumer education objectives / Literacy, language and numeracy objectives / Literacy curriculum refs / ESOL curriculum refs / Key/ Functional Skills curriculum refs
Follow and contribute to discussion about the advantages and disadvantages of online shopping
Vocabulary building / Identify and compare advantages and disadvantages of online shopping
Identify some key steps in making an online purchase and some key approaches to protect yourself as an online shopper
Recognise and understand some key words and terms in relation to online shopping / Clearly express own ideas and experiences about online shopping
Use a range of strategies to read, understand and develop use of key vocabulary, terms and abbreviations in relation to online buying and selling / AL SLd/L1.1
AL SLd/L1.2
AL SLd/L1.3
AL Rw/L1.3 / AE Sd/L1.1
AE Sd/L1.2
AE Sd/L1.3
AE Sd/L1.4
AE Rt/L1.5 / KS C1.1
FS Sp&List L1
KS C1.2
FS Reading L1
RESOURCES AND PREPARATION
Computers with internet access and data projector if available
Flip chart sheets and coloured pens
  • Appendix 1 Key Words record: one for each learner

LITERACY AND LANGUAGE FOCUSED ACTIVITY

SUGGESTED PROCEDURE

  • Elicit examples of possible internet purchases e.g. groceries, travel tickets, insurance, event tickets and downloadable music.
  • Ask learners about their own knowledge and experience of online shopping e.g.

Have you ever bought anything online? What did you buy? / If you haven’t shopped online, what are the main reasons why not?
How can you protect your security as an online shopper? / How easy or difficult did you find shopping online?
  • Revise/elicit some advantages and disadvantages for online shopping from Setting the context.

ICT FOCUS
  • Ask learners to identify a type of internet shopping they are interested in researching further e.g. grocery shopping, sporting goods, electronics. Divide learners into groups based on their main interest.
  • Each group then chooses a specific website to research in more detail. They need to prepare to explain to the whole group:

how the website is organised / how prices are displayed, such as unit prices per 100 g
how to make a purchase on the website / how clear and accessible the website is.
  • In their groups learners discuss strategies for recognising and comparing costs when unit prices are expressed differently.
  • As they investigate the website, learners need to identify and record on a flip chart all important key words and symbols for shopping on that site such as:

browse / click / Select / aisle / multi-save / secure
shopping basket / quantity / Checkout / delivery / substitution
  • Learners need to check the meaning of any new words and terms. If necessary, demonstrate to learners how to use the look up facility in Word, online dictionaries and the use of a search using define + key word.Display all flip chart sheets.
  • In turn, each group, using a data projector if available, makes a short presentation to the whole group on their chosen website, highlighting and defining important key words and symbols.

OPTIONAL LANGUAGE FOCUS
A model for structuring the definitions can be written up on the board for learners to use when explaining the meaning of new words and terms. This list can be added to in response to what learners want to say:
…………………….. means the same as ………………../ you can ……………… it/ it is …………………/ they are …………………….
  • After the presentations, have a whole class discussion comparing the different websites in terms of organisation, how straightforward it is to make a purchase, how clearly prices are displayed, and how clear and accessible the websites are.Elicit and highlight similarities and differences in relation to key words and symbols. Check that learners understand the meaning of any new key words and symbols and record onAppendix 1 Key words record.

1

Appendix 1 Key words record

Key words record

Topic, date or letter of alphabet

Word or phrase / Meaning

1