This document outlines a lesson plan for teaching 6th grade students English vocabulary and communication skills through roleplaying a shopping trip at a supermarket. The plan involves introducing currency conversion, grocery items, personal care products, and food vocabulary. Students will then simulate shopping in groups at a fictional supermarket set up in the classroom. The goal is for students to practice communicating in English in a real-world context and learn cultural aspects of shopping in America.

1. UNIVERSIDADE PRESBITERIANA MACKENZIE
BRUNA ALCAZAR DIAS – TIA: 313.1096-6
DENISE PEREIRA MIRANDA DE BARROS – TIA: 313.8698-9
FERNANDA BASÍLIO CALDEIRA RAMOS – TIA: 4134816-8
LETÍCIA COSTA – TIA: 4131669-1
Communicative Approach: a Day in a Supermarket
SÃO PAULO
2016

2. Introduction: It is known that the language teaching needs to be based on
communicative situations that includes cultural aspects and teach the students
build their own knowledge about the language. For this reason, the purpose of
this work is to teach the student how to act in a specific interactive situation.
Nowadays it is more and more essential that the students of regular basic
education have a plural formation, in the sense that it deals with all aspects of
social life. The cultural diversity notion is still important and it is a relevant
component to the construction of knowledge provides a solid and
comprehensive basis.
It is clear, however, especially in the public school system that exists a
discrepancy between the social context and everyday life with the student’s
school career. Another fact is that the students do not have contact with
different cultures, which prevents the students to expand their vision of the
world.
The theoretical reference of this paper was based on HANNA (2012) and PCNs
(2000). This work is organized in introduction, justification, theoretical reference,
objectives, methodology, schedule and bibliography.
Justification: This paper aims to develop communicative competence of the
sixth grade students. Therefore, it will be built in the classroom a scenery that
simulates a daily situation in a supermarket. This theme was chosen because it
provides to the students have contact with a real communicative situation in a
specific context. Besides that, the students will learn new vocabulary, as well as
learn how to use the American currency.
Theoretical
According to the Brazilian educational program, Parâmetros Curriculares
Nacionais – PCNs, the teaching process of a foreign language intends to:
aumentar a autopercepção do aluno como ser humano e como
cidadão. Por esse motivo, ela deve centrar-se no engajamento
discursivo do aprendiz, ou seja, em sua capacidade de se engajar e
engajar outros no discurso de modo a poder agir no mundo social. (p.
15, 1998)

3. The interaction and creativity are essential tools to teaching and learning
process of a foreign language. This process consists not only in a collaborative
exchange of thoughts, but also opinions and feelings. Comunication is very
important to this process, according to Hanna (2012):
O desenvolvimento das quatro habilidades básicas do aprendizado
de língua estrangeira – ouvir, falar, ler e escrever – torna-se mais
expressivo à proporção que houver oportunidade de se produzir
linguagem mais verdadeira. (p. 58)
Thinking about that, working in pairs or groups inserted in a real world situation
become essential to produce a significant communication (Brown apud Hanna
2012: 57).
Besides that, the teacher plays a fundamental position during the foreign
language classes, as to organize, conduct, manage, facilitate and advise the
learning process. For a real and significant interaction is necessary that student
be the focus. The classroom needs to simulate truly social situations, making
the acts of communication possible (grammatical, discursive, sociolinguistic and
pragmatic elements, for instance). These aspects will motivate and encouraging
the creativity and the student’s autonomy. Therefore, using authentic material is
indispensable, once it will promote the practice of language in cultural contexts.
Goals
The project's objectives is to lead the student to:
- Live a social communication experience using the English language to
express yourself reflecting about the behavior and the manners of a foreign
community and to learn how to act and interact with the others;
- Develop comprehension skills, speaking, reading and writing;
-Improve oral reading, exercising it through a guidance on intonation,
punctuation, pronunciation and emphasis;
-Learn the rules, the structure and the use of the Simple Present, Present
Continuous, Quantifiers, indefinite pronouns and adjectives, countable and
uncountable nouns: food;

4. - Develop confidence in their motor, cognitive, emotional and social skills;
- Learn how to work in groups;
- Learn conversions metric: kg weight and liters;
- Aware themselves of English language skills they already have as participants
in a globalized world;
- Use properly the written and oral language observing grammar rules.
- Develop dialogues using the English language;
- Capacitate the student to apply the vocabulary and expressions learned in the
context of living;
- Motor coordination skills to perform artistic tasks;
- Use the materials provided by the school with creativity and economy;
- Learn about country's currency (dollar).
Methodology
After the annunciation of the project, the teacher should explain to students the
reason for the initiation of the project, how it will be done, what are the goals of
it and all the lesson planning.
The teacher should apply the theme always introducing the students into the
social context of those classes to show them how and why it is important to
learn about the issues the teacher is presenting and to make easier for the
students to feel motivated on the project. Students will learn the specific
vocabulary of shopping, supermarket, information and directions, grammatical
expressions and tenses that will be used in everyday life.
After the presentation of content, students will learn about the subjects and will
be instructed to create the supermarket scene in the classroom for in the end of
the project the shopping be simulated. This activity will valid to evaluate the
performance of students in fulfilling their obligations, the work in groups, the

5. creativity, the engagement in activities and skills cut, color, paste and decorate
the classroom.
Students will be guided all classes and tested properly so that each act in theirs
role as vendor, customer and supermarket clerk, always being instructed by the
teacher. At the end, they will be evaluated for performance, research, the
correct use of verb tenses, group work, creativity and the use of grammar
expressions inside how it is necessary.
Schedule and Methodology
First class - Introduce the Project and to show how it is important for
student’s life. Starting the topic American national currency.
SUMMARY OF THE SUBSTANCE WILL BE WORK
Showing the Project, explain all the steps and how the result expected.
Sensitizing the students about the subject from project. Presenting the first
topic: American coin, how to convert real to dollar and what it is important for
the world.
METHODOLOGY
Expository lesson. Showing the Project and the importance the American
national currency for their lives.
NECESSARY RESOURCES
It will be necessary to use multimedia projector to show off presentation in
Power Point.
Second class
SUMMARY OF THE SUBSTANCE WILL BE WORK
Continuing the process about the project. In this class will be show the daily
vocabulary: fruits and vegetables. Then, to use this words with the grammar
learn until now, practicing in pairs a dialogue and play a memory game.
METHODOLOGY
Expository lesson. Continuation of the project, presentation the fruits and
vegetables’ vocabulary and fixation exercise about it.

6. NECESSARY RESOURCES
It will be necessary to use multimedia projector to show off presentation in
Power Point and paper.
Third class
SUMMARY OF THE SUBSTANCE WILL BE WORK
Continuing the process about the project. In this class will be show the
difference between quantifiers though the comic strip and charges. Then, to use
this vocabulary that they learned last class, practicing in pairs and do the
fixation exercises.
METHODOLOGY
Expository lesson. Continuation of the project, presentation the difference
between how much and how many, fixation exercise about it and practing the
pronunciation.
NECESSARY RESOURCES
It will be necessary to use multimedia projector to show off presentation in
Power Point and paper.
Fourth clas
SUMMARY OF THE SUBSTANCE WILL BE WORK
Continuing the process about the project. In this class will be show the
vocabulary about personal care products with the media and song, do the
fixation exercises with crossword and practicing.
METHODOLOGY
Expository lesson. Continuation of the project, presentation the personal care
products, fixation exercises about it.
NECESSARY RESOURCES
It will be necessary to use multimedia projector to show off presentation in
Power Point and paper.

7. Fifth class
SUMMARY OF THE SUBSTANCE WILL BE WORK
Continuing the process about the project. In this class will be show the
vocabulary about American common industrial food with the media and song,
do the dialogue exercises and practicing the speaking and listening in pairs.
METHODOLOGY
Expository lesson. Continuation of the project, presentation the American
common industrial food, fixation exercises about it and practing the
pronunciation.
NECESSARY RESOURCES
It will be necessary to use multimedia projector to show off presentation in
Power Point and paper.
Sixth class
SUMMARY OF THE SUBSTANCE WILL BE WORK
Continuing the process about the project. This class will be happen on the
environmentalist classroom. There, we will be review the entire topic worked
until here: importance of dollar, American national currency, fruits and
vegetables, personal care products, and American common industrial food.
After, the students will separate in groups and practice the final activity: to buy
specified things on fictional supermarket.
METHODOLOGY
Expository lesson. Continuation of the project, presentation the American
common industrial food, fixation exercises about it and practing the
pronunciation.
NECESSARY RESOURCES
It will be necessary to use environmentalist classroom.

8. Seventh class
SUMMARY OF THE SUBSTANCE WILL BE WORK
Final class of the project. This class will be happen on the environmentalist
classroom. There, the teacher will be available the students’ English knowledge
about: American national currency, fruits and vegetables, personal care
products, and American common industrial food, during simulate of buying it on
a fictional supermarket. The students will separate in groups and practice the
final activate: to buy specified things predetermined from the educator.
METHODOLOGY
Available the students’ performance to how to buy something on an American
supermarket.
NECESSARY RESOURCES
It will be necessary to use environmentalist classroom.

9. Bibliography
AZAR, Betty Schampfer; HAGEN, Stancy A. Understanding and using English
gramma: student book with answer key. 4th
full international ed. New York:
Pearson Longman, c2009.
BRASIL. Parâmetros Curriculares Nacionais: Ensino Fundamental. MEC:
Brasília, 1998.
HANNA, Vera Lucia Harabagi. Línguas Estrangeiras: O ensino em um contexto
cultural. São Paulo: Editora Mackenzie, 2012.

10. Bibliography
AZAR, Betty Schampfer; HAGEN, Stancy A. Understanding and using English
gramma: student book with answer key. 4th
full international ed. New York:
Pearson Longman, c2009.
BRASIL. Parâmetros Curriculares Nacionais: Ensino Fundamental. MEC:
Brasília, 1998.
HANNA, Vera Lucia Harabagi. Línguas Estrangeiras: O ensino em um contexto
cultural. São Paulo: Editora Mackenzie, 2012.