2.9 The shoplifter

When we have all the items that we want, we go to the till where we wait our turn to pay. Sometimes we have to wait in a long queue. When it is our turn, I help Mother to unpack all the packets, tins, bags, jars and boxes onto the counter. All the prices are added up. Mother takes money from her purse and pays. She waits for the change and I push the loaded trolley to our car. We load all the bags into the boot and go home.

a) Look at the picture and read the story, then discuss in your group the questions that follow. Then, on your own, fill in the answers in the space provided.

i) Why do you think it is usually our mothers that do the shopping?

…………………………………………………………………………………

ii) Are cashiers usually male or female?

…………………………………………………………………………………

iii) Why do you think this is so?

…………………………………………………………………………………

iv) From the following four possibilities, choose the best title for the passage above:

Shopping / At the Supermarket / Shopping with Mother / Pushing a Trolley

…………………………………………………………………………………

v) Why do you think your choice is a good title?

…………………………………………………………………………………

b) Explain to the class what your mother does when she goes to the supermarket. Use words like “first”, “then” and “next”. Prepare between 10 and 12 steps at home.

Assessment

Learning outcome 1: listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations.

Assessment standard

We know this when the learner:

1.1 understands stories (told or read to learners):

• predicts what will happen next;

1.1.4 discusses ethical and social issues, code switching if necessary;

1.1.6 summarises the story with teacher’s support.

Learning outcome 2: speaking

The learner will be able to communicate effectively in spoken language in a wide range of situations.

Assessment standard

We know this when the learner:

• uses additional language to communicate information:

2.3.1 recalls and describes (recounts) a sequence of actions using connecting words (e.g. first, then, next);

Learning outcome 3: reading and viewing

The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standard

We know this when the learner:

3.1 understands in a simple way some elements of stories:

3.1.1 title (e.g. chooses the best title from alternatives and gives reasons);

3.1.3 notices how characters and plots are constructed to represent a particular view if the world (e.g. What roles do girls and boys play in the story? Are they stereotyped, or do girls and boys have the same possibilities?);

3.1.4 notices the role that pictures play in the construction of meaning (e.g. How are boys and girls depicted in the pictures?).

Memorandum

Activity 1 The shoplifter

• Read the following incomplete story to the learners.

Gail and David are twins. They are nine years old and their birthday is May 18. It is Saturday morning, a week before their birthday, and they are sitting at the breakfast table.

Suddenly their mother says, “You know, next Saturday is your birthday. Would you two like to go shopping with us? Perhaps we can try to find your birthday presents.”

“Oh yes!” they both exclaim. “That’ll be great! May we go immediately, Mum?”

The twins are very excited now. The shopping centre is huge, with many different types of shops. Many of these shops sell a variety of things that they would like for their birthday. Their father smiles when he sees how excited they are. On their way to the shopping centre they only talk about what they would like to buy.

Inside the shopping centre they go straight to the toyshop, Toys for Me. Gail goes one way and David the other. Mum follows Gail, while his father follows David. After twenty minutes they still cannot make up their minds and they go to the big department store. Together they go to the music section, where their parents leave them for a few minutes while they do other shopping.

At first they do not notice the stranger dressed in blue jeans and a white shirt, standing at the CD shelf. Suddenly Gail notices something strange … he puts a CD into his pocket! That’s strange! And she nudges David with her elbow. He sees it too. They are stunned and not sure what to do. David whispers, “Let’s pretend not to have seen anything, but let’s keep an eye on him”.

They watch him and when he leaves the music section and heads for the door, they decide that it is time to act! With their hearts in their throats they ……………………………

Answers:

1. It was 11 May.
2. They were looking for birthday presents.
3. Toys for Me.
4. Twenty minutes.
5. A shop with many sections, e.g. toys, baby, meat, music etc.
6. The music section.
7. They are shopping elsewhere.
8. He was wearing blue jeans and a white shirt.
9. He put a CD in his pocket.
10. Pretend not to have seen anything, but keep an eye on him.
11. Educator’s discretion.
12. Educator’s discretion.

Activity 2 At the shops

As most answers in exercise one are opinion orientated, it is important for the learner to realise that there is no ONE right answer. Learners must feel free to express their opinion. Discuss the criteria of the oral thoroughly with the learners before they begin preparing.