TN-BuyNothingDay_4-6.pdf

Teacher’s Notes

Buy Nothing Day

by Magdalena Kondro

Type of activity: whole-class and pair work

Focus: vocabulary connected with shopping; listening

and speaking skills

Level: elementary – pre-intermediate; grades 4-6

Time: 30 minutes

Preparation: Make a copy of Student’s Worksheet

for each student.

7. When the students have ﬁnished, they decide on

the basis of the answers if their classmate should

or should not buy the product. They must be able

to justify their decision. Give them 4 minutes to

prepare what they are going to say. Then ask each

student to say to the class what product their

classmate chose and to present their own decision.

Encourage them to use the expressions from

Activity 2. If you have a large class, put the

students into groups of 5-6 for this activity and

ask them to present their decision to the group.

Procedure:

1. Explain the idea of Buy Nothing Day to the

students. Depending on the level of the class, use

L1 or L2 to tell the students that, while it is

impossible to live without buying anything in our

lives, we should think carefully about what we

buy and how much we buy in order to save the

limited resources of our planet.

2. Elicit from the students examples of things they

have bought but never use. Write the ideas on the

board. Find out why they bought these objects in

the ﬁrst place.

3. Explain that in today’s lesson the students are

going to learn the questions they should be asking

themselves before they decide to buy something,

so that they can make smart and environmentally

friendly choices.

4. Ask the students to imagine that they have won

€100 in a school competition and they can buy

anything they want for this money, other than

food and drink. They cannot save the money. If

they choose a few products within the limit, ask

them to pick one of those for the next stage of

the activity.

5. Give a copy of Student’s Worksheet to each

student. Go through the questions with the whole

class and explain any words the students do not

know. Elicit or explain why the origin of the

product (question 8) is important: if we buy locally

produced goods, we save money on transportation

and there is less pollution related to fuel as they

travel a shorter distance.

6. Divide the students into pairs and ask them to

interview each other about their products. They

should ask the questions and write down the

answers in note form in Activity 1.

Extension

Tell the class that you have a niece and nephew

(twins) who are exactly of your students’ age. Their

birthday is on Buy Nothing Day and you would like to

give them a present but you do not want to buy

anything. Ask the students to work in pairs and make

a list of presents you could give that do not require

any money. Suggestions may include cooking

something, creating something by hand, etc. Set a

time limit. The pair with the longest list and the pair

with the idea you like best win.

www.macmillan.pl

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