This PPT contains vocabulary about shops. It is intended for intermediate-level ESL students. The vocabulary here includes words like "aisle" and highlights a few differences between British and American English.
The document provides an overview of a lesson on shopping vocabulary and expressions. It begins by outlining the objectives of the lesson which are to learn vocabulary related to shopping, buying and selling expressions, read and understand a text about shopping, listen to dialogues in shops, and watch shopping videos. It then defines different types of shops like supermarkets, corner shops, department stores, shopping centers, markets, and specialist shops. The document provides examples of what can be bought at different food and non-food shops. It includes useful shopping expressions and concludes by outlining a reading comprehension activity about a character going shopping at a department store.
Travel involves packing bags, obtaining tickets and identification. Air travel requires catching a plane at the airport, checking baggage and passing through security. Passengers board the plane and sit in the cabin during the flight. Sea travel involves boarding ferries or ships for journeys like cruises. Other transportation includes trains, buses, taxis and bicycles. Accommodations for trips consist of booking hotels, hostels, or renting rooms or houses.
The document outlines the typical stages of dining at a restaurant, including being seated, ordering starters and main courses, eating the meal, dessert, and paying the bill. It discusses interactions between waiters/waitresses and customers at each stage, such as being seated, taking orders, serving food and drinks, clearing dishes, handling complaints, and paying. The document also includes a menu listing sample appetizers, main dishes, sides, and desserts that may be available at a restaurant.
The document provides vocabulary and sample tasks related to a speaking portion of an exam about shopping. It includes vocabulary words about shopping and stores. It presents sample exam tasks that ask test takers to discuss ideas for attracting customers to a department store, discuss which language academy or facilities would attract them, and discuss which shops friends could visit on a limited shopping trip. The document provides guidance on describing photographs and answering the question for each task.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
This document contains a list of questions related to food preferences, eating habits, and dining experiences. Some of the questions covered include favorite foods and drinks, typical meal times, cooking abilities, food allergies, favorite restaurants, and foods eaten on holidays. The questions aim to learn more about a person's relationship with food in their daily life and culture.
The document provides an overview of a lesson on shopping vocabulary and expressions. It begins by outlining the objectives of the lesson which are to learn vocabulary related to shopping, buying and selling expressions, read and understand a text about shopping, listen to dialogues in shops, and watch shopping videos. It then defines different types of shops like supermarkets, corner shops, department stores, shopping centers, markets, and specialist shops. The document provides examples of what can be bought at different food and non-food shops. It includes useful shopping expressions and concludes by outlining a reading comprehension activity about a character going shopping at a department store.
Travel involves packing bags, obtaining tickets and identification. Air travel requires catching a plane at the airport, checking baggage and passing through security. Passengers board the plane and sit in the cabin during the flight. Sea travel involves boarding ferries or ships for journeys like cruises. Other transportation includes trains, buses, taxis and bicycles. Accommodations for trips consist of booking hotels, hostels, or renting rooms or houses.
The document outlines the typical stages of dining at a restaurant, including being seated, ordering starters and main courses, eating the meal, dessert, and paying the bill. It discusses interactions between waiters/waitresses and customers at each stage, such as being seated, taking orders, serving food and drinks, clearing dishes, handling complaints, and paying. The document also includes a menu listing sample appetizers, main dishes, sides, and desserts that may be available at a restaurant.
The document provides vocabulary and sample tasks related to a speaking portion of an exam about shopping. It includes vocabulary words about shopping and stores. It presents sample exam tasks that ask test takers to discuss ideas for attracting customers to a department store, discuss which language academy or facilities would attract them, and discuss which shops friends could visit on a limited shopping trip. The document provides guidance on describing photographs and answering the question for each task.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
This document contains a list of questions related to food preferences, eating habits, and dining experiences. Some of the questions covered include favorite foods and drinks, typical meal times, cooking abilities, food allergies, favorite restaurants, and foods eaten on holidays. The questions aim to learn more about a person's relationship with food in their daily life and culture.
This document provides examples of how to form questions in English using various question words (wh- words) like what, when, where, who, why, how as well as examples of tag questions used to confirm information. It demonstrates forming questions using auxiliary verbs like do, does, did in the present, past and future tense. Questions are also formed using the verb "to be" and modal verbs. Negative questions and tag questions with various tenses and structures are provided as examples. The purpose is to help learn how to ask questions in English.
This document discusses WH question words in English. It defines WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. These words ask for specific information about people, things, times, places, reasons, or manners. The document provides examples of different WH question words and their functions, how to form WH questions depending on whether the topic is the subject or object, and how to respond to WH questions. It also briefly discusses the digraph "wh" and how it represents a single sound.
The document provides information and examples of interactions for confirming and changing flight reservations over the phone. It includes sample dialogs for confirming flight details, reserving new departure dates, asking questions at the airport check-in counter, and finding the correct gate. The document contains multiple pages of text with explanations and examples of common questions and responses travelers may encounter when making flight arrangements or going through an airport.
The document provides guidance on describing places by listing questions and details to include such as the name and location of the city or village, things to see and do there, what the city is like, what it is famous for, how the people are, the weather, food, views, attractions, atmosphere, nearby locations, and adjectives that could be used such as ancient, bustling, charming, contemporary, compact, exciting, fascinating, huge, picturesque, and touristy.
The document discusses quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like much, many, few, little, plenty, a lot of, some, any used in affirmative, negative, and interrogative sentences. It also distinguishes between quantifiers used with singular and plural countable nouns as well as those used with uncountable nouns. Examples are given for quantifiers at the beginning and middle of sentences. The document concludes with practice questions to test understanding of using quantifiers correctly.
A group of 6 friends have been backpacking through Europe for 1 month and are starting to get annoyed with each other. The document provides advice for traveling in groups, dealing with rude passengers on flights, camping trips, rainy beach vacations, seasickness, and picky eaters. It also discusses hostel and hotel accommodations, checking in, amenities, room services, and common questions and situations at hotels.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This PPT gives some useful vocabulary for ESL learners at the intermediate and advanced level. I include some pictures to illustrate, which can help you elicit answers from your students, and also give some appropriate examples. Check out my teaching website for more ESL resources: http://www.davidteaching.blogspot.com
Relative clauses allow us to add information about people or things without repeating the name. There are two types: defining relative clauses provide essential information and are not set off by commas, while non-defining relative clauses provide extra information and are set off by commas. Relative pronouns like who, whom, which, that introduce relative clauses and vary based on whether the antecedent is a person or thing.
The document provides vocabulary and phrases for shopping in a store. It includes common interactions between shop assistants and customers such as asking about sizes, colors, prices and making returns. Key words are introduced such as discounts, sales, receipts and common clothing items. Students are instructed to work in groups of three to do a role play of a shopping scenario using the vocabulary where they must include and resolve a problem such as a hole in a shirt.
There are four types of conditional sentences in English. This document focuses on the zero conditional and first conditional. The zero conditional uses the simple present tense and describes situations that are always true, such as "If I go to school, I get up at seven." The first conditional uses "will" in the main clause and the present tense in the if-clause to speculate about possible future situations, like "If he studies hard, he'll pass the exams." Examples are provided to illustrate the structures of the zero and first conditional sentences.
The document discusses the rules for changing direct speech into reported speech in English. It provides examples of changing the tense and pronouns when direct speech is reported, including changes to questions, statements with modal verbs, and imperative statements.
This document contains 20 questions related to travel preferences and experiences. It asks about countries visited and desired to visit, travel companions, transportation methods, budgeting, visa requirements, souvenirs, seasons to travel, airlines, and reasons for travel. The questions cover topics like best destinations, travel photography, health issues while traveling, driver's licenses, and working as a tour guide.
The document provides vocabulary and phrases related to personal finances. Some key terms defined include currency, exchange rate, bills and coins, debt, installment, donation, budget, expenses, paycheck, fee, and nest egg. Idioms involving money such as "it will cost you an arm and a leg" and "money talks" are also explained.
The document provides information about common health issues, symptoms, and treatments. It includes vocabulary related to visiting the doctor's office, such as medical terms, symptoms, questions doctors ask, and things doctors may say during an examination. Sample dialogues between doctors and patients demonstrate how conversations at the doctor's office typically occur.
This document discusses the use of the verbs "make", "allow", and "let" to talk about obligation, permission, and prohibition. It provides examples of how to use each verb to indicate if something is required, permitted, or forbidden, including examples like "My boss makes me work very hard" for obligation, "Our Science teacher allows us to ask questions" for permission, and "They don't allow dogs to come into the house" for prohibition.
The document provides cultural customs and etiquette tips for traveling in Vietnam. It includes recommendations such as taking off shoes in homes, using two hands when exchanging money or business cards, drinking only bottled or boiled water, taking reputable taxis, and being careful with mobile phones and money in public. Additional tips suggested are trying local foods and customs while avoiding potentially disrespectful behaviors toward the local culture. The importance of understanding and respecting cultural norms when visiting other countries is discussed.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
This document contains vocabulary related to travel, sightseeing, and going on holiday. It includes words like visa, hotel, luggage, transportation methods like plane, train, boat, and activities like hiking, visiting art galleries and restaurants, sightseeing at places of interest. It also asks questions about travel preferences, experiences visiting places, and opinions on traveling to space.
This document provides examples of phrases for asking for and giving directions. It includes phrases like "How do I get to...", "Go straight on", "Turn left/right", and "Take the first/second road on the left/right." It also has examples of filling in the blanks in directions and asking for clarification on missing words. The purpose is to illustrate common phrases used when asking for and providing directions to locations.
The document summarizes observations from a shopping mall experience lab, noting themes in store layout, product presentation, and customer demographics across various stores including fashion retailers Tommy Hilfiger and Zara, electronics stores Apple and GameStop, and a grocery store. Overall, some stores created distinct experiences through themes and interactive displays, while most opted for clean, open designs with limited clutter, though store strategies varied in guiding customer movement and time spent browsing.
The document discusses the author's observations and opinions about various grocery stores in Sonoma County, California. The author prefers stores like Whole Foods and Trader Joe's that have a warm, welcoming atmosphere through elements like natural materials, good lighting, and community focus. Less favorite stores like Safeway and Rite Aid feel cold and corporate with damaged floors, overwhelming advertisements and empty layouts. The author also appreciates locally focused stores like Community Market and Oliver's Market that highlight local products and history.
This document provides examples of how to form questions in English using various question words (wh- words) like what, when, where, who, why, how as well as examples of tag questions used to confirm information. It demonstrates forming questions using auxiliary verbs like do, does, did in the present, past and future tense. Questions are also formed using the verb "to be" and modal verbs. Negative questions and tag questions with various tenses and structures are provided as examples. The purpose is to help learn how to ask questions in English.
This document discusses WH question words in English. It defines WH questions as questions that begin with interrogative words like who, what, when, where, why, and how. These words ask for specific information about people, things, times, places, reasons, or manners. The document provides examples of different WH question words and their functions, how to form WH questions depending on whether the topic is the subject or object, and how to respond to WH questions. It also briefly discusses the digraph "wh" and how it represents a single sound.
The document provides information and examples of interactions for confirming and changing flight reservations over the phone. It includes sample dialogs for confirming flight details, reserving new departure dates, asking questions at the airport check-in counter, and finding the correct gate. The document contains multiple pages of text with explanations and examples of common questions and responses travelers may encounter when making flight arrangements or going through an airport.
The document provides guidance on describing places by listing questions and details to include such as the name and location of the city or village, things to see and do there, what the city is like, what it is famous for, how the people are, the weather, food, views, attractions, atmosphere, nearby locations, and adjectives that could be used such as ancient, bustling, charming, contemporary, compact, exciting, fascinating, huge, picturesque, and touristy.
The document discusses quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like much, many, few, little, plenty, a lot of, some, any used in affirmative, negative, and interrogative sentences. It also distinguishes between quantifiers used with singular and plural countable nouns as well as those used with uncountable nouns. Examples are given for quantifiers at the beginning and middle of sentences. The document concludes with practice questions to test understanding of using quantifiers correctly.
A group of 6 friends have been backpacking through Europe for 1 month and are starting to get annoyed with each other. The document provides advice for traveling in groups, dealing with rude passengers on flights, camping trips, rainy beach vacations, seasickness, and picky eaters. It also discusses hostel and hotel accommodations, checking in, amenities, room services, and common questions and situations at hotels.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
This PPT gives some useful vocabulary for ESL learners at the intermediate and advanced level. I include some pictures to illustrate, which can help you elicit answers from your students, and also give some appropriate examples. Check out my teaching website for more ESL resources: http://www.davidteaching.blogspot.com
Relative clauses allow us to add information about people or things without repeating the name. There are two types: defining relative clauses provide essential information and are not set off by commas, while non-defining relative clauses provide extra information and are set off by commas. Relative pronouns like who, whom, which, that introduce relative clauses and vary based on whether the antecedent is a person or thing.
The document provides vocabulary and phrases for shopping in a store. It includes common interactions between shop assistants and customers such as asking about sizes, colors, prices and making returns. Key words are introduced such as discounts, sales, receipts and common clothing items. Students are instructed to work in groups of three to do a role play of a shopping scenario using the vocabulary where they must include and resolve a problem such as a hole in a shirt.
There are four types of conditional sentences in English. This document focuses on the zero conditional and first conditional. The zero conditional uses the simple present tense and describes situations that are always true, such as "If I go to school, I get up at seven." The first conditional uses "will" in the main clause and the present tense in the if-clause to speculate about possible future situations, like "If he studies hard, he'll pass the exams." Examples are provided to illustrate the structures of the zero and first conditional sentences.
The document discusses the rules for changing direct speech into reported speech in English. It provides examples of changing the tense and pronouns when direct speech is reported, including changes to questions, statements with modal verbs, and imperative statements.
This document contains 20 questions related to travel preferences and experiences. It asks about countries visited and desired to visit, travel companions, transportation methods, budgeting, visa requirements, souvenirs, seasons to travel, airlines, and reasons for travel. The questions cover topics like best destinations, travel photography, health issues while traveling, driver's licenses, and working as a tour guide.
The document provides vocabulary and phrases related to personal finances. Some key terms defined include currency, exchange rate, bills and coins, debt, installment, donation, budget, expenses, paycheck, fee, and nest egg. Idioms involving money such as "it will cost you an arm and a leg" and "money talks" are also explained.
The document provides information about common health issues, symptoms, and treatments. It includes vocabulary related to visiting the doctor's office, such as medical terms, symptoms, questions doctors ask, and things doctors may say during an examination. Sample dialogues between doctors and patients demonstrate how conversations at the doctor's office typically occur.
This document discusses the use of the verbs "make", "allow", and "let" to talk about obligation, permission, and prohibition. It provides examples of how to use each verb to indicate if something is required, permitted, or forbidden, including examples like "My boss makes me work very hard" for obligation, "Our Science teacher allows us to ask questions" for permission, and "They don't allow dogs to come into the house" for prohibition.
The document provides cultural customs and etiquette tips for traveling in Vietnam. It includes recommendations such as taking off shoes in homes, using two hands when exchanging money or business cards, drinking only bottled or boiled water, taking reputable taxis, and being careful with mobile phones and money in public. Additional tips suggested are trying local foods and customs while avoiding potentially disrespectful behaviors toward the local culture. The importance of understanding and respecting cultural norms when visiting other countries is discussed.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
This document contains vocabulary related to travel, sightseeing, and going on holiday. It includes words like visa, hotel, luggage, transportation methods like plane, train, boat, and activities like hiking, visiting art galleries and restaurants, sightseeing at places of interest. It also asks questions about travel preferences, experiences visiting places, and opinions on traveling to space.
This document provides examples of phrases for asking for and giving directions. It includes phrases like "How do I get to...", "Go straight on", "Turn left/right", and "Take the first/second road on the left/right." It also has examples of filling in the blanks in directions and asking for clarification on missing words. The purpose is to illustrate common phrases used when asking for and providing directions to locations.
The document summarizes observations from a shopping mall experience lab, noting themes in store layout, product presentation, and customer demographics across various stores including fashion retailers Tommy Hilfiger and Zara, electronics stores Apple and GameStop, and a grocery store. Overall, some stores created distinct experiences through themes and interactive displays, while most opted for clean, open designs with limited clutter, though store strategies varied in guiding customer movement and time spent browsing.
The document discusses the author's observations and opinions about various grocery stores in Sonoma County, California. The author prefers stores like Whole Foods and Trader Joe's that have a warm, welcoming atmosphere through elements like natural materials, good lighting, and community focus. Less favorite stores like Safeway and Rite Aid feel cold and corporate with damaged floors, overwhelming advertisements and empty layouts. The author also appreciates locally focused stores like Community Market and Oliver's Market that highlight local products and history.
The document provides observations from visits to 6 different stores in the Mission District of San Francisco. For each store, general descriptions are given along with surprises and hidden opportunities observed. The stores included home interior goods, clothing, second-hand clothing, furniture, and a telecommunications store. Common issues across stores included cluttered displays, lack of sales assistance, and barred windows limiting visibility. Opportunities included improving product organization, highlighting sales staff, and removing barriers in storefront windows.
Namm 2011 Idea Center - Store Design Presentation 2011bdrum1
The document discusses store design and layout. Well-planned retail stores have clever, sophisticated designs that are not complicated and can take many forms depending on the desired atmosphere. Specialty stores subscribe to a "less is more" design approach while still stocking a variety of merchandise. Examples are given of independently owned stores with unique, curated selections that influence trends in their industries. The document also discusses Walmart's "Project Impact" redesign efforts to appeal to more customers by clearing clutter and focusing product selections.
This document discusses store design strategies observed across different retail stores. It notes that Barnes & Noble tries to make customers feel at home with features like a fireplace, tables, and coffee shop. This particular B&N location stands out visually. The store also uses green accents and natural light to create a calm atmosphere conducive to relaxation. While books are the main product, B&N is trying to diversify with products like the Nook e-reader. Customers at this store spent a long time discussing the Nook with a representative. Grocery stores like Safeway organize products row by row, resembling a maze, while replicating a kitchen-like environment through colors and smells. Stores strive to diversify
The document provides observations from visits to various retail stores, including Costco, Safeway, Wegmans, Best Buy, Home Depot, and a small toy store called Child's Play. It summarizes key details about the entryway, environment, personnel, products, and typical customers at each store. The entryways ranged from intimidating (Costco) to inviting (Wegmans). Stores also varied in their environments, from bare bones (Costco, Home Depot) to having distinct sections (Wegmans, Best Buy). Personnel engagement with customers differed between stores as well.
This document provides observations from visits to various stores. Key points include:
- Stores with well-lit, attractive displays and signage were more appealing than those with leaks, dim lighting or worn features.
- Background music and friendly, engaged sales staff helped create a pleasant shopping experience.
- Product placement and variety, along with clear signage, made certain stores like the grocery store more user-friendly than others.
- Different stores employed various strategies for lighting, customer service, product placement and displays with varying levels of success in attracting customers.
The document summarizes the author's observations from visiting 5 different stores in Dublin, Ireland. At a clothing store, the author notices natural light and families spending time together but a long wait for the women's bathroom. A coffee shop is busy but disorganized behind the counter. A market stall is run energetically with friendly banter. A department store has diverse products but feels disoriented; one area has beds crammed in. The author's favorite bookstore has good lighting and staff that blends in well.
The document describes observations of several retail stores. It notes key aspects of each store like layout, signage, lighting, customer traffic patterns, uniforms, and sales tactics. The end of each store description provides opportunities for improvement such as improving uniforms, adding coffee/food options, using greeters, and rearranging product placement to encourage browsing. In general, the document analyzes store environments and customer experiences to identify ways to enhance the retail experience and sales.
The document describes observations of several retail stores. It notes key aspects of each store's layout, product selection, customer base, and employee uniforms and roles. The end of each section lists opportunities for improvement, such as offering more uniform options for employees, placing impulse items or food/drink near registers, and using signage or greeters to direct customers. In general, the document analyzes store environments and operations, and provides recommendations for enhancing the customer experience.
This document summarizes observations from visits to various stores including Walmart, Wells Fargo, Home Depot, TJ Maxx, Safeway, and Arrowhead Mall. Key details noted include the environment, personnel, products, and typical customers at each location. The concluding section reflects on how each store has its own unique atmosphere and marketing approach to attract different customer demographics. Overall trends are identified, such as the relationship between store type and typical employee age ranges, but also recognition that each location has its own distinguishing characteristics.
Most shopping malls contain department stores that offer a wide variety of merchandise across different categories like clothing, shoes, cosmetics, home goods, and toys. Shopping malls also typically house grocery stores or markets, as well as food courts with options for meals and snacks. Additionally, malls usually have numerous clothing stores, accessory stores, pharmacies, technology stores, pet stores, and toy stores to serve a range of shoppers' needs.
This document provides observations of 6 different stores: BoxLunch, LEGO, Bath & Body Works, GameStop, FYE, and Toy Palace. For each store, the observer describes the entrance, environment, products, personnel, and typical customers. The stores cover a range of merchandise from pop culture collectibles and apparel (BoxLunch) to fragrances (Bath & Body Works) to video games and accessories (GameStop). The observations note key details about the layout, organization, and customer experience at each location.
The document summarizes observations from visits to several retail stores, including Target, The Vitamin Shoppe, Ross, Shoe Dept., Marshalls, and Ulta. Key points noted across multiple stores include large windows at entrances that provide visibility inside and draw customers in, and clear organization of product sections. Specific observations for each store describe features like interior design, cleanliness, signage, and product placement.
This document summarizes shopping in the municipality of Waalwijk, Netherlands. It discusses the 271 shops and 19 restaurants in the commercial center. It then highlights some popular online stores in the Netherlands, including Wehkamp.nl, Bol.com, Zalando.nl, and AH.nl. Finally, it discusses interviews with shop owners who feel that being cheerful, inviting, and interested in customers helps physical stores compete with online options by making the shopping experience feel cozier.
The document discusses various marketing techniques used by supermarkets to influence consumer purchasing behaviors, such as music, lighting, product placement, and suggestive selling. It provides tips for consumers to be more savvy shoppers, including making lists, comparing unit prices, avoiding impulse purchases, using coupons, and knowing personal triggers for overspending. The document also discusses the importance of savings and outlines a hierarchy for different types of savings accounts from most to least accessible.
The document provides insights and opportunities for improving several aspects of retail stores such as collecting more detailed customer data, recognizing if customers are browsing or hunting for a specific item, creating dedicated sale areas, exploring alternative checkout options, changing employee break times, educating stores on effective merchandise displays and use of color, and teaching clerks skills to increase their level of ease in helping customers. The overall goal is to enhance the customer experience and shopping process through these types of strategic changes in store operations and design.
The document summarizes the author's observations of stores in Yenagoa City, Nigeria. It describes the stores as standalone shops located at road intersections, ranging in size. Most stores have glass doors that are always closed, requiring manual opening. Air conditioned stores tended to be larger. Signage and billboards are not as prominent as in major cities. Store hours are typically until 10-11pm. Interiors have brighter colors with ceramic or flex flooring. Larger stores have higher ceilings but smaller stores can get hot. Salespeople are courteous though not uniformly dressed. Products are arranged by function with prices visible. The stores do not sell groceries or stay open 24 hours.
The document provides an analysis of a Zara retail store located in New York City. It summarizes the store's visual merchandising, characteristics, layout, merchandise, customer service, and target image. Key points include:
- The store had floor-to-ceiling window displays and modern, eye-catching lighting to showcase its fashion-forward but affordable merchandise.
- It was neatly organized but narrow with two floors, and carried a more European collection suited to New York's climate compared to Zara's Texas stores.
- However, the customer service was disappointing, with unhelpful associates who did not greet customers or accommodate requests.
- While visually impressive, the store's atmosphere did
The document provides insights, surprises and opportunities observed from store visits. Some key insights include that open entrances invite customers inside, layouts that guide customers past merchandise to the cash register are effective, and warm colors and soft surfaces encourage longer browsing. It was surprising how stores engaged multiple senses to keep customers comfortable. Craft stores displayed raw materials and less expensive items before more expensive finished products. Opportunities include providing coat storage, an open work table for craft materials, editing merchandise displays, changing colors seasonally, and using appropriate scents.
Similar to Vocabulary for Describing Shops [IELTS Speaking] (20)
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Convenience Store
o a small shop where you
can buy daily
“essentials”
In the UK, this is often
called a “corner shop” but
these days we frequently
use the American
“convenience store.”
4. Department Store
o a retail establishment
offering a wide range of
consumer goods in
different areas of the
store
This is not quite a mall. A
shopping mall is bigger and
may have several
department stores inside.
5. Bakery
o a place where bread,
cakes, and pastries are
made and sold
6. Butcher
o a place where meat is
prepared and sold
These are less common
nowadays, but most
supermarkets have a
butchery section.
7. Florist
o a shop that sells flowers
Some people might say
“flower shop” but “florist” is
generally a better word.
8. Others
o bookstore/bookshop
o pet store/pet shop
o toy store/ toy shop
o shoe store/ shoe shop
o candy store/ sweet shop
o ice cream parlour
Note: Americans say “store”
and British people say
“shop.”
9. There are different parts of a shop that you
might not have learned about in an English
textbook.
You should learn these words so that you can
talk about shops for IELTS.
Parts of a
Shop
10. Shopping Cart/Trolley
o a place to put your
shopping as you walk
around a supermarket
British people will
understand what a
“shopping cart” is but many
Americans have never
heard of a “shopping
trolley.”
12. Till
o this is where money is
kept when customers
buy things
People might talk about
“goings to the tills” or “going
to the counter.” It means
the same thing, but
“counter” refers more to the
desk than the machine.
13. Aisle
o the area between
shelves in a shop, where
customers can walk
This is pronounced the
same as “I’ll.”
14. Other Features
All shops are different, so you should learn
vocabulary about the shop you want to
describe.
In this section, we can see some examples of
specific and relevant language.
15. Shop Assistant
o a person who works in a
shop in a general
capacity (ie not a
manager)
We can also talk more
generally by saying “staff.”
16. Display
o a part of the store that is
designed to look
appealing to customers
These are also known as
“shelves” but a display is
specifically designed to
make the product look
good.
17. Stock Room
o this is where items are
kept when they are not
on the shop shelves
This may also be called “the
store room” or “the
warehouse.”
18. Mannequin
o a figure on which clothes
are put to show what
they look like when worn
It is pronounced “man-eh-
kin.”