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2nd GradeUnit 3: Shopping and clothes

How much?

DISEOLa pgina est dividida en dos columnas de 5 filas. Los bordes son lneas punteadas que sirven de gua paracortarlas. Debe haber adems unas pequeas tijeras en medio de la tabla y en la primera fila, para indicar el corte.Cada celda tiene ilustradas dos prendas de vestir o accesorios similares, uno blanco y el otro negro, distribuidos de lasiguiente forma: dos sacos, dos pares de botas, dos gorras deportivas, dos vestidos, dos anteojos para el sol, dospantalones, dos sombreros, dos playeras, dos pares de zapatos, y dos anillos. Es importante que todos estnclaramente representados.

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ACTIVITY: How much? Groupwork: speakingTIME: 25 minAIM: To ask and talk about pricesLANGUAGE: Function 3.2 Buying and selling things Grammar: Present simple tense.

PROCEDUREBefore class: Make one copy of the worksheet for each group of up to ten students. Cutthem up into cards as indicated so that students have one card each.In class:

1. Divide students into groups of 10 and give them one card each. Make sure studentshave different cards within their groups.2. Tell students they are going to ask for and give the price of things shown in the cards.Ask them to look at their own cards and to write on the other side a different price for eachof the two items of clothing illustrated. For example, if they have a picture of a black jacketand a white jacket, they should decide how much they think they are worth and write onthe back of their card:

white jacket: $95black jacket: $120

3. Write an example dialogue on the board indicating the language students should use.For example:

Student A: Excuse me, how much isthatblack jacket?Student B: Its 95 pesos.

Student A: How about the white one?Student B: Its 120 pesos.Student A: Thank you.

4. Ask students to hold their cards so that the side with the pictures is facing their partnersand the side of the prices is facing themselves. Demonstrate the activity with a pair ofstudents. Tell them to be careful with whether the items are singular or plural.5. Ask students to go around their groups in order to get the prices of all the items ofclothing.

PERFORMANCE EVIDENCE: Students can use languagecreatively and appropriately by selecting lexis, phrases andgrammatical resources in order to produce short, relevanttexts (advertisement, catalogue, conversation) regardingcomparisons and buying/selling things.

REFLECTION ON LANGUAGE: Students notice theimplication of physical proximity or distance when usingsingular and plural demonstrative pronouns (this that these those) and use such language featuresappropriately.

STRATEGIC COMPETENCE:Can recognize when confusedand use verbal and/or non-verbal language to repaircommunication breakdowns.Can give/take the floor sensibly in verbal and/or non-verbalways.

POSSIBLE FOLLOW UP: You can ask students to write down the prices as they get them. Then, ask them to comparethe prices of the items of clothing in their groups. For example:

The black pants are more expensive than the white ones. The white jacket is cheaper than the black one, etc.If you feel students are ready, you can make the activity more difficult by asking them to create longer sentencescomparing more items. For example:

The white hat is cheaper than the white pants, but more expensive than the black jacket.The diamond ring is more expensive than the black pair of boots and the white t-shirt, etc.

IDEAS FOR EVALUATION: While students are exchanging prices of items (Procedure in class point 5), go aroundthe groups checking students pronunciation (stress, rhythm and intonation of fixed expressions and short and longvowel sounds when using this(/Is/) and these(/i:z/). Make notes on the performance of as many students as you canto keep a record on their progress. If there is a common mistake, have some remedial work on pronunciation rightafter the speaking activity.

OPTION:You can practicedifferent colors bycoloring each ofthe white items of

clothing a differentcolor before class,or by askingstudents to colortheir own cards.

OPTION:To take this a stepfurther, you cangive students abudget (you canuse fake money)and have thembuy items fromeach other. Here,students move

around theclassroom,making it a wholeclass activity. Thewinner is thestudent thatbuysthe most itemswith the leastmoney.

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