2nd Grade

Unit 3: Shopping and clothes

How much…?

DISEÑO
La página está dividida en dos columnas de 5 filas. Los bordes son líneas punteadas que sirven de guía para
cortarlas. Debe haber además unas pequeñas 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 la
siguiente forma: dos sacos, dos pares de botas, dos gorras deportivas, dos vestidos, dos anteojos para el sol, dos
pantalones, dos sombreros, dos playeras, dos pares de zapatos, y dos anillos. Es importante que todos estén
claramente representados.
ACTIVITY: How much…? – Groupwork: speaking
TIME: 25 min
AIM: To ask and talk about prices
LANGUAGE: Function 3.2 Buying and selling things Grammar: Present simple tense.

PROCEDURE OPTION:
You can practice
Before class: Make one copy of the worksheet for each group of up to ten students. Cut different colors by
them up into cards as indicated so that students have one card each. coloring each of
In class: the white items of
1. Divide students into groups of 10 and give them one card each. Make sure students clothing a different
color before class,
have different cards within their groups. or by asking
2. Tell students they are going to ask for and give the price of things shown in the cards. students to color
Ask them to look at their own cards and to write on the other side a different price for each their own cards.
of the two items of clothing illustrated. For example, if they have a picture of a black jacket
and a white jacket, they should decide how much they think they are worth and write on OPTION:
the back of their card: To take this a step
white jacket: $95 further, you can
give students a
black jacket: $120 budget (you can
PE 3. Write an example dialogue on the board indicating the language students should use. use fake money)
For example: and have them
Student A: Excuse me, how much is that black jacket? buy items from
each other. Here,
Student B: It’s 95 pesos.
students move
Student A: How about the white one? around the
R on L Student B: It’s 120 pesos. classroom,
Student A: Thank you. making it a whole
class activity. The
4. Ask students to hold their cards so that the side with the pictures is facing their partners
winner is the
and the side of the prices is facing themselves. Demonstrate the activity with a pair of student that buys
students. Tell them to be careful with whether the items are singular or plural. the most items
5. Ask students to go around their groups in order to get the prices of all the items of with the least
SC money.
clothing.

PERFORMANCE EVIDENCE: Students can use language
creatively and appropriately by selecting lexis, phrases and
grammatical resources in order to produce short, relevant
texts (advertisement, catalogue, conversation) regarding
comparisons and buying/selling things.
REFLECTION ON LANGUAGE: Students notice the
implication of physical proximity or distance when using
singular and plural demonstrative pronouns (this
that –
these
those) and use such language features
appropriately.
STRATEGIC COMPETENCE: Can recognize when confused
and use verbal and/or non-verbal language to repair
communication breakdowns.
Can give/take the floor sensibly in verbal and/or non-verbal
ways.

POSSIBLE FOLLOW UP: You can ask students to write down the prices as they get them. Then, ask them to compare
the 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 sentences
comparing 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 around
the groups checking students’ pronunciation (stress, rhythm and intonation of fixed expressions and short and long
vowel sounds when using this (/Is/) and these (/i:z/). Make notes on the performance of as many students as you can
to keep a record on their progress. If there is a common mistake, have some remedial work on pronunciation right
after the speaking activity.