Hikmet Sahiner Hikmet Sahiner

TP5 - Grammar - How much
Beginner A1 level


In this lesson students will learn how to ask for and give prices in the context of shopping for clothes and have a chance to practice using the TL in a free speaking activity.


Abc Appendix 3
Abc Appendix 5-6
Abc Appendix 1
Abc Appendix 2
Abc Appendix 4
Abc Appendix 7

Main Aims

  • • To clarify and provide controlled practice of asking for and giving prices in the context of shopping for clothes

Subsidiary Aims

  • To provide fluency speaking practice of the TL in a free speaking activity


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

* Start by projecting the context-related lead-in visual (app 1). * Ask SS to look at the photo on WB and get them to suggest 5 items and build them up on the WB. * Take some w/c FB.

Test #1 (3-4 minutes) • To gauge students' prior knowledge of the target language

Inst: Work in pairs and answer the questions in ex. 1a. You have 1 minute. ICQs: Are you going to work in pairs? How much time do you have? * Give the handouts to SS (app 3) and monitor to check they work in pairs.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

* Project the visual (app 2) while SS are working, Ask learners to look at the pictures of clothes. Write on WB: How much ...? * Elicit/clarify what question you can ask about the skirt (How much is the skirt?). Then elicit what question you can ask about the trousers (How much are the trousers?). Write the two questions on the board: – How much is the skirt? – How much are the trousers? * Elicit/clarify why the second question has are (because trousers are plural). Read the questions and answers, and ask what words go in the gaps. 1. is 2. It’s 3. are 4. They’re * Start drilling with the questions first and finger highlight the rising intonation and backchain the both question forms. * Finally, drill and backchain the answers with a focus on the pronunciation of the contracted form “it’s” and “they’re” *Take some w/c FB by giving language input or clarifying what they didn’t understand. * While the visual is still reflected on the WB, tell the SS to look at the picture. * Give demo/example and say the numbers 26 and 42 and tell the SS to continue SAYING the prices first as a whole class and then individually. Point at numbers randomly and when needed drill the correct pronunciation. * Introduce the symbol and name of the currency (pounds, dollars, euros, and liras) and clarify that they all are plural after 1. Then make sure Ss understand when to say the currency and when to say the smaller denomination, e.g. thirteen pounds ninety-nine.

Test #2 (5-7 minutes) • Check students' use of the target language again and compare with the first test

* Tell the ss that they are going to work in pairs and one partner is going to ask the price and the other partner is going to give the price. They will have 3 minutes. * While the visual is still reflected on the WB, tell the SS to look at the picture again. * Write on the WB: How much is the shirt? It’s £26. *Pick a strong student and give the demo/example and give HO (app 4) and tell them to continue working in pairs. * Monitor and take notes of interest. Take some w/c FB.

Free practice (13-15 minutes) • To provide students with free practice of the target language

* Tell SS that they are going to play a game. * Give learners letters, A or B. * Remind learners of How much is it? and It’s … * Write this conversation on the board: A Hello, can I help you? B Do you have a cheap pair of shoes? A Yes. B How much is it? A It’s $40. B OK, I’ll take one, please. * To demonstrate the activity, take the role of the stall owner (A) and ask a strong B learner to a buy a cheap pair of shoes from you. * Elicit what the stall owner can say if he / she doesn’t have an item (No, sorry.). Elicit also what the shopper can say if he / she doesn’t want an item (No, thank you.). * Give As HO (app 5) and Bs HO (app 6). Ask the As to write the name of their stalls on their worksheet: (Istanbul, Ankara, Izmir, Bursa, Izmit, Sakarya, Bolu, Konya, Sivas, Adana, Antalya) and write their prices for all the items. Tell the Bs to look at their worksheets and select only 3 items to buy. * Bs are shoppers. Bs look at the list and ticks 3 things to buy. Tell Bs they have a budget of $100 that they can spend. As are stall owners. Bs decide the price and write it next to each item. * Go round and check as learners are doing this. * Learners move around the classroom. A learners stand around the edge of the room and B learners visit their ‘shops’ and ask for the items on their lists. If the items are too expensive, Bs can try another shop. Encourage Bs to move around to find a good price. When B buys something, they write the price next to the item on the worksheet. B must not spend more than the budget. Give a time limit of 10 minutes. * When the role play has finished, ask a few B learners to tell you what they now have (i.e. what they bought at the market stall). Ask B learners: Which shops are good / expensive? * Finally, take some general w/c FB. EXTRA ACTIVITY: * Tell the SS they’re going to go shopping and buy some items on sale. The will do some basic arithmetic and write the prices on the worksheet. They will have 3 minutes. * Give the SS the HO (app. 7) and demo/example the question 2: three pullovers. Look at the discounted price for a pullover: 25 pounds. Multiply 25 by 3 and you have 75. Write seventy-five pounds on the WB. Tell the SS to continue working alone. * When the time is up, ask several students what their answers are and make sure all the learners agree and clarify if any problems. * Finally, take some general w/c FB.

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