More and Less with Nouns Page: 48-49-50-51
Grammar:
More
and Less
Vocabulary:
Everyday
Products
Listening:
Describing
products
Reading:
How
your government spends your money?
Speaking:
Discussing
Hypothetical Situations
Writing: An
opinion piece about government spending
1. Read the
definition of shopaholic in the box. Are the people below shopaholics?
How about you?
Discuss with a
partner.
-
Give
students time to read the definition of a shopaholic. Ask students if they know
anyone who is a shopaholic.
-
Draw
students’ attention to key vocabulary in the list of people: emergency, immediately.
2. Look at the
numbers in the boxes. Then in pairs, say the numbers below out loud.
- The goal of this
activity is to give students practice in saying large numbers.
Ask students to work in pairs. They should take turns saying the
numbers. Circulate and monitor their progress.
- Check answers as a class.
3. Listen and repeat
the numbers in exercise 2.
- Play audio Track
15. Have students listen first while they read the numbers in exercise 2. Then,
play the audio a second time and ask students to listen and repeat.
4. Work in groups of
three or four. Follow the instructions to play a game with big numbers.
- This activity helps
students to recognize big numbers and to produce them quickly and fluently.
- Before the class,
write 20 big numbers (hundreds, thousands, millions) on a sheet of paper. Make
a copy for each group.
- Ask students to
work in groups of three or four. Students will take turns reading one of the
numbers. Other students will search for the number. The student who finds the
number first wins a point.
- At the end, review
all 20 numbers as a class.
5. Can you name all
of these products? Match the names of the product with the pictures.
- As a class, read
the list of products in the box.
- Ask students to
work in groups of three or four. They will match each picture with the correct
word.
- Review as a class;
check any pronunciation difficulties.
6. Put the products
in exercise 5 in the correct category.
- Ask students to
work in pairs to categorize the items.
- When they finish,
draw the table on the board and check answers as a class.
- Ask students to
supply more words related to skin and body care, technological items and
clothing.
7. Listen to the
descriptions. Which products from exercise 5 do the speakers describe?
- In this exercise,
students will listen to advertisements for some of the products on this page. First,
review the vocabulary with the class.
- Play audio Track
16. Play the audio first without pausing. Ask students to write down the products
they hear.
- Play the audio
again, pausing after each item. Ask students what is being advertised. They
will need to use the context to guess what each product is.
8. Listen again and
make notes about the products. Then in pairs, describe the products using your notes.
- Ask students to
work in pairs. Play audio Track 16 again. Students will write down key
information from the advertisements. Ask them to share information to create a
full description of each product.
- Check as a class;
play the audio again to confirm accuracy of information.
9. Look at the
pictures. What do you think your country spends most money on? Put the pictures
in order from 1–4.
- Tell students that,
just as they have personal spending priorities, countries and governments need
to make decisions about how they will spend their money.
- Have students look
at the pictures in pairs. Ask them to discuss which item they think their
country spends the most on; which it spends the second most
On, and so on.
- Discuss answers as a
class.
10. Read the text.
Which of the things in exercise 9 does it mention?
- Have students read
the text individually and silently. Check answers as a class.
11. Complete the
sentences from the text.
- Ask students to
work in pairs to complete the sentences.
- Check answers as a class.
12. Complete the
sentences with more or less and the nouns in the box.
- Ask students to
work in pairs to complete the sentences.
- Check answers as a class.
13. Discuss in pairs.
Imagine you are in these situations. Use the language in the box below to help
you.
- The aim of this
exercise is to have students prioritize items and distinguish between needs and
wants. Focus students’ attention on the Useful expressions box. Write some
examples on the board. Elicit some other answers from the class.
14. Look at the items
below. Write about what you think your country should spend its money on.
- The objective of
this activity is to have students think critically. First, ask students to
think about some of the main problems in their own country. Make a list on the
board. Then, ask them to work individually to number.
No hay comentarios:
Publicar un comentario