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 belowshopaholics? 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. Circulateand 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.
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