f' Wa.

rm Up
Everything is small for you.

A. Listen to the dialogue and check (v) which items Sue says she likes.

0 0
I
I
I
I
I
I
I
I
I
I

-------- ---------~'

0 0 0

B. Pair work Now write the styles of fashion items below each picture using the words in the box.
One style can match two pictures. Compare your answers with a partner.

casual formal dressy sporty I athletic

C. Pair work Ask and answer the following questions with a partner.
1. Do you like to shop? Why / Why not?
2. Where do you go to buy clothes I shoes I accessories I electronics I groceries?
3. What is your favorite department store / shopping center / mall / store / shop? Why?
4. Do you go shopping at street markets? What kinds of things can you buy there?
5. Who do you usually go shopping with?

20
• Listening
May I help you find a price?

A sales clerk is answering a customer's questions about prices.

S = Salesclerk C = Customer

S : Sir, we apologize, nothing here is tagged yet.

May I help you find a price?
C: Yes, how much are those black women's slacks?
S: Those over there? Those slacks are $115.
We have them in gray too.
C: Are they marked down? A. Pair work Ask and answer the
S : Yes. They're on a clearance sale. following questions with a partner.

C: Let me think about it. 1. Who is the man shopping for? Why?
They're for my girlfriend's birthday. 2. How much are the blue jeans?
Let's see. Ah, here. How much are these blue jeans? 3. How much is the leather jacket?
S: These? These are on sale- $19.90. All these denim 4. What does the man buy?
pants here are $19.90.
B. Pair work Ask and answer the
C: How much is this leather jacket?
following questions with a partner.
S: This one is, uh, $150. This one is in fashion now.
1. Who do you buy birthday gifts for?
It looks good on everyone.
What kinds of things do you buy
C : It's for her birthday. Let's see .. . Uh, how much is for them?
this wool coat? 2. What kinds of clothes do you like to
wear?
S: This checkered one? This one is $190.19. Christmas
sale. 3. Do you usually buy expensive
clothes? How much do you usually
C: And .. . how much is that tan skirt? spend when you shop for clothes?
S : That one ... is, uh, $119.90. That's good material. 4. Which is more important to you,
price or style? Why?
C : Wow, good deal. Do you have it in a 16? See, my
girlfriend's chubby.
S: That one ... let me check over there. Yes, we do. (- (- (-(' (' (- t-
C: Great. May I write a check?
S : Sorry, cash or credit only. May I suggest getting
our store credit card?
C : That's OK. I' m taking just the tan skirt for now.
S: May I gift wrap it for you? It's for a birthday.
Girlfriend, right?
C: The Christmas w rap is fine . Her birthday is on
Christmas.

21
 •• Language Focus
this/ that/ these/ those

A. With a partner, ask and answer the questions below.

QUESTIONS ANSWERS

this? This is $17 (17 dollars).

that? That's 3,000won.
How much is $19.95 (nineteen ninety-five).
this shirt? That one is
that blue sweater? It's 2,000 yen.

these?
These are $50 (SO dollars).
those?
Those are 500 won each.
How much are these shoes?
These pants are SOOyen.
those pants?
They are $20 a pair.
those black socks?

Does this come

Does that shirt come
Do these come in blue?
Do those pants come in black? Yes, it does. I Yes, we do.
in a striped pattern? Yes, we have this one right here.
in a plaid pattern? No, I'm afraid not.
Do you have that in a 36? No, we don't have any. How about this one?
Do you have this blouse in a size 14?
Do you have those
Do you have these shoes

this Yes, it's on sale.

Is that Yes, they're marked down.
this shirt Yes, those pants are 20% off.
marked down?
on sale?
these No, I'm afraid it's not.
Are those No, they're regular price.
those pants No, it's not on sale.

B. Pair work Ask and answer the following questions with a partner.
1. What is your favorite brand name of clothes?
2. What are your favorite patterns for clothing?
3. Where is your favorite shopping district?
4. Who is the best-dressed celebrity you know?
Why do you think so?

22
\\ Communication
It's a bargain!

A. Write the name of the stores in the picture beside the items. Two items don't match.

1. Complete set of
golf clubs S porting goods store

2. Yorkshire Terrier

3. 24 karat gold earrings

4. 29" flat screen TV

5. Textbook

6. Large pizza

7. New BMW car

8. 5-bedroom house

B. Pair work Write your own prices for the eight

items in the box above. Then ask how much your
partner's items are. Wow' That's a good deal.
1.$_ _ _ _ __ 5. $_ _ _ _ __ Hmmm. That's reasonable.
2.$_ _ _ __ 6. $._ _ _ __ Oh, that's expensive!

3. $_ _ _ _ __ 7.$ _ _ _ _ __
4. $_ _ _ __ 8. $._ _ _ __

C. Class work Role-play buying and selling different items. Your teacher will give Student A a list of
six items to buy. Try to buy all six of them for the CHEAPEST price from Student B. Student B, you are
the shopping mall owners. Write your regular and clearance prices for the items first.

• .. __ , ... rato~
~ -. , tne tinal price?
,.lttle7 Is tnat
ovm a l ·t?
could you go d tor 1 .
\nat's not badW. 'd vou t a l < . e - - - -
. 7 OUl 1 7
Is tnat tlrm. .
C ould I get it tor ~e7
meet 1n
How about we

23
 Unit 4
be+ descriptive adjective
1. If someone asks "What does ... look like?" use descriptive adjectives for appearance.

be descriptive adjective
HEIGHT WEIGHT HAIR
He tall chubby long-haired
is
She average fit curly-haired
short skinny bald

2. If someone asks "What is ... like?" use descriptive adjectives for personality.

be descriptive adjective
kind w arm-hearted
He
is smart cute
She cold shy outgoing

Unit 5
this, that, these, those
• Use this, that, these, those to talk about specific things or people.

Singular Plural
Near This shirt looks nice. These shirts are expensive.
Far How much is that skirt? Are those skirts on sale?

• This, that, these, those can also be used as pronouns.

That looks expensive.
How much are these ?

54
 Unit 5
1 Shoppin!J Related Expressions
* marked down = reduced from the original price
The slacks are marked down from $115 to $80 .

* pick out = to choose or select

He picked out a nice necklace for his wife "s birthday.

* hunt for bargains =to look for the lowest prices

I think that Namdaemun is the best place to hunt for bargains.

* take back = to return something to a store

I couldn"t take back the pants because they were on sale.

1 Expressions Usin~ Clothes Related Words

* keep your shirt on = used to tell someone to calm down
Keep your shirt on . Paul will be meeting us soon.

* smarty pants =a person who acts and thinks clever in an irritating way
Kirsty is such a smarty-pants . She think she knows everything.

* walk a mile in my shoes = used to tell someone they should try to understand someone else
You think you have it tough . Try walking a mile in my shoes.

* zip it = used to tells someone to be quiet

l"m trying to listen to the TV. Zip it !

I More Expressions

Wr ite down any new expressions you learned in class.

64
 Un\t

5 Objectives Listening An in-store conversation about prices and sizes

between a customer and a salesclerk
Pronunciation Numbers and prices
Grammar The determiners this I tha t I these I those
Speaking Conducting simple store transactions and describing items

\\ Warm Up: Everything is small for y o u . - - - - - - - - - - - - - - - - -

Aim: To introduce use of this, that, these, those in a • Have pairs compare their answers. Review by
brief listening passage eliciting sample answers from several different
pairs, and other examples of fashion items which
A. match the styles listed.

• Have students brainstorm clothing items that C. Pair work

people go shopping for. Write the names of the
objects on the board.
• Direct students' attention to the pictures on the
Student's Book (p.20). Review the exercise
instructions, and tell students that they will listen
to a short dialogue between Melanie and Sue, in
which Sue describes the items she likes.
• Read the Script provided in this section with a
student. Have the other students check the items
that Sue says she likes, and then elicit answers
from the class. Read the Script again if necessary.
SCRIPT
Melanie: So, Sue, what do you like?
Sue: Let's see ... Oh, I love these green V-neck
sweaters, those blue jeans, and ... and this
bracelet and ... see over there ... those gold
earrings. I like the sizes at this store. You
know, at that other store, everything is small.
Melanie: No, everyth ing isn't small. [Speaking in a
hushed tone] You're big. [Gasp]
t;~:twB¥1
V-neck sweaters, blue jeans, bracelet, earrings
B. Pair work
• Have students write the names of the style below
the picture WITHOUT discussing what each style
actually is.
• Form pairs or small groups and read through the
discussion questions as a class. Model some of the
exchanges with students, encouraging them to ask
follow-up questions.
• Monitor discussions and provide assistance when
called upon.
• Have pairs/ groups summarize some of their
discussion points for the class and answer any
questions the students might have.
• Review any language difficulties and I or new
vocabulary as a class.
» Optional Activities
1. Circle drill
Seat the class in a circle. Have the class try to string
together a long sentence using this, that, these,
those while pointing to articles of clothing, for
·example:
Teacher: This is my watch.
Student A: That is Stan's watch and these are my
shoes.
Student 8: That is Stan's watch and those are Jane's
shoes and these are my earrings.
Student C: That is Stan's watch and those are Jane's
shoes and those are Mary's earrings and
this is my blouse ...
until the "chain is broken," i.e. a student can't
complete the whole sentence.

29
 2. Substitution drill
Ca ll out the key nouns and point to students.
The students then form the correct sentence,
for example:
Teacher: {Pointing to Jone} Shoes.
l one: These are my shoes.
Teacher: {Pointing to Mary} Shoes.
Mary: Those are Kyung-Hee's shoes.

\\ Listening: May I help you find a p r i c e ? - - - - - - - - - - - - - - - -

Aim : To contextually present demonstrative B. Pair work
determiners and syllable stress patterns for • Form pairs or small groups and read through the
cardinal numbers discussion questions as a class.
Synopsis: A conversation between a salesclerk and a • Model some of the exchanges with students,
customer encouraging them to ask follow-up questions.
• Monitor discussions and provide assistance when
A. Pairwork
called upon.
• n Read through the comprehension questions.
• Have pairs / groups summarize some of their
Play the recording (Track 10) and have pairs
discussion points for the class and answer any
compare their answers. Review the answers as a
questions the students might have.
class.
• Review any language difficulties and / or new
*Wah¥1 vocabulary as a class.
I. Who is the man shopping for? Why'
He is shopping for his girlfriend. It's her birthday.
2. How much are the blue jeans'
The blue jeans are $19.90.
3. How much is the leather jacket?
The leather jacket is $150.
4. What does the man buy?
He buys the tan skirt.

~~~~~~~~~~~(Track10)
Salesclerk: Sir, we apologize, nothing here is tagged yet. May I help
you find a price?
Customer: Yes, how much are those black women's slacks?
Salesclerk: Those over there? Those slacks are $115. We have
them in gray too.
Customer: Are they marked down?
Salesclerk: Yes. They're on a clearance sale.
Customer: Let me think about it. They're for my girlfriend's
birthday. Let's see. Ah, here. How much are these blue
jeans?
Salesclerk: These? These are on sale - $19.90. All these denim
pants here are $19.90.
Customer: How much is this leather jacket?
Salesclerk: This one is, uh, $150. This one is in fashion now.lt looks
good on everyone.
Customer: It's for her birthday. Let's see ... Uh, how much is this
wool coat?
Salesclerk: This checkered one? This one is $190.19. Christmas
sale.
Customer: And ... how much is that tan skirt?
Salesclerk: That one ... is, uh, $119.90. That's good material.
Customer: Wow, good deal. Do you have it in a 16? See, my
girlfriend's chubby.
Salesclerk: That one ... let me check over there. Yes, we do.
Customer: Great. May I write a check?
Sa lesclerk: Sony, cash or credit only. May I suggest getting our
store credit card?
Customer: That's OK I'm taking just the tan skirt for now.
Salesclerk: May I gift wrap it for you? It's for a birthday. Girlfriend,
right?
Customer: The Christmas wrap is fine. Her birthday is on
Christmas.

30
 » Optional Activity
1. Photocopy the Listening script with missing words
*hWUI
(I) tagged
below (one per student). (2) marked down
2. Have students listen to the dialogue a third time, (3) check over there
filling in the blank spaces on the listening script. (4) write a check
3. Collect the scripts and write some sample answers
on the board.
4. Play the recording again and have students choose
the correct answer.

~------------- ----- -------------------- ------ --------------- -------------------- --------- ----

Listening script with missing words

Salesclerk: Sir, we apologize, nothing here is _ _ _ _ (1) yet. May I help you find a price?
Customer: Yes, how much are those black women's slacks?
Salesclerk: Those over there? Those slacks are $115. We have them in gray too.
Customer: Are they___ (2)?
Salesclerk: Yes. They're on a clearance sale.
Customer: Let me think about it. They're for my girlfriend's birthday. Let's see. Ah, here.
How much are these blue jeans?
Salesclerk: These? These are on sale- $19.90. All these denim pants here are $19.90.
Customer: How much is this leather jacket?
Salesclerk: This one is, uh, $150. This one is in fashion now. It looks good on everyone.
Customer: It's for her birthday. Let's see ... Uh, how much is this wool coat?
Salesclerk: This checkered one? This one is $190.19. Christmas sale.
Customer: And ... how much is that tan skirt?
Salesclerk: That one ... is, uh, $119.90. That's good material.
Customer: Wow, good deal. Do you have it in a 16? See, my girlfriend's chubby.
Salesclerk: That one ... let me__ _ _ _ (3) . Yes, we do.
Customer: Great. May I (4)?
Salesclerk: Sorry, cash or credit only. May I suggest getting our store credit card?
Customer: That's OK I'm taking just the tan skirt for now.
Salesclerk: May I gift wrap it for you? It's for a birthday. Girlfriend, right?
Customer: The Christmas wrap is fine. Her birthday is on Christmas.

~ - - ------ -- -- ---- = --------------------------- --------------- ----------------------------------

31
Pronunciation: Numbers and prices - - - - - - - - - - - - - - - - -
Aim: To produce and discriminate between syllable • Write a variety of numbers (multiples of ten,
stress patterns with numbers numbers ending in -teen, and compound numbers)
on the board and model the syllable stress patterns
by speaking them aloud . Underline the syllables
which receive the strongest stress.

Syllable stress patterns with cardinal numbers
• Many learners will have difficulty hearing the
differences between cardinal numbers like forty
and fourteen. It is important to expose them to the
word stress patterns for cardinal numbers so they
cannot only hear the differences, but be able to
produce them in speech.
• With cardinal (and ordinal) numbers that
represent multiples of ten, the stress comes on
the 1st syllable (e.g. twenty, ninety).
• For numbers ending in -teen, two stress patterns
exist. Their use depends largely on their position
within an utterance.
• When such words are used for counting, or to
attribute something, the first syllable is stressed
(e.g. the thirteen monkeys). The second pattern is
more common when making a distinction
between -teen and -ty endings (e.g. "I said
seventeen, not sevent[J").
• Compound numbers (e.g. th irty-eight) also have
two common stress patterns.
• Practice the different stress patterns for -teen
ending and compound words when contrasted to
multiples of ten by writing the sample sentences
from the Student's Book on the board and
underlining the stressed syllables.
• {)Play the recording (Track 11) or model the
stress and intonation patterns for the questions and
responses in the Pronunciation box.
• Have students repeat the samples both chorally
and individually. Make corrections where needed .
»Activity
7. Photocopy and distribute the minimal pairs sheet on
the next page (one per student).
2. Form pairs and model the pronunciation for each
minimal pair. Have students take turns saying the
one of the minimal pairs aloud while the other
student circles what they hear.
3 . Tell the speaker to also mark what he/she says so
that they can compare answers after the exercise is
finished.

• When such a number is used by itself, the first

syllable of the first word receives the strongest
stress, with the first syllable of the second word
receiving secondary stress (e.g. "That will be
ninety-seven dollars").
• When a compound number is produced as the
final word in an utterance, the first syllable of the
second word receives the primary stress, with the
secondary stress falling on the first syllable of the
first word (e.g. "I only have sevenhJ-tw6") .
• The first of these patterns is also used when
contrasting multiples of ten (e.g. "I saidfifttJ-five
not eightlj-five"), but if the contrast is in the
second word of the compound, the second
pattern is more common (e.g. "Not forty-five,
forty-six").

32
 ~ ------------- ----- ----- ------------------------------~ ----- - --------------------------------

Directions:
• Choose one number from each p air (either A or B) and say it out loud. Tell your partner to circle the number
they heard.
• When you have finished, compare your partner's answers with w hat you actually said . Then switch roles.

A B A B
1,3 13 1,330 999,990 999,919
6,016 6,060 16,000,000 60,000,000
21,715 21.750 19,116,080 90,160,018
114,660 140,616 2,214,000 2,240,000

~ ---------- -- ------- ---- -- - ----------- --- -- ---- ------------------------- ------ - ---------- -----

\\ Language Focus: this/that/these/those

Aim: To facilitate understanding and accurate
productions of the demonstrative determiners
this, that. these, and those
• With Yes / No questions, the demonstrative
follows the auxiliary verb (e.g. "Is that marked
down?").
• With Wh-questions, the demonstrative is the last
word in the sentence: "How much are those?"

Demonstrative determiners: ~ C> ~Refer students to the Grammar Reference

this, that, these, those on p.54 of the Student's Book.

• Determiners are used in front of noun phrases to

indicate that you are referring to a specific/
general thing.
• Demonstrative determiners (this, that, these, and
those) are used to refer to specific objects w h en
listeners / readers know what the speaker / writer
is talking about.
• The form of the demonstrative varies according
to number and proximity:
Singular
Near This jacket is $400.
Far That man looks like Mel Gibson.
Plural
Near These shoes are ugly!
Far Those jeans over there are nice.
• Like possessives, demonstrative determiners can
serve as pronotms to replace nouns (e.g. "Please
take those off"), as well as determiners (e.g.
"Please take those shoes off").
A.
• Review the various forms of demonstrative
determiners by writing sentences on the board:
This is my watch.
These are my shoes.
That's Jac/(s pen .
Those are Noriko's books.
• Point out the use of the indefinite article in the
qu~stions / responses for size and p attern (e.g. "Do
you h ave this in a six?" "Do you have this sweater
in a striped pattern?"), but not for color and
material.
• Read through a few of the questions and
responses, and answer any vocabulary questions
students may have (e.g. slacks, plaid, polka dot,
marked down, clearance sale).
• Form pairs and h ave students take turns asking
and answering the questions. Circulate among the
pairs and monitor for demonstrative determiner
use and syllable stress with numbers.

33

B. Pair work
• Read through the discussion questions as a class,
and answer any vocabulary questions the students
may have.
• Ask one or two students a few of the questions to
model the exercise.
• Form pairs or small groups and encourage
students to ask follow-up questions to the original
discussion questions.
• Review the answers as a whole class by calling on
one or two pairs for their answers.
• Review any language difficulties and / or new
vocabulary as a class.
\\ Communication: It's a bargain!
Aim: To develop f luent use of demonstrative
determiners by hagg ling over prices
Activities: Pair discussion; class role play
Materials: Photocopiable list of items to be purchased
(Student A), mall inventory card (Student B),
and list of mall announcements (for the
instructor)
• Preview the Communication exercises by telling
students they will be role-playing buyers / sellers at
a shopping mall (part C).
• In order to prepare for part C, students will
familiarize themselves with items sold in shopping
malls (part A), and then suggest and discuss prices
for those items (part B).
• Remind students to be aware how they use
demonstrative determiners. Monitor exchanges for
problems with these and any other language
structures, reviewing them after the role play has
been completed.
A.
• Direct students' attention to the picture of a
shopping mall and ask them what types of stores
they would expect to find in a typical mall. Write
their answers on the board and review any new
vocabulary.
• Read through the items on the right and have
students make the matches on their own first, and
then check them with a partner. Review the
answers as a class.
34
» Optional Activity
1. Ha ve each student put a small object (pen, cell
phone, etc.) in a bag while the others close their
eyes. Then put all the objects on the desk.
2. Have students try to determine who owns what by
asking ONLY )'es/No questions with determiners, for
example:
"Mark, is this pen yours?"
"James, are these stickers yours?"
tf'l'wd&J
l. Complete set of golf clubs - Sportinggoods store
2. Yorkshire Terrier - Pet store
3. 24 karat gold earrings - J ewelry store
4. 29" flat screen TV - Electronics store
5. Textbook - Stationery store
6. Large pizza - Food court
(The new BMW car and 5-bedroom house don't match.)
B. Pair work
• Form pairs and read through the exercise
instructions and Communication Helpers as a
class.
• Have students think of and record prices for the
items listed in part A, and then take turns
comparing their prices with a partner.
• Model the exercise with students, encouraging
them to use the expressions in the Communications
Helpers box, as well as follow-up questions (e.g.
"How did you choose that price?").
• Monitor discussions and provide assistance when
called upon.
C. Class work
• Read through the exercise instructions and
objectives as a class. The goal for buyers is to try
and buy all the items on their list for as little
money as possible, while mall owners try to sell
their inventory for the highest possible price.
Periodically, clearance sales and mall
openings I closings will be announced.
 • Divide the class into ''buyers" and "mall owners" • Make the mall announcements (or have a student
and distribute their respective lists , explaining that do it) at roughly 5-minute intervals, w ith a few
they should not reveal their lists to the other minutes in between the beginning and end of a
group. sale. Mall openings and closings can be announced
at 10-minute intervals.
• Have the students read through the lists as groups
and answer any questions they ha ve. • After about 30 minutes, make the last
announcement signaling that all malls are closed.
• Inform the mall owners that they must choose their
Have students sit down in their groups
regular selling price and clearance price for all the
(buyers / sellers) and add up how much they spent
items on their inventory list. Periodically items will
be put on sale (through announcements). or h ow much they made.
• Have students discu ss their results. Elicit who won
• Discourage buyers from setting their prices too
from each group.
high, as buyers m ay decide to shop around or wait
for sales. • Review any language difficulties and / or new
vocabulary as a class.
• Encourage buyers to shop arotmd before making a
final purchase. Once they ha ve, buyers must note
how much they paid for an item and wh o they
purchased it from.
• Buyers should also p ay attention to color and style
(if they are mentioned) as not all m alls will h ave
every item in the correct (e.g. the golf club,
sweater, and pet poodle).

~ ---------------------------------------------------------------- ---- ------------------------

Buyers' shopping list

• Buy all of these items at the ch eapest price. Describe the items! Don't show this sheet to the stores. Ask for the
price and try to get discounts! Listen to the sales announcements too! Write down how much money you paid
for each item and the name of the mall you bought it from.

>Item #1: One Callaway golf club- Great Big Bertha 2 Dr iver
Bought for $ from _ _ _ _ _ _ _ __

> Item #2: One 1-ounce gold bar

Bought for$ from _ _ __ _ _ __ _

> Item #3 : One L.L. Bean Natural Woo l sweater- black and red
Bought for $_ _ _ __ from _ _ __ _ _ _ __

> Item #4: One white pet pood le

Bought fo r$ _ _ _ _ _ from _ _ __ _ __ __

> Item #5: One Sony Cyber-shot Digital Camera

Bought for $ from _ _ _ __ _ __ _

> Item #6: One pair of clear Chandelier Earrings

Bought for $ from _ _ _ _ __ __ _

35
Shopping mall inventory lists
• Photocopy and cut into strips. Distribute one inventory list per mall owner (or pair of mall owners for larger
classes).

Mall of America Woodfield Mall Lakewood Center

One Callaway Great Big Bertha 2 Dne Callaway Junior Putter One Callaway Great Big Bertha 2
Driver (golf club) (golf club ) Driver (golf club)
Regular price: $_ _ Regular price: $_ _ Regular price: $_ _
Clearance price: $_ _ Clearance price: $- - - Clearance price: $_ _
Your cost: $240 Your cost: $190 Your cost: $265
One 1-ounce gold bar One 1-ounce gold bar One 1-ounce gold bar
Regular price: $- - - Regular price: $- - - Regular price: $_ _
No clearance price No clearance price No clearance price
Your cost: $445 Your cost: $445 Your cost: $445
One L.L. Bean Natural Wool Sweater One L.L. Bean atural Wool One L.L. Bean Natural Wool Sweater
-black and red Sweater- black and red - black and red
Regular price: $_ _ Regular price: $_ _ Regular price: $
Clearance price: $- - - Clearance price: $_ _ Clearance price: $_ _
Your cost: $41.50 Your cost: $47 Your cost: $49
One black pet poodle One white pet poodle One brown pet poodle
Regular price: $_ _ Regular price: $_ _ Regular price: $_ _
Clearance price: $_ _ Clearance price: $_ _ Clearance price: $_ _
Your cost: $180 Your cost: $1 75 Your cost: $155
One Sony Cyber-shot Digital One Sony Cyber-shot Digital One Sony Cyber-shot Digital
Camera Camera Camera
Regular price: $_ _ Regular price: $- - - Regular price: $_ _
Clearance price: $- - - Clearance price: $_ _ Clearance price: $_ _
Your cost: $300 Your cost: $290 Your cost: $320
One pair of clear Chandelier earrings One pair of clear Chandelier earrings One pair of clear Chandelier earrings
Regular price: $_ _ Regular price: $_ _ Regular price: $_ _
I

Clearance price: $_ _ Clearance price: $_ _ I

I Clearance price: $- --
I
Your cost: $30 I Your cost: $32 I Your cost: $34

x x
I I

36
Mall announcements
• Choose clearance sales at random and read at random intervals. Remember to read the closing announcemen t for
each sale after about 5 minutes.
• At some point during the activity, close each of the malls for the same interval of time (5 minutes). Remember to
announce the mall's re-opening.

Clearance Sale Announcements

Attention Ma ll Shoppers! There is a clearance sale on all sweaters.

Attention Ma ll Shoppers! The sweater clearance sale is over.

Attention Ma ll Shoppers! There is a clearance sale on all golf clubs.

That's right, buy those golf clubs now!
Attention Ma ll Shoppers! The golf club clearance sale is over.

Attention Ma ll Shoppers! There is a clearance sale on all jewelry.

That's righ t , buy those earrings now!
Attention Mall Shoppers! The jewelry clearance sale is over!

Attention Mall Shoppers! There is a clearance sale on all pets! Woof! Woof!
Buy t hat cute poodle while it's on sale!
Attention Mall Shoppers! The clearance sale on pets is over!

Attention Mall Shoppers! There is a clearance sale on all electronics.

That's right, folks! Digital cameras, computers, VCRS, everything!
Hurry and save !

Attention Mall Shoppers! The clearance sale on electronics is over!

Mall Closings and Re-openings

Attention Mall Shoppers! Mall of America is now closed!

Attention Mall Shoppers! Mall of America is now open again!
Happy shopping!

Attention Mall Shoppers! Woodfield Mall is now closed!

Attention Mall Shoppers! Woodfield Mall is now open again!
Happy shopping!

Attention Mall Shoppers! Lakewood Center is now closed!

Attention Mal l Shoppers! Lakewood Center is now open again!
Happy shopping!

Attention Mall Shoppers! ALL MALLS ARE NOW CLOSED!

Buyers - add up how much money you spent.
Malls- add up how much money you made selling your items .

37
Phonetic syntbols

[i:] eve [i:v] week [wi:k]

[p] pump [pAmp] play [plei]
[i] inn [in] give [giv]
[b] book [buk] club [k!Ab]
[e] end [end] fell [fel]
[t] table [teibl] tent [tent]
[ce] act [cekt] apple [;:Epl]
[d] deep [di:p] did [did]
[a:] palm [pa:m] father [fa:llar]
[k] cook [kuk] skin [skin]
[a:r] art [a:rt] star [sta:r]
[g] good [gud] sugar [\O.gar]
[a] box [baks]
[m] camp [kcemp] money [mA.ni]
[:>] stop [st:>p]
[n] net [net] nose [nouz]
[:>:] all [:>:!] tall [t:>:l]
[uJ angle [;:Eugl] sing [siu]
[u] look [luk] wool [wul]
[1] little [lit!] flat [fleet]
[u:] moon [mu:n] two [tu:]
[f] foot [fut] fifth [fif8]
[A] dove [dAv] up [Ap]
[v] visit [vlzit] shovel [IA.vl]
[a:r] birth [ba:r8] shirt [la:rt]
[8] think [8iuk] truth [tru:8]
[a] about [abaut] album [;:Elbam]
[II] that [llcet] other [Allar]
[ar] runner [rA.nar]
[s] sea [si:] west [west]

[z] zoo [zu:] zigzag [zlgz.:Eg] DiphtHongs < ~

' • ""~
.
,~

m ship [lip] bishop [bl\ap]

[ei] day [dei] lake [leik]
[3] vision [vi3an] fusion [fj0.:3;m]
[ou] coat [kout] photo [f6utou]
[h] hand [hrend] ahead [ahed]
[ai] life [laif] side [said]
[r] rain [rein] cream [kri:m]
[au] house [haus] loud [laud]
[j] young [jAD] new [nju:]
[:>i] oil [:>il] toy [t:>i]
[w] wet [wet] twice [twais]
[iar] ear [iar] clear [kliar]
[tl] chair [t\Ear] kitchen [kitlin]
[Ear] air [Ear] bear [bEar]
[d3] judge [d3Ad3] danger [deind3ar]
[uar] poor [puar] sure [luar]

73
 Lesson Plan
Professor: Course:
Gibbons GE 1805

Textbook: Unit:
Talk! Talk! English 1 Unit 05 - Shopping

Target Learner Level: Location:

A - Beginner

Context:

Resources:

Objectives:

Procedure Phase Timing Interaction

Page 1
 Procedure Phase Timing Interaction

Reflections

Objective Observations Thoughts, Analysis, Questions

Page 2