PRONUNCIATION now you can Bargain for a lower price

A 5:31 Use rising intonation . . . A Conversation activator

Suggested 1–2 Your actual
Suggested 10–12 Your actual
teaching time: minutes teaching time:
teaching time: minutes teaching time:

Pronunciation Coach Video Conversation Activator Video

• To make sure students are using the correct intonation, • Note: You can print the script or you can show a running
have them listen and repeat in small groups. Encourage transcript on the video player on the ActiveTeach. The
students to listen to their group members’ intonation and script also appears on page 186 of this Teacher’s Edition.
point out incorrect intonation.
• Have students name the pairs of objects they see in the
photos; for example, two belts, two juicers, two vases.
B Pair work • Tell students to point and use rising intonation when they
Suggested 1–2 Your actual
teaching time: minutes teaching time:
say This one?
• Be sure to reinforce the use of the conversation strategies;
• Have pairs of students find two of each of any of the
for example, make sure students use appropriate body
following small objects: keys, phones, pens, pencils,
language as they bargain over the price.
paper clips, reading glasses, sunglasses, or cell phones.
Have students put these objects on their desks and then don’t stop! Extend the conversation. Write some adjectives
practice their conversations. on the board that students can use with too and enough
and in the superlative form. For example:
Option: (+10 minutes) Bring in clothing or electronics
small, big, large, tall, short, nice, light, dark
catalogs, or ask students to bring them in. Have students
practice using rising intonation to confirm the subject by • To model the conversation, point to an item on the page
asking about items in the catalog; for example, A: Do you and ask a more confident student How much do you want
like that jacket? B: The black one? A: Yes. B: I like it a lot. for that [belt]?
FYI: Students can use a currency of their own choice to give
Pronunciation Activities prices.
• For more support, play the Conversation Activator Video
VOCABULARY before students do this activity themselves. In Scene 1,
the actors use different words in the gaps from the ones
A 5:32 Read and listen . . .
in the Conversation Model. In Scene 2, the actors extend
Suggested 2 Your actual
teaching time: minutes teaching time:
the conversation. After each scene, ask students to say
how the model has been changed by the actors.
Vocabulary Flash Card Player Conversation Activator Video Script; Conversation
Activator Pair Work Cards; Learning Strategies
• Before students listen, have them underline the questions
and decide whether each one has rising or falling B Change partners
intonation. Suggested 10–12 Your actual
teaching time: minutes teaching time:
Option: (+10 minutes) After students listen and repeat, have
pairs use the bargaining language to write a conversation • Make sure students choose another item to bargain for.
between a seller and a buyer. Ask a couple of pairs to
Option: (+15 minutes) Turn the classroom into a marketplace.
perform their conversations for the class.
Have students put small objects on their desks (such as
sunglasses, purses, pens) for “sale.” Half the class sells the
B 5:33 Listen for details goods and the other half are the buyers. The buyers walk
Suggested 5–7 Your actual around the classroom and bargain for goods. Then have
teaching time: minutes teaching time:
the two groups switch roles.
• Make sure students understand that each item goes with
one of the conversations they will hear (item 1 goes with
Conversation 1, item 2 with Conversation 2, etc.)
extras
Workbook or MyEnglishLab
• Play each conversation twice so students can get all the
information they need to complete each statement. Speaking Activities: Unit 10, Activity 2

AUDIOSCRIPT See page T114.

T115 UNIT 10, LESSON 2