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Overview Unit 5 focuses on ways to spend and save money. In Lesson 5A,
students talk about shopping and clothing. In Lesson 5B, they discuss ways of
saving money, their own attitudes toward money, and appropriate gifts for different
people.
Before you begin . . .
1. If you assigned the Self-study activities from Unit 4, answer any questions
students may have about them.
2. If you assigned writing, ask students to read one anothers work in small groups
before handing in their assignments.
page 22
B Pair work
1. Have students stay in their pairs from part A.
2. Read the instructions and the discussion questions
aloud. Explain that students should talk not only
about the places in the pictures, but also about the
places listed in the box in part A. To get students
started, ask for volunteers to suggest some of the
things they can buy in a convenience store (for
example, candy, snacks, milk, soda, newspapers).
3. Give students about three minutes for their
discussions. Go around the class as students work,
helping with vocabulary as needed.
4. When students have finished, ask the questions
to the whole class and elicit answers from a few
volunteers.
A Pair work
1. Begin by asking students about a particular
shopping district in their town or city. Ask: What
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Activity 2
pages 2223
Vocabulary
Answers
boarding pass a piece of paper that allows you
to get on an airplane
boots shoes that cover your feet and the lower
part of your legs
bucks dollars (informal)
calculator an electronic device used for doing
mathematical processes
cost an arm and a leg to be very expensive
(informal)
exchange rate the value of the money of one
country compared to the money of another country
gloves a covering for the hands and wrist with
separate parts for the thumb and each finger
Im a little short. I dont have much money.
perfume a liquid with a strong pleasant smell that
you put on your skin
soda a soft drink
wallet a small, flat folding case for paper money
A Listen
1. perfume
2. gloves
3. a jacket
B Listen again
(CD 1, Track 21)
1. Read the instructions aloud; then play the audio
program, pausing between the conversations.
Explain that the speakers do not directly say the
places where they are shopping; students will have
to listen carefully to figure out the answers.
2. Have students compare answers in pairs. If there
is disagreement, play the conversations again
before you confirm the correct answers.
Answers
1. duty-free shop
2. department store
3. secondhand store
Teaching tip
Listening for main points
Many students will want to understand every word
in a listening exercise. Try to convince them that
this isnt usually necessary. Remind students that
we only need to understand the main points of
information that people give us not every single
detail. Say: Dont worry if you cant understand
every word. Please just concentrate on listening
for what you need to answer the questions.
Extension activity
Lead a brief class discussion about how students
arrived at their answers to the listening tasks. For
part A, ask students to identify some of the words
and expressions that helped them guess what was
being described. Write the ideas on the board,
for example:
the perfume: smell, bottle
the gloves: pair, fingers, warm
the jacket: sleeves, zip it up
Do the same for part B:
duty-free shop: exchange rate, boarding pass
department store: What floor, on the third floor, the elevator
secondhand store: Its used, A new one like this
C Group work
1. Read the instructions and the discussion questions
aloud.
2. Have students form groups of three or four,
and give groups about four minutes for their
discussions.
Money
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Activity 3
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A Listen
(CD 1, Track 22)
1. Read the instructions aloud. Explain that students
should listen to find out which piece of clothing
each person recently bought. Encourage students
to listen for the details that will help them choose
the correct piece of clothing.
2. Play the audio program, pausing after each
conversation.
3. Have students compare answers in pairs. If there
is disagreement, play the audio program again
before you confirm the correct answers.
28
Answers
Jeff: 5
Andrea: 1
Terry: 3
B Pair work
1. Read the words in the box aloud, and have
students repeat them. Explain any unfamiliar
vocabulary by showing examples of the clothing
you and students in the class are wearing.
2. Read the instructions aloud.
3. Have students form pairs. Tell them they will have
three minutes to look around the class and talk
about what their classmates are wearing.
4. When students have finished, ask for several
volunteers to describe a classmates clothing.
C Join another pair
1. Have pairs combine to form groups of four.
2. Tell students they are going to take turns giving
one another compliments. You may want to replay
the audio program from part A to remind students
what type of conversations they should have.
3. Read the instructions aloud, and point out the
model language in the speech balloons. Give
students about three minutes to complete the task.
Encourage them to have fun with the task, and
tell them that they can also give compliments on
non-clothing items like hairstyles, watches, cell
phones, books, pens, etc.
4. Go around the class as students work, helping
with vocabulary as needed.
5. To finish the lesson, answer any questions students
may have about additional clothing vocabulary.
Extension activity
Bring in pictures from fashion magazines
that illustrate a variety of clothing colors and
patterns. Give each student one picture to study
for one minute; then have students form groups
of six to eight for a guessing game. Tell students
to place all their pictures facedown on the desk,
to mix them up, and then to turn them all
faceup. Tell each student to describe his or her
picture for their group to identify.
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page 24
A Pair work
1. Read the instructions aloud.
2. Have students look at the pictures. Call on
students to read the captions below the pictures.
Answer any questions students may have about
the money-saving ideas shown.
3. Have students form pairs, and give them about
two minutes to discuss the ways they themselves
try to save money.
4. When students have finished, lead a brief class
discussion to find out which ways of saving money
are most common in the class.
B Listen
1.
2.
3.
4.
Answers
Rob
Kathy
Cliff
Do things yourself.
Rent things.
C Group work
1. Have students form groups of three or four.
2. Read the question aloud, and tell students they
have about three minutes for their discussion.
3. Go around the class, helping with vocabulary as
needed and making sure all group members are
participating.
4. When students have finished, ask for volunteers
from each group to share their best ideas for
saving money.
Activity 2
page 25
Money
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A Pair work
1. Ask students to read the survey silently.
2. When students have finished reading, answer any
questions they have about the survey.
3. Have students form pairs. Read the instructions
aloud, and give students about four minutes to
complete the survey together. Encourage them to
talk about each of the choices and then to check
the one that reflects their own attitude.
4. Go around the class, encouraging students and
offering help as needed.
B Join another pair
1. Have pairs combine to form groups of four.
2. Read the instructions and the questions aloud. Give
students about five minutes to complete the task.
3. When students have finished, ask the class, Do
you think money can make you happy? Call on
several students to share their opinions.
Activity 3
page 25
30
Part A
1. Tell students they are going to suggest some gift
ideas for each member of their group (and for
you!). If students wish, they can also choose gifts
not shown in the pictures.
2. Give students about three minutes to complete the
task.
Part B
1. Read the instructions aloud.
2. Give students about three minutes for their
discussions.
3. When students have finished, ask for a volunteer
from each group to share their groups best ideas.
Answer any questions that may arise.
Extension activity
Lead a class discussion about gift-giving in
students own cultures. Have students discuss the
following questions:
On what kinds of occasions do people usually
give gifts?
What kinds of gifts do people usually give for
birthdays / weddings / graduations?
Are there any gifts that are considered unlucky,
or inappropriate for certain occasions, for
example, a certain number or color of items?
Writing options
1. Have students write a paragraph answering the
following: Imagine someone gave you $1,000.
What will you do with the money? Why?
2. Have students write about a special gift they
received. They can include information about
when they received the gift, who gave it to
them, and what made the gift special.
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