14

19 / HOW
MUCH
DOES
IT COST
TO...?

LESSON
NINETEEN

15

19

LESSON
NINETEEN

LESSON GOAL: Common Everyday Interaction (Oral Discourse)

UNIT PREPARATION
TG (Content Focus)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE: Check
and improve students
understanding of the text
taking a closer look at the
conflict presented.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Have
students discuss and give
their opinion because
they might have different
interpretations.
3.2. Output Awareness:
Analyze students capacity
to understand a problem
and solve a situation.
3.3. Correction Technique:
Group Correction. Check
the appropriateness of
their answers and accept
different versions.

CONTENT FOCUS

The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
1. Problem Solving
The unit presents a problem-solving situation between Margot and Eleanor. Fill in the blanks
providing the following information:
a) Main problem: Peter refuses to receive treatment.
b) First solution: Peter has to accept that he needs help.
will talk to him.
c) Second solution: Eleanor

d) Refusal: Margot says she will handle it.

e) Margots argument: Shes
making some progress, at least he stopped insulting her.
f) Margots suggestion: She
believes that if she knew more about his childhood she could understand him better.
proposes that she and Margot talk later that night about Peter.
g) Final decision: Eleanor

2. Opinion
What changes can you see in Eleanors attitudes? Why do you think she is acting like that?
Students opinion

16

FORM FOCUS
a) Listen to the CDUnit 19.
b) Divide the following sentences into sound groupsgroups of words usually spoken as one sound.
c) List words that you have difficulty pronouncing in the Pronunciation Box.

TG (Form Focus)
1. DURATION: 37
minutes
2. MAIN OBJECTIVE:
Raise students awareness
of Connected Speech.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Sound
groups are important to
help students blend the
words and sound more
naturally. Remind them
that they do have the
same thing in their mother
tongue. Check students
answers. Bear in mind that
its an awareness activity
so the most important
thing is to call students
attention to the patterns.
3.2. Correction Technique:
Use choral repetition
to practice and correct
pronunciation.
Sound groups:

Eleanor

Eleanor

PRONUNCIATION

How is Peter?
Hes saying hell get better...but is it true?

Eleanor:
How is Peter?
(sound group 1)
Hes saying (sound group
2)...hell get better. (sound
group 3)
But is it true? (sound
group 4)

BOX

17

UNITCLASS
UNIT PREPARATION

FOLLOW-UP

CONTENT FOCUSCorrection of follow-up activities

1 and 2

FORM FOCUSPronunciation Box

TG (Text)
1. DURATION: 1520
minutes
2. MAIN OBJECTIVE:
Improve students
pronunciation and
investigate the meaning of
words and expressions.
3. HINTS:
3.1 Setting / Problem
Solving: Picture 1. The text
is divided into three parts.
Ask students to read,
assigning characters role
to each student in each
part.
Keep board record of
mispronounced words.
Investigate vocabulary
and correct pronunciation
after students read each
part.
3.2. Chat: Talk about
expensive products and
how students usually
spend their money while
shopping.
3.3. Vocabulary
Investigation: All
vocabulary investigations
should start by eliciting
students knowledge
about the subject.
Then add new words
and expressions. Focus
on expressions and
collocations.
Part 1
Part 1
Feel free. / Help yourself.
Wear clothes, earrings, a
purse, yourself out
To wear vs. To use
Try clothes, food, once,
twice
Look like a whale,
someone, problem
Part 2
To be out of this world,
control, your mind
To lend / to borrow
To spend money, time,
energy
Comparison: as elegant
as / as intelligent as / as
sweet as
Part 3
Get better vs. worse
Exception: To fool anyone
but me
Part 2

18

Stockxchng/Dani Simmonds

HOW MUCH DOES IT COST TO...?

Abigail

Eleanor
Abigail

Eleanor
Abigail

Carlos

Eleanor
Carlos

Eleanor
Carlos

Eleanor
Carlos

Abigail

Eleanor
Abigail

Wow! Look at thisYour clothes are so beautiful! And I always dreamed of a walk-in
closet like this.
Thank youif you want to wear any of them, well...feel free.
Oh, they are not for me
Why do you say that?
I dont knowTheyre just too glamorousandI cant afford one, so why wear
them?
Ms. Elliot, Ms. Elliotyou didnt try the gazpachoit is a Mediterranean soap...
soupwould you like me to bring some?
OhCarlos! What are you trying to do? Do you want me to look like a whale?
...whale?
All right! Ill just try a little bit.
...a little...
Oh, could you do me a favor and ask Margot to come here, please?
Yeah, for sure.
Wow! Take a look at this one! Its absolutely out of this world.
Ill lend it to you...no, no, no...keep it. Its yours.
Oh, Eleanor, I cant! Its just too expensive and its not exactly my size.

Part 2

Eleanor

Abigail

Margot
Eleanor
Margot
Eleanor
Margot

Eleanor

Part 3

Margot

Eleanor
Margot

Eleanor
Margot

LEXICAL

We can fix that...after all, youre an actress. One day you can use it in your play. All
these beautiful clothes, shoes, jewelry, make-upthey are so expensivehow could
I spend so much money on these things?
One day I want to be as elegant as Eleanor Elliot.
Did you call me?
How is Peter?
Im sorry
Hes saying hell get betterbut is it true?
I really cant tell you that much about his problem causehe doesnt want
treatmenthe refuses.
I knew itwhen he was a kid, he could fool everyone but mewere very close
Whats your opinion?
First, he has to admit that he needs help. He cannot behave like an irresponsible
child.
Ill talk to him.
Let me handle this. At least, he stopped insulting mesoI guess Im making some
progress. You could tell me a little bit about his childhoodI meanI believe
knowing a little more about him could help me understand his refusal to accept
treatment.
No problemWe can talk later tonightis eleven good for you?
Yeah, thats just fine.

Asking for opinion: Whats

your opinion? / What do
you think about? / Tell
me what you think.
To handle a problem,
situation, a conversation,
an object
Is eleven good for you?
/ Is eleven all right? / Is
eleven fine for you? / How
about eleven today?
3.4. Correction Technique:
Group Correction with
board support. Take notes
of students pronunciation
mistakes on the board
while they are reading and
afterwards, practice the
correct pronunciations
with the whole group.
3.5. Link: Close the
reading activity by
exploring the interaction
between Eleanor and
Margotboth are giving
opinions. Use it as link to
the Lexical and Grammar
Awareness section.

BOX

Feel free

To afford

Whale


Try a little bit

To be out of this world
To lend


To fix

To behave

Let me handle this
At least

To feel comfortable to do something

To have enough money to buy or pay for something
A very large ocean animal that looks like a fish but breathes air
through a hole on the top of its head
To taste a small amount
Extremely good, impressive
To give someone something for a short period of time and expect
to have it back
To repair
To do things in a particular way
To be responsible for doing a particular thing.
Not less than a particular amount or number, and possibly more
01

TEXT INVESTIGATION

LEXICAL AND GRAMMAR AWARENESS

A. Expressions used to give opinion

Eleanor Whats your opinion?

Common expressions:
I think that
I believe that
I guess that

I would/could say that

In my opinion
First, Second, Third
19

TG (Lexical and Grammar

Awareness)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE:
Explore expressions to Give
Opinion and the uses of Can
and Could.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Start
the activity by exploring
students argumentative
skills and rephrase their
sentences using the chunks
presented. Modal verbs are
not easy; they all have many
different functions. Students
may have been using Can
and Could, but probably
only to ask for favors or
permissions; call their
attention to the fact that
they have other meanings
and also to the fact that
Could is not necessarily
the past of Can.Use the
Grammar Note to close the
activity.
3.2. Vocabulary
Investigation: Explore
possible collocations with
can and could using the
examples of the exercise as
an starting point.
3.3. Correction Technique:
Group Correction

In your opinion, why does Peter refuse to accept treatment?

Students opinion

B. Meaning of CAN and COULD

Choose the best meaning for each sentence.
a) I cant afford one.
x
()
Its not possible to pay for something
() She doesnt want to pay for something
b) Oh, could you do me a favor and ask Margot to come here, please?
()
A polite request
x
() A current possibility
c) I really cant tell you that much...
x
()
You are not able to do something
() You are prohibited from doing something
d) When he was a kid, he could fool everyone...
()
He was able to do something in the past
x
() A polite request
e) We can talk later tonight.
()
A past action
x
() A possibility

GRAMMAR NOTE

CAN AND COULD

CAN is used to express possibilities, present abilities, and informal polite requests.
COULD is used to express remoteness, past abilities, and formal polite requests.

02

TG (Subject Matter)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Relate
the topic from the text to
students reality and present
words and expressions.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 6.
3.2. Chat: Promote a debate
among students. Check
how different the answers
are according to sex, age,
lifestyle, etc.
3.3. Correction Technique:
Rephrasing. Dont stop the
flow of the chat.

20

Saving and Spending Money

How could I spend so much money on these things?
Are you tight-fisted (T), a frugal buyer (F), or a big spender (S)? Classify
the following sentences and find out what kind of money manager you are.
Students personal answers

a) Spend more money than you need to

b) Last-minute gift shopper
c) Put too many purchases on credit
d) Buy people gifts when you cant afford them

()
()
()
()

StockxchngRobert Linder

SUBJECT MATTER

e) Accumulate too many monthly bills

f) Buy Christmas gifts during the year
g) Never save money
h) Put your change in a jar and save it
i) Put a part of your salary in a savings account every month

()
()
()
()
()

03

GAME TIME
Talking about Shopping

Stockxchng\ Michal Zacharzewski

Shopping can be extremely tiring, but it can also be really fun. What we really need to pay attention to is
our budget. Answer the following questions about shopping habits and learn how you deal with it.

TG (Game Time)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Explore the difference
between Can and Could in
a more chat-like situation.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 8. Interact
with students answers;
leave room for comments
and opinions.
3.2. Chat: Ask several
questions to get as much
information as you can.
Remember that showing
interest and commenting
is an important tool to
motivate students in
chats.
3.3. Correction Technique:
Self-correction
3.4. Link: Mention the
Lesson Goal and ask
students to give you
examples of questions or
requests used in Common
Everyday Interaction with
Can or Could.

a) Tell us about some products that you cant afford, but you would love to buy.

b) Tell us about some products you couldnt afford in the past, but now you can.

c) Tell us a little bit about your latest shopping extravaganza.

21

DISCOURSE MOMENT

22

The class will be divided into three groups. Each group will write a six-line conversation based on one
of the following topics. Afterwards, they will perform it.
Stockxchng\ makoto kawata

TG (Discourse Moment)
1. DURATION: 1520 minutes
2. MAIN OBJECTIVE: Use
Can and Could to create a
Transactional or Interactional
dialogue emphasizing
appropriateness.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 4 for the written followup. Picture 9 for the role-play.
Walk around helping students.
Make sure they are using as
many sentences as possible
with Can or Could. We are
now moving from facts to
modalitiespossibilities,
opinions, and judgements
and since its the first time
they are dealing with Modal
Verbs, they might not know. So
instead of using, Can you...,
they might say, Do you...
which, in many cases, is not
incorrect, its just a different
perspective.
3.2. Output Awareness: As
students role-play, check stress
and intonation patterns in their
speech calling attention to
some elements of connected
speech they have studied in
the Form Focus.
3.3. Correction Technique:
Group Correction (while
visiting the groups). After
each role-play, ask the whole
group to analyze the dialogue
regarding appropriateness:
register, stress and intonation,
and dialogue organization.

Common Interaction at Work

Situation 1: Checking someones abilities during a job interview

Situation 2: Requests made to a colleague at work
Situation 3: Organizing your schedule with the secretary

ACTIVITIES
01 talking about the present
Things you CAN or CANT do:
Students personal answer.

a) In sports or arts:

b) In your professional life:

c) In the kitchen:

TG (Activities 1 and 2)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE:
Practice the use of Modal
Verbs in context, focusing on
present and past abilities.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 8. Highlight
the difference between facts
and modalities (e.g, I could
drive at the age of 16.; Did
you drive?, Did you have a
license?, Did you have the
ability and the permit?
3.2. Output Awareness:
Make sure they are using
complete sentences.
3.3. Correction Technique:
Self-correction

02 talking ABOUT THE past

Things you COULD or COULDNT do:
Students personal answer.

a) When you were a kid:

b) When you were a teenager:

c) Before you got married or started working:

Assignments

1. Prepare Complementary Activities 01, 02, and 03. Note that you have to
watch a video at Wise Up Online to do Activity 02.
2. ResearchTake a look at the Research section in Complementary 20.

CLOSING: This is the first

class of Intermediate I,
so remind students of
their responsibilities and
hightlight the importance
of preparing the Units and
Complementary Classes
in advance.

NOTES

23

COMPLEMENTARYCLASS
ACTIVITIES
01 reacting to prices
Put the following expressions in the correct column.
Stockxchng

TG (Activity 1)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE: Present
common sentences and
expressions used to react to
prices.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 1.
3.2. Chat: Select some
expressions and ask students
to contextualize them by
telling you their personal
experiences while shopping.
3.3. Output Awareness:
Students might have
difficulties while telling
stories. Help them out
by asking questions and
rephrasing sentences.
3.4. Correction Technique:
Group Correction

Im sorry. How much was that again?

How much? Forget it!
Is that the best you can do?
Thats certainly a good discount.
Theres no way I can pay that much.
What else do you have thats a little less?
Really? Give me ten of these.
Thats why I love sales.
Ouch! That stings.
Thats a steal.
Youre trying to rip me off?
Thats certainly a pretty penny.
Youre kidding, right?
Thats a bit more than I can afford.
Thats a bargain!
24

HIGH PRICES

LOW PRICES

Im sorry. How much was that again?

Thats certainly a good discount.

How much? Forget it!

Really? Give me ten of these.

Is that the best you can do?

Thats why I love sales.

Theres no way I can pay that much.

Thats a steal.

What else do you have thats a little less.

Thats a bargain.

Ouch! That stings.

Im sorry. How much was that again?

Youre trying to rip me off?

Youre kidding, right?

Youre kidding, right?

Thats a bit more than I can afford.
Thats certainly a pretty penny.

02 are you ready to order?

Watch Are you ready to order? at Wise Up Online and answer the following questions.

a) What does Linda think about the first customer on a Monday?

TG (Activity 2)
1. DURATION: 1217
minutes
2. MAIN OBJECTIVE:
Check students
understanding of context
and situation and uses of
Can and Could.
3. HINTS:
3.1 . Setting / Problem
Solving: Picture 1. Start
the activity as a chat,
asking about Lindas
personality. Then go over
the questions, exploring
students understanding
of the plot. As you identify
sentences with Can or
Could, take the chance to
review those Modals.
3.2. Correction Technique:
Group Correction

Its sign of how the week will be. If the customer is a nice one, the week will be great.

b) What changes does the customer want to make?

She wants to change the sausage for bacon, the scrambled eggs for boiled eggs, and the salad for french fries.

c) Why do Linda and the customer start to argue?

Because the customer refuses to pay two extra dollars for the fries.

d) Whats Lindas opinion about the customers order?

She thinks its too fattening.

e) Identify uses of can and could.

Can I change the sausage for bacon? / Yes, you can, maam. / Can I have them boiled on the side? / Can I change the salad for french fries? / Can
I talk to someone above you? / He cant speak English very well / But I can be really rude / Could you speak a little lower? / Could you call
the manager for me?

25

TG (Activity 3)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE: Use
Can and Could in questions,
especially for Asking for
Favors and Permission.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 1. Call their attention
to the fact that both Can and
Could are also used to ask
for favors or permission and
that the only difference is the
register: formal or informal.
Let them know that, in such
cases, Could does not refer
to the past. Students tend
to internalize Could as past,
when, in fact, it only happens
to past abilities.
3.2. Chat: Contextualize their
questions and chat about
them.
Emphasize the difference
between formal and
informal contexts when you
contextualize the sentences.
3.3. Correction Technique: Self
or Group Correction
3.4. Link: Mention the Lesson
Goal and talk to students
about the importance of
knowing how to extract
information from written data.
They usually have their own
format, which includes some
specific grammar rules (take
bullet notes as an example)
and their organization is
culturally-oriented.

TG (Discourse Project)
1. DURATION: 1217 minutes
2. MAIN OBJECTIVE: Develop
students capacity to defend
their opinion.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 5. Let students reach
their conclusions on their
own. Your role is to raise the
topic and let them decide.
You may intervene in case
communication gets blocked.
To help them, compare the
present and the past; and ask
them to think about what they
could and couldnt do and
what they can and cant do
about the topics.
3.2. Output Awareness:
Silence is part of this type of
activity. Help them overcome
silence, but dont take control
of the activity.
3.3. Correction Technique:
Group Correction (after they
finish a topic, list common
mistakes on the board)

26

03 Questions with CAN and COULD

Create questions using CAN and COULD with the following words.
a) Could a favor Could you do me a favor?
b) Could early

Could I leave early?

c) Can

question Can I ask a question?

d) Cant

wait Cant you wait?

e) Could ten years ago Could you do it ten years ago?

f) Cant

the truth Cant you tell me the truth?

g) How

get there How can I get there? How can you do it?

h) What

do What could I/you do?

i) When meet When can we meet?

j) Who

help

Who can/could help me?

classroom activities
DISCOURSE PROJECT

a debate

The world keeps on changing and whats impossible today might be possible in the future. We really
dont know if were living in a better or worse world. This is your chance to defend your point of view.
Take a look at the following topics and decide whether we are in a better or worse situation than
before.
a) Technology
b) Public safety and violence
c) Social equality
d) Values and morality
e) Politics and corruption
Students personal answer

SOCIAL AND CULTURAL AWARENESS

BANK STATEMENT

Take a look at the bank statement and answer the questions.

U. S. Bank
1366 Flamirion St.
South Sidovell, CA 91099
Statement June 2012
Checking Account
Posting

Description / Transaction

June 1

Beginning Balance
Check NO. 3500 Bens
Auto Inc.
Check NO. 3502 Magic 6
Motel
Deposit
Deposit
Withdrawal
Check NO. 3503 All
Computer Str.
Check NO. 3504 El Pollo
Foods
ATM withdrawal
Check NO. 3506 1-Stop
Shop
Check Fee
Closing Date Ending
Balance

June 13
June 13
June 15
June 20
June 20
June 25
June 25
June 26
June 28
June 30
June 30

Debits

Credits

Balance
817.02

68.79

748.23

148.00

600.23
440.02
1500.00

100.00

1040.25
2540.25
2440.25

1895.00

545.25

49.83

495.42

60.00

435.42

10.13

425.29

1.25

424.04

TG (Social and Cultural

Awareness)
1. DURATION: 1217
minutes
2. MAIN OBJECTIVE:
Analyze and interpret
real data.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 2. Get
students to understand
the statement in pairs.
Then ask questions to
check their understanding
mostly about vocabulary
and meaning of the
information presented. Its
important that students
experience understanding
by themselves. Then
move on to the questions.
3.2. Vocabulary
Investigation: Checking/
Savings account
To deposit vs. to withdraw
ATM: Automated Teller
Machine Fee vs. Tax
3.3. Correction Technique:
Group Correction

424.04

Savings Account
Posting
June 1
June 18
June 25

Transaction
Beginning Balance
Deposit
Deposit

June 30

Interest Earned (1.5%)

Debits

Credits
100.00
100.00

Balance
1102.00
1202.00
1302.00

19.53

1321.53

a) Which checks were written for necessary items and which ones for fun?
Students opinion.

b) What can you tell about this person just by looking at this bank statement?
() This person is a reckless money spender.
() This person is a conservative money spender.
X
()
This person is responsible and fun.
27

c) In your opinion, how could this person save more money?

Students opinion

d) How would you explain to a foreigner the steps to open a bank account in your country?
Students creativity

PHONOLOGICAL AWARENESS

messages

What are the common messages we hear in malls?

Stockxchng\ Philpin Patel

TG (Phonological Awareness)
1. DURATION: 1217 minutes
2. MAIN OBJECTIVE: Identify
the main idea when listening
to announcements.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 15. Let them know the
main objective of the activity.
The goal is not to understand
every word from the passage,
but the central idea of each
announcement. This should
prevent them from being stuck
on words or expressions they
dont know and end up missing
the goal of the activity.
3.2. Chat: Talk about mall
announcements. Its up to you
to introduce the topic and get
students ready for what they
are about to listen to.
3.3. Correction Technique:
Group Correction

LISTENING TRANSCRIPT
1. Attention, shoppers! Could
the mother of a young boy
called Greg Goodman come to
the Hollywood Shopping food
court? He desperately wants
to see his mommy
2. Attention, shoppers! There
is a brown SUVlicense
number: October - Delta - 7 Yellow - 3 - 6with the lights
on in the parking section 4B.
3. Attention, Brian Henderson!
Your father is waiting for you
at the Wal Mart store next to
McDonalds.
4. Attention, shoppers! Its
almost Christmas and our
firewood is on sale at the
Home Care Center.
Remember to use caution
when starting a fire in your
fireplace.
5. Attention, shoppers! Were
happy to announce the
winner of Youre the customer,
youre a million prize winner!
Its shopper Wendy Conrad.
Please, come up to the front
of the store to receive your
present!

Listen to five mall announcements and write the main topic of each one.
A boy looking for his mother.
1.
A car with the lights on in the parking lot.
2.
A father looking for his son.
3.
Firewood on sale.
4.
Announcing and calling out the winner of a promotion.
5.

28

A STEP AHEAD

LEXICAL MODALITY

What do these underlined words and expressions have in common?

a) Is it possible to live without love? Can we live...
b) They are able to send it on time. They can send...
c) She was capable of doing it back in the eighties. She could do it...
They express lexical modality, having a similar function to modals.

Assignments

NOTES

1. Prepare Unit 20.

2. Visit Wise Up Online to do the extra activities related to Lesson 19.
3. Written AssignmentWrite an email (100 words) to a friend who lives
in New York and is planning to take a one-month trip to your city. He
would like to know a bit about the eating habits, such as meal times,
common dishes, where to go for a snack, elegant dinners, and others.

TG (A Step Ahead)
1. DURATION: 5-10
minutes
2. MAIN OBJECTIVE:
Introduce other ways of
expressing modality.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Your
goal is to raise awareness
of the fact that Modal
Verbs are not the only
way to express modality,
but actually, only one
of them. Notice that
students dont have to
rephrase these sentences,
they are just hints for you.
3.2. Connection
Technique: Group
Correction

CLOSING: Reinforce
the importance of Class
Preparation and of doing
the Written Assignments;
be very firm about the
latter. Tell students that
its important not only to
write the compositions,
but also to meet the
deadlines; they should
hand in one Written
Assignment per week
and this is important for
them to take some time
to correct and learn from
their mistakes on the
compositions. Besides,
each topic is meant to
give students the chance
to practice the vocabulary
studied and learn more
words or expressions.
Keeping track of that
will certainly help their
learning process.

29