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How Much Is It

SUBMITTED BY: Stephanie Leung


DATE ADDED: Feb 25, 2010






Grade 5ĉGrade 6ċ

  Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)ÔBad/Misbehaved ClassesÕHandicapped ClassesÖ


15-30 min.

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BRIEF OUTLINEThis lesson includes three short activities to teach about shopping. First, students start off learning shopping vocabulary. Second, they learn key phrases/questions. Third, they setup shops and go shopping. 



  • HowMuchIsIt handouts: There are a total of five:
    • Page 1: Q/A worksheet.
    • Page 2: Price lists.
    • Page 3: Shopping lists.
    • Page 4: Picture cards and flashcards. You might notice there are blank boxes below the picture cards. Blank boxes instead of duplicates of the same pictures was included to reduce on the file size of the handout. You will need to copy/paste the picture cards from above into the blank boxes.
    • Page 5-8: Flashcards.
  • Ready-made envelopes (6x) with items for the shopkeepers.
  • Envelopes containing money (6x).


  1. PART ONE - Vocab & Warm-Up: Speed Grab!
    • After putting up the flashcards of the shopping items on the board and practicing pronunciation, have the students repeat each vocabulary word a few times. Then, point to various items and ask, "What's this?"
    • Students then pair up and place an eraser in the centre between them.
    • Either the teacher or ALT chooses one item to be the 'keyword'.
    • The game starts by the ALT saying one word and the students must repeat it. However, when the 'keyword' is said, instead of repeating the students must make a speedy grab for the eraser.
    • This is a game that I have often seen the students play so you might not need to explain this game.
  2. PART TWO - Question & Answer: How Much Is It?
    • This is a simple, straightforward question and answer worksheet for students to work in pairs. There are two worksheets (A and B), each with a list of items their prices in the brackets. This is a fill-in-the-gap exercise where the paired students need to ask each other the target question to complete their worksheet: "How much is...?"
    • 10 minutes should be enough time to complete this activity.
  3. PART THREE - Shopping Game: Let's Go Shopping!
    • Teach the students an extended version of the 'How much is it?' dialogue.
      • "Hello, I want a/an <item>. How much is it?"
      • "It's dollars. / Sorry, we don't have it."
      • "Here you are. / Thank you (very much). Goodbye."
    • Six volunteers are chosen to be the shopkeepers. They each receive an envelope with a number of items and some money for change. The rest of the students receive an envelope (per lunch group) containing money and a shopping list.
    • Each group must buy everything on their shopping list with their money.



  • Originally, I made this activity for my 1st grade JHS students because their English level was so low the JTE asked me for a really easy lesson. It's so simple that I think elementary students could actually do it, and they practice pretty much the same sort of lesson in the Eigo Noto. My elementary schools prefers to use Eigo Noto (I know it's not the best but it's all the Japanese teachers have in terms of ideas and materials) so I rarely need to plan lessons for ES.
  • About PART ONE's Speed Grab...
    • When I say the items I usually speed up the tempo of the vocabulary each time. This makes the students more tense and excited.
    • Try switching the keywords a few times but don't overdo it. I find I can only play this game 5-6 times because the students become bored. Varying the keyword also results in some students making a mistake and grabbing the eraser at the wrong time.
    • For slower classes, I would suggest having fewer vocab words to learn.
  • About PART TWO's How Much Is It...
    • Lower-level students may struggle to finish within the time limit so I would suggest shortening the list of items and also making the prices as easy as possible, meaning numbers between 1-20.
  • About PART THREE'S Let's Go Shopping...
    • Have a demonstration with the teacher to show the practiced dialogue and actions. I find demonstrating is the best because the students normally understand the actions better than just giving them instructions in English.


  • For PART ONE's Speed Grab game, students often get incredibly excited so be careful of erasers flying around after a particularly high-spirited swipe.
  • For PART THREE'S Let's Go Shopping, even though the groups have a shopping list some of my students bought the wrong item. Allow them to sell the item back to the shop and get their money back.

概要: HERE



  • 上の「Materials Needed」に見てください。


  1. HERE


  • HERE


  • HERE


  • HERE



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