Stuart Mill English

How to Learn, How to Teach English

How much do you want for that?

This is another one-hour conversation activity. For an introduction to the series, click here. Enjoy.

Name: How much do you want for that?

Prep Time: 15 minutes


One picture of an exciting product for each student (e.g. a watch, a television, a boat, a pair of shoes, a diamond, etc. They can be anything. You can rip them out of a magazine or print them off the internet.)

On the back of each picture, you should write a price. It doesn’t matter if it’s accurate.

Primary Objective: Practice descriptive skills.

Other Benefits: Practice larger numbers.


Pre-Speaking (5 minutes)

First, review with the class how to say numbers up to a million.

Pre-Speaking (15 minutes)

On the board, write: “How much do you think this is?” and “I think it costs…”

Hold up the first picture and ask a student: “How much do you think this is?” Say “higher” or “lower” (depending on their guess). Then, the next student should guess. When a student guesses the price, give them the object.

Repeat with the next object, but don’t ask the student who already guessed the price of an object.

Repeat until all of the students have objects.

Speaking (30 minutes)

Have the students stand in front of the classroom in a row. The student with the most expensive object should stand all the way on the left. The student with the least expensive object should stand all the way on the right.

Tell the students that they need to trade their object with someone. They should mingle and try to convince someone to trade objects with them.

Then, they should line up again. When they’re lined up, go down the line. Each student should say how much each object cost and why they traded.

Now, they should do it again—trade objects, line up again and explain why.

Have them do it a third time before they return to their seats.

Post-Speaking (10 minutes)

Have the students pair up. Give each pair two pictures and have them discuss these questions about the pictures (write them on the board):

Would you ever buy this?

How much would you really pay for it?

Would you ever give this as a gift? Who would you give it to?

When they finish discussing those questions, they should pass the pictures to the next group.


Have the students create a short commercial for their object. They should use at least five adjectives to describe the product and mention the price.


Ideas for Homework: Each student should research how much the objects really cost.

Modification for Lower Levels: Before you start the Speaking portion, write these expressions on the board and review what they mean.

Can I trade you my ____ for your _____?

Why should I trade?

You should trade because this is…

OK. I’ll trade.

I don’t think so, sorry.

Modification for Higher Levels: As the students say what they traded for and why, ask them detailed follow-up questions.

Modification for Small Groups: Rather than doing this once with a large number of objects, do it several times with a small number of objects each time.

Modification for Private Lesson: The student will have to guess the prices of each object on their own. After they’ve guessed your made-up prices, have the student order the objects by what is most valuable to them and explain why each step of the way.

Modification for Different Themes: Pick products on a different theme. For travel, you might just pick vacation destinations. For technology, you might find a technology magazine to rip pictures out of. For animals, you might ask how much you would pay to have each animal as a pet.

August 11, 2010 Posted by | Conversation Lesson Plans, Lesson Plans | , , , , | Leave a comment