# The Price is Right (1st year/ academic)

Name of Teacher: Rochelle Odon and JTEs at Kamoto SHS

Class/Year/Language Level: 1st year/ academic high school

Textbook and specific lesson: no textbook; the Price is Right Scavenger Hunt

Goal: Students learn directions, and go on a scavenger hunt in the school campus.

Preparation: I went online to find 10 pictures of items that would be familiar to students. Some of the items I used: Justin Bieber CD, jeans, G-Shock watch, calculator, etc. I used a lot of brand name items because it seems that all the students go bananas over name brand things. Sites like target.com, walmart.com, and macys.com are great. Print the pictures on individual A4 sized paper.

Make a worksheet like the one attached here: The Price is Right worksheet

For the second class, you will need to write the directions and get the OK from the school for the scavenger hunt.

Class time: 2 50 minute lessons

This lesson is based on the popular American game show the Price is Right. In the previous lesson, students learned about American money and how to read prices. If you have not done a lesson on your country’s currency, I would suggest doing that as a warm up. It was really quite simple and they were very interested in seeing American money and knowing who the people on the money were.

1. JTE/ALT greeting

2. Warm up: Price dictation

a.) As I mentioned before, I taught my students about American money and how to read the prices in the previous lesson. This activity was just to review what they already learned.
b.) It’s helpful to go over the difference in pronunciation for 13/30, 14/40, 15/50, etc. Students often can’t hear the difference and have a hard time pronouncing the difference.

3. Introduce the game

a.) For the purpose of today’s lesson, \$1 USD = \100. This just makes everything easier
b.) To make sure that they get the concept, I wrote a couple of prices on the board in USD and asked for volunteers to tell me the price in yen.
c.) I put the pictures of the items on their prints on the boards.

4. Play the game

a.) Directions: Make groups of 5 people. Guess the price of each item in US Dollars. The group closest to the actual price without going over is the winner.
b.) The concept of being closest to the actual price without going over was difficult to understand. Use an example to explain.
c.) Give the students about 5 minutes to write their guesses for all 10 items.
d.) Play janken to determine who will be the group’s speaker. (Ideally, I had wanted the speaker to rotate so that all students have a chance, but they take so long to decide who will stand up and speak that it just makes the class move along more smoothly if there is only 1 speaker per group)
e.) Just before play begins, I announce a little caveat. There can be no repeats on the prices. This means that everyone must listen : to one another and adjust their prices, if necessary.
1. This led to increased competition between the groups as they often had to adjust their prices by 1 cent to get closer to what they thought was the real price.
f.) The speaker for each team reads the price. I write the prices on the board under the picture of the item and then give the big reveal of the actual price.

5. Winning the game

a.) A point is given to the team who comes closest to the actual price without going over.
b.) At the end of the game the team with the most points receives ObamaBucks (these are my extremely motivating participation points complete with a Yes We Can slogan on the bottom)

Remarks: This game was very successful. Even students who always sleep or are just generally unmotivated participated and enjoyed the game. I was unable to finish the lesson in one class period. I would suggest either choose fewer items or plan for a two-part lesson. A good follow up or cool down is asking the students to make comparative and superlative sentences using cheaper/cheapest and more expensive/most expensive.

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