Steps: 1. Introduce the topic (1-2 minutes): • Display the following questions Questions: • “What do you usually spend too much money on?” • Briefly explain the questions and give a personal example to model answers, e.g.: listen for interesting ideas and language use (but avoid interrupting).

This activity focuses on the use of verbs to express regret or complaints, based on the scenario of a couple trapped in a traffic jam. It serves as an introduction to the upcoming lesson topic, helping students understand verb forms and how different prepositions connect with aspects of daily life. The task is presented in an engaging Google Form format, accompanied by images summarizing the conversation for contextual support. Students are required to select the correct answer for each highlighted verb form in the dialogue. Students will have 4 min to answer Dialogue: DANI: Oh no, look at all this traffic. We should knew/have known the motorway would be busy at this time of day! RICK: Well, it’s too late now! What time’s the flight? DANI: In two hours. I wish I ’d set/set my alarm an hour earlier. RICK: We should booked/have booked an earlier flight, really! The traffic’s always bad at this time. DANI: The early one was fully booked. Oh dear, I wish we ’d gone/went to the airport by train instead. RICK: But you said we had too much luggage, remember? DANI: I know, but we’re going to miss the flight if the traffic stays like this. RICK: Well, frankly, I wish we didn’t decide/hadn’t decided to go abroad at all. Airports are always a pain in August! DANI: Well, you should have told/told me earlier. You can organize it yourself next time! Answers: 1. have known 2. had set 3. have booked 4. had gone 5. hadn’t decided 6. should have told This activity encourages students to observe verb patterns in context and apply their knowledge. It serves as a solid foundation for subsequent controlled and freer practice exercises. go over answers for 1-2 min

During the highlight exercise, students will engage in a relatable scenario that sets the stage for the next activity. The main objective of this exercise is to familiarize students with money-related vocabulary and help them understand where and when specific verbs and compound words are used in a sentence. This activity will be presented in Google Forms and consists of four multiple-choice questions, each with two possible answers. By answering these questions, students will not only expand their vocabulary but also develop an understanding of how compound words and expressions related to money typically function in context. Instructions: Students will have 4–5 minutes to complete the activity individually. Text with Answer Choices: 1. Jane, a first-year economics student, said, “I’d put most of my winnings into a current/savings account so I could get a high interest rate/rating. Answer: Savings, interest rate 2. “Then I’d save up to go on holiday. I’d love to visit Australia.” Her friend Claudia, who studies chemistry, was keen to invest/repay the loan/credit on her car before she did anything else so that she could stop worrying about how she would pay for it. Answer: Repay, loan 3. “Then,” she added, “I’d spend the rest for/on my family for once because I am always borrowing from them when I’m short from/of money.” Answer: On, of money 4. Law student Rob told us, “It would be lovely to pay money/cash for something instead of always buying in/on credit.” Answer: Cash, on credit Post-Activity Discussion: After students submit their answers, we will go over them together as a class in 1–2 minutes. The discussion will focus on explaining the correct answers and clarifying any confusion. Expectation: This activity is designed to be challenging yet engaging and prepares students for the next task by ensuring they are comfortable with the key vocabulary and its usage in context.

MFP Clarification Activity This section focuses on seven compound words closely related to one another. The session will be dense but structured to ensure students gain a clear understanding of meaning, form, and pronunciation. Step 1: Meaning (5 minutes) Students will choose the correct word for each definition in a Google Form activity. Images will accompany the questions to make the activity more engaging and support comprehension. Target Vocabulary: • Paid back • Paid off • Took out • Gone down • Saving up • Ripped off Definitions and Answers: 1. To be charged too much for something unfairly. → Ripped off 2. To finish paying all the money you owe for something. → Paid off 3. To decrease or reduce in value. → Gone down 4. To borrow money (or arrange to borrow money) from a bank. → Took out 5. To keep money to buy something in the future. → Saving up 6. To return borrowed money. → Paid back Instructions: • Students will have 5 minutes to complete the activity. • Afterward, we will go over the answers together for 1-2 minutes to ensure clarity and correct understanding before moving forward. Step 2: Controlled Practice (5 minutes) Students will open a Google Slides file and work on their individual slides, highlighting the correct answer in multiple-choice sentences. This activity reinforces vocabulary usage in context. Questions and Correct Answers: 1. I took out a (mortgage - loan - bank account). → Mortgage/Loan 2. (Mortgage rates - The banks - House prices) have gone down. → Mortgage rates/House prices 3. She paid off her (mortgage - money - student loan). → Mortgage/Student Loan 4. The (hotel - shopkeeper - price) ripped her off. → Hotel/Shopkeeper 5. I paid the (account - the money - my brother) back. → The money/My brother 6. I’m saving up for a (new bike - holiday - debt). → New bike/Holiday Instructions: • Students will work individually and will have 5 minutes to complete their slides. • The answers will then be reviewed as a group on the shared slides for 1-2 minutes, with an emphasis on why each answer is correct. tep 3: Pronunciation (5 minutes) Students will review the pronunciation of each target word, focusing on lexical stress and intonation. Activity Process: • Each word and example sentence will be presented on a slide. • The teacher will explain stress patterns (e.g., “Paid OFF,” “Ripped OFF”) and model correct pronunciation. • Concept-checking questions will confirm students’ understanding of word stress. • Students will practice pronunciation together as a group to ensure active participation. Goals of the Activity: 1. Build familiarity with key vocabulary related to money and finances. 2. Develop understanding of how compound words are used in context. 3. Improve pronunciation and fluency for confident usage in daily scenarios. By breaking the activity into clear stages (Meaning → Form → Pronunciation), students will gain a strong grasp of the vocabulary, its contextual use, and accurate pronunciation.

ontrolled Practice Activity This part of the lesson will focus on reinforcing the vocabulary related to money, using Google Slides. Students will work interactively by matching the correct words to complete sentences using the vocabulary they’ve already learned. The vocabulary from the earlier part of the lesson will be exposed in a different context to help solidify their understanding. 1. Activity Format: • Students will be given a Google Slides presentation where each slide contains a set of small text squares. They will need to drag and drop the correct word into each blank space to complete the sentences properly. • The words will include the vocabulary previously exposed, such as paid back, paid off, saving up, took out, gone down, etc. • This activity will require students to engage with the words actively by applying them in a slightly different context. 2. Time Limit: • Students will have 5 minutes to match the words with the correct form. The activity will be interactive and designed to challenge students by presenting the same vocabulary in a new context. Questions and Answers for the Activity: 1. SAM: Apparently, Jane’s aunt has died and she’s come ___ some money. Answer: INTO 2. SAM: Well, she’s been saving ___ she’ll do that, but first, she wants to pay ___ to go to Australia, so maybe the mortgage on her flat. Answer: UP, OFF 3. BOB: Oh, good. Maybe she can pay ___ what she owes me, too! Answer: BACK 4. SAM: Or maybe she’ll buy another property. Did you hear that house prices are set to go ___ at last? Answer: DOWN 5. BOB: Great. I’ve been waiting for that to happen before I took ___ a mortgage myself. Answer: OUT 6. SAM: You do realise you have to put ___ a much bigger deposit on a house than you used to, don’t you? Answer: DOWN 7. BOB: Oh, I’ll borrow that from my parents. No missing word here. Follow-up Discussion: • After completing the matching task, students will return to the main room to discuss their answers for 1-2 minutes. • The teacher will facilitate a short discussion on why each answer is correct, ensuring that students understand the specific context and how each phrase is used. Objective: The purpose of this activity is to reinforce the vocabulary in context, help students see how different words are used together, and ensure they understand the meaning and usage of key financial terms. By the end of this activity, students should be able to confidently use these words in sentences about money and finances. 

Free Practice Activity: Role Play in Breakout Rooms In this part of the lesson, students will have the opportunity to apply the vocabulary in a real-life context through role-playing exercises. This activity will encourage them to use the newly learned vocabulary naturally in conversations and will provide a chance to shake things up by getting into different scenarios. Objective: The main objective of this activity is to give students the chance to practice their language skills in a more authentic setting. By engaging in a role-play, they will be able to explore different ways of talking about money and its related vocabulary in various situations. Instructions: 1. Scenario: Imagine you’re talking to a friend about money. • Use at least 3 of the verbs we’ve learned today (e.g., paid off, took out, ripped off, saving up, paid back, gone down, etc.) in your conversation. 2. Breakout Rooms: • Students will be placed into breakout rooms in pairs or small groups. • Each student will have 5 minutes to role-play and talk with their partner(s). They can discuss topics like: • Money they are saving up for. • A recent purchase they regret (using ripped off). • How they’ve paid off a loan or a debt. • Things they are saving up for in the future. • Any other topic related to money and finance. . Example: • To help get started, I’ll provide a personal example to show how you can incorporate these verbs. For example, “Last month, I took out a loan to buy a new car, and now I’m saving up to pay it back over the next year.” 4. Chat Instructions: • On the slides, you’ll see additional instructions or prompts in the chat for specific clarification if needed. This will guide you through the role-play and ensure you stay on track. uring the breakout rooms, I will move around to listen and monitor the conversations. • I’ll provide corrections and feedback as necessary, especially if any vocabulary is being used incorrectly. • If students are unsure about any of the phrases, I’ll be available to clarify in their breakout rooms.