Bethany Farris Bethany Farris

Copy of Are you a spender or a saver?
Intermediate level

Description

In this lesson students practice their receptive skills in listening (for detail and specific information) and reading to consolidate their vocabulary about money. In the last stage they are given a chance to personalize the language by discussing their relationship with money.

Materials

Khzvlnbinylxbkklgkgb 3 questionnaire results 33 copies 3_Questionnaire_Results
Vkaacmrliouteljhbavn 3 questionnaire results 33 copies 3_Questionnaire_Results
Tzsoopkppobpawdyzyym answer key 2 copies Answer key
Xketwu0kqrirsqkl1a3f answer key 2 copies Answer key
T54ouphjraahrcbskeik 3 questionnaire results 33 copies 3_Questionnaire_Results
Fmpuqymq3649bs1mwvu6 2 reading questionnaire 33 copies 2_Reading_Questionnaire
Hwbzvh7qr4y28sem9onj 1 listening activity 33 copies 1_Listening_activities
Ty8d7bvto6jk8kj2lmzv presentation for tp3 2 copies PowerPoint Presentation
Ygmqvrageatelaxyomqp 3 questionnaire results 33 copies 3_Questionnaire_Results

Main Aims

  • To provide students with practice of receptive skills: Listening for gist and specific information (a text with an interview to 6 people); Reading and answering a questionnaire about being a spender or a saver in the context of money.

Subsidiary Aims

  • To provide Ss with a speaking practice to consolidate and personalize the language in the context of money through a discussion about their relationship with money.

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

Show Ss a slide with two photos. Write the first letter of the two words on each picture (S). Elicit the words spender and saver by asking questions in w/c: "Does she like shopping and buying stuff? (yes) Does she enjoy spending money? (yes). Is she a spender or a saver? (spender). Elicit saver for the other picture.

Pre-Listening (3-4 minutes) • To prepare students for the text and make it accessible

Pre-teach lexis: I'm broke (mime, give an example, ask CCQs); disappear (give an example, ask CCQs); debt (give an example, ask CCQs).

Listening #1 (8-10 minutes) • To provide students with a less challenging gist listening task

Set the context of the listening, explaining that they are going to listen to 6 people answering the question: "Are you a spender or a saver?". Give instructions (Ss individually, listen and tick if the speakers are savers or listeners). Aks ICQs. Hand out material (1 copy each). Pause after each speaker and give them time for peer-check. Check answers in w/c by showing answer key on w/b.

Listening #2 (8-10 minutes) • To provide students with more challenging specific information listening tasks

Give Ss some time to read through the statements, then they listen again to the text (no pause this time). Allow peer-checking, then w/c FB nominating Ss.

Post-Listening (Speaking task) (5-6 minutes) • To provide with an opportunity to respond to the text, practice and personalize the language orally.

(If time allows, REGROUP). Ss in groups of 3-4 personalize the language by discussing which speaker do they agree with the most. Give an example talking about your case. Monitor and prompt while Ss carry out the task. Get w/c FB nominating Ss.

Reading and Speaking (10-11 minutes) • To provide students with a reading task to consolidate the language and a speaking activity to personalize the topic

Set the context for the reading. Tell Ss they are going to answer a questionnaire and find out if they are spenders or savers. Give instructions, point out the mini glossary, ICQs, hand out copies (1 each). Ss answer the questionnaire individually. Then they discuss in pairs what they think their answers show. Monitor and prompt during reading and speaking. Hand out the photocopy and let them check the results on their own. Get FB in w/c, finally with a show of hands, find out how many Ss are spenders and how many are savers.

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