The teacher draws on the preceding lesson on economics and uses pictures illustrating the words: very rich, very poor, pocket money, and loose change. The teacher displays the pictures one at a time and elicits meanings of pictures and possible relationships between them.

The teacher elicits the words from the students, drills and then writes them on the WB. They will be introduced as individual words as opposed to collocations. The words will not always be linked to the context of money in the language presentation stage so as to give the students a chance to work out the collocations in a separate task, which is a chance for them to practice speaking as well as to predict the possible meanings of the collocations.

The students get a handout wherein they are asked to figure out the collocations provided in exercise one of the course book. The teacher closely monitors the group work and offers assistance as needed. Early finishers are given the answer key and asked to discuss the possible meanings of the collocations. When all the groups are finished, the teacher elicits the meanings from the class.

The students work in pairs to fill in the blanks with the collocations they learned in the previous task. The sentences are adapted from the exercise #1 of the text book. The teacher asks the students to change groups and check their answers. Early finishers write the answers on the WB

The students are given a handout and are asked to work in pairs to replace the underlined words with the provided synonyms. The teacher monitors the pair work and offers assistance if needed. Early finishers write the words on the WB.

The students work in groups of 3-4 to orally ask and answer provided questions. The questions link the collocations to real life experiences and encourage the students to critically think and to communicate with one another using their quite good English. The teacher closely monitors the group work and encourages in-depth discussions. When all the groups seem to not be able to proceed with the discussion any further, they merge to compare and contrast ideas (pyramid discussion).

The students are asked to work individually to write four questions in the context of money and using the learned collocations. The students work in a class mingle to orally ask and answer the questions. The teacher monitors the activity to make sure every student is involved, to encourage thorough discussions, to ask follow-up questions and to offer assistance as needed. When the students finish asking and answering questions, they share with the class some interesting questions and answers from the class mingle.