Gulnaz Ablitipova Gulnaz Ablitipova

English Unlimited Int U6.3
Intermediate level


In this lesson, Ss will listen to the TV show about how to manage money. This will be followed by


Abc EngUnLtd_Int_U6.3 - ex 1
Abc EngUnLtd_Int_U6.3 - ex 2
Abc EngUnLtd_Int_U6.3 - ex 2a
Abc EngUnLtd_Int_U6.3 - ex 3
Abc EngUnLtd_Int_U6.3 - ex 3
Abc EngUnLtd_Int_U6.3 - ex 3b
Abc EngUnLtd_Int_U6.3 - ex 5-6

Main Aims

  • To provide gist and detailed listening practice using the audio of a radio show about giving reasons for advice in the context of managing one's money.

Subsidiary Aims

  • To provide clarification and practice of giving reasons for advice in the context of managing one's money
  • To provide fluency speaking practice in a discussion in the context of giving reasons for advice about how to do something you know about


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Play 'Hot seat' to elicit the words "marriage, successful, to cause problems" - Elicit the meaning of the words. - Ss discuss the question in pairs: 'Can you think of 2 things that help marriage to be successful and 2 things that can cause problems?' Feedback: T will elicit two or three responses.

Pre-Listening (5-6 minutes) • To prepare students for the text and make it accessible

-Tell Ss they are going to listen to Jorg on a radio programme. He's giving advice about how couples should mange their money. But before that: - Write 4 sentences on the WB: a. Couples should have a joint account. b. You should have your own account. c. Couples should have a budget. d. Couples should be open about money. - Have Ss look at the sentences and elicit the meanings of the words ' a joint account, own account, to have a budget, to be open about money'. - In pairs Ss discuss the ideas and put them in order from least important to most important according to what they think and tell why.

While-Listening #1 (4-5 minutes) • To provide students with less challenging gist listening task

- Tell Ss to listen to Jorg and compare their ideas. - Discuss in groups about Jorg's advice and whether it's good advice or not. Feedback: Write the answers on the WB near each advice a - 2; b - 4; c - 3; d - 1.

While-Listening #2 (7-8 minutes) • To provide students with more challenging detailed listening task

- Give Ss the chart with sentence beginnings and endings. Tell them they have to match them in pairs. - Tell them not to worry about the words now. - After they finish have them listen again and check. Feedback: Give answer keys to each student and work on some difficult words like 'consequesnces', time-consuming, resentment, negotiate.

Post-Listening #1 (5-6 minutes) • To clarify the meaning, form and pronunciation of the expressions for giving reasons using guided discovery

- Have Ss look at the Answer key, and tell them to unfold the chart. - And there are questions for guided discovery. - Tell Ss to answer the questions individually looking at the sentences above. - Peer - checking Feedback: WCFB, eliciting form, pronunciation drills

Post-Listening # (12-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned and fluency speaking practice

- Draw a chart on the WB, which has 2 columns: 1. Give advice 2. Give reasons for advice - Elicit the ways of giving advice and giving reasons for advice. - Tell students that there are 4 people who have certain kinds of problems right now. And they need your advice. - GIve 4 different problems to each 4 students. - Tell them to read the problem and write 3 or 4 advice with reasons for it using the chart on the WB in 3 min. Monitor and help with the language. - After they finish, tell them to find other 3 people with the same problem and make one group. - Tell them to share their ideas in groups. Encourage Ss to ask each other extra questions. - T monitors and collects errors. Feedback: Elicit from each group the most important advice with a reason for each problem. And do error correction if it's needed.

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