Roadeh Roadeh

English Unlimited Int. Unit 6.1
Intermediate level


The general context of this lesson is saving money.Ss. will be introduced to Kath Kelly, the writer of this article to predict her reason to save money.Ss. will brainstorm different ways to save money, then they'll comapre them to Kath's by matching the tips she gave with the suitable pictures. Later on, Ss. will discuss these tips to elicit the grammar expression used in each one.Ss. will practice using these expressions in a controlled activity ( gap filling). Finally, they will be able to use these expressions to complete some situations to show fluency and acuracy.


Abc some coins ( Turkish Lira)
Abc A newpaper article
Abc A newpaper article
Abc Match sentences with pictures
Abc Answer key
Abc Analysis
Abc Gap- fill handout
Abc Complete the advice

Main Aims

  • To raise students' awareness of some linking expressions used to give advice.

Subsidiary Aims

  • To provide practice of the Target Language in reading and speaking by giving some tips / advice to save money.


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

T. distributes some Turkish coins ( Lira) to elicit money/ currency.T T. asks Ss. to work in pairs to discuss the possibility of living on one Lira or Pound a day. T. monitors and listens to their discussion. General FB.

Pre- redaing / Prediction (3-5 minutes) • To help students read for gist.

T. tells Ss. that they will read a short article written by Kath Kelly talking about her reason to save money and live on one Pound a day for one year. T. asks Ss. to work in pairs to predict Kath's reason to save money. T. listens to some samples of Ss's answers. T. hands out the text and asks Ss. to skim it to check their predictions. A students gives the right answer to the class for FB.

Exposure to Target Language (7-10 minutes) • To provide context for the Target Language through a text or a situation.

T. asks students to work in pairs to brainstorm ways of saving money for 3 minutes. T. regroups the pairs and asks Ss. to speak to the new partners about saving money. T. listens to some tips from students and writes some on the board. T. distributes HO with pictures and some tips written by Kath to match them together. Ss. check their answers in pairs, then a student writes the correct answers on the board for WC FB. Then Ss. compare their tips with these tips to find out how similar or different they are.

Focus on the meaning (5-7 minutes) • To draw Ss.s attention to the meaning of and use of the Target Language.

T. writes the tips on the board then asks Ss. to work in pairs to find out the meaning of the TL in every context and how to be used. e.g: Go to a library if you want to use the internet or read the newspaper. T. elicit the meaning of the TL in this context which is giving someone advice to follow in case he/ she wants to benefit from something. Ss. work in pairs to do the same with the rest of the exercise. WC FB will be given later on.

Focus on the form (5-8 minutes) • To focus on the form of the Target Language

T. elicits the form of the Target Language in the same tip sentences. e.g. Go to the library if you want to use the Internet or read the papers. If + Subject + verb Infinitive + to + verb T. asks Ss. to work in pairs to find out the form of the TL in the rest of the examples. Ss. check their answers in pairs then a WCFB will be given.

Controlled practice (3-5 minutes) • To practice using the form of the TL in a gap fill activity to check understanding of the form

Ss. work individually to fill in the gap with the correct form of the Target Language. Pair Check then an answer key will be given for WCFB

Semi controlled practice (3-5 minutes) • To concept check further and prepare students for free practice.

T . writes Cycle or hitchhike............ on the board and asks students to use the TL to give advice. Ss. work in pairs and give their own ideas. T. divides the class into two groups. Each group is supposed to use the TL to complete 3 sentences and give their own advice. If there is time, groups mingle together to tell each other about their own advice.

Error Correction (2-4 minutes) • To give feedback on students errors while doing their activities

T. writes some errors that students committed while doing their tasks/activities. She tries to get the correction from students themselves if possible.

Web site designed by: Nikue