By the end of the lesson, ss will have practiced reading for gist and to find detailed information.They will have also practiced speaking in groups by generating new ideas and thoughts related to money.
The students will review vocabulary related to money and daily life. They will also practice speaking for fluency.
Procedure (45-55 minutes)
I will put pictures of money on the whiteboard and ask everyone what it is and if everyone likes money. I will put three sentences on the whiteboard beside the pictures of the money and students will discuss and give their opinions regarding which statement best describes their attitude towards money. I will give clear instructions and ICQ`s. Student will first discuss in pairs and then groups to exchange their ideas.
I will put a picture of Heidemarie Shwermer on the whiteboard and explain to the students that she lives her life without money. I want the students to think about the reasons behind why and how she would do this before we actually find out from the reading. I will put new vocabulary words on the board and explain their meaning by showing pictures, and acting it out with students. 1. possessions (picture) 2. experiment (picture or demonstration) 3. swap (student demonstration) 4. house-sit (picture or demo) 5. treat someone (picture)
I will show everyone the handout before handing it out to students. Excercise b - Why do you think she does it and how do you think she survives? Discuss this in pairs before reading. This will be very quick - about 1 min. I will explain that they need to read the article about Heidemarie to see if their guesses were correct then answer the questions in Ex c. I will remind the students that their answers should be short and not too long. They can do this individually then discuss in groups. (5 mins) Answers will be given out verbally by students. (1 min)
Vocabulary Matching Game: I will put ss in 3 groups of 4. I will give out colored papers to each student and make 3 groups (blue, yellow and green). I will make cut-ups of the highlighted words in the text along with their definitions so students can match them. I will give one set of cards to each group and see who can match them first.
For the speaking activity in Ex e, I will write the questions on the board and the students will answer and discuss in their groups. Then, I will nominate students to share their answers with the class. (10 mins)