Reading: for a gist and for details
To provide gist and detailed reading practice using a text about 'living cheaply' in the context of managing money
To provide fluency during speaking practice by asking and answering questions in the context of managing money (saving, budgeting, spending, investment)
Procedure (36-46 minutes)
- T writes the word 'money' on the WB (like a word splash/ mind map) - ask students to give as many words possible related to money - spend, expensive, cheap, buy, sell, save, discount, sale etc. In pairs: discuss the following: - What are some of the things that you would do (and or NOT do) if you had only 5 TL for a day (approx. equal to 1 pound - just like Kath Kelly**)? Feedback: T will elicit one or two responses **mention the name 'Kelly' from the previous session (by Sara); if this haven't appeared till now, then go ahead without this character reference.
- T asks Ss to predict responses for some of the questions: 1) How do you think Kelly saved some money? 2) Did she buy the wedding present? 3) How did the experience change her? ## if the above mentioned questions are complicated at this stage then follow the below version. - Ask: what do you think Kelly would have explained? or described? - Anticipated responses: some secrets, some clever ways of saving money, how did she saved money? so on and so forth. - T quickly writes the predictions (just words/ phrases) on the WB. T to Ss: Kelly has shared her experience with us but the text is too long. So let's read and find out. But, the 'challenge' is - you just have 1 min. to read the text, thus you will have to read quickly. ICQs: 1) do we read in pairs or individually? individually. 2) do we read slowly word-by-word? no. 3) do we read quickly in a minute? yes. 4) do we talk or discuss while we read? no.
- Ss read quickly for the gist and check their prediction from the previous stage. - Ss share the gist with their partners/ pairs - T monitors the interaction: do both partners have similar, different or closer gists? Feedback: check in pairs; followed by WC elicit (ask them for reasoning their responses - e.g. why do you think xyz is the gist/ main idea for the text?)
#1) - Ss will read again and answer the questions given in A. (handout) - T will monitor; if necessary give extra time to re-read the text again Feedback: check in pairs and clarify any common errors as a WC; elicit from Ss by asking 'Why' questions (for justification); if Ss are still stuck on any particular questions T simply provides the answers with clarification. (answer key)
- T jumbles and displays the cut-up phrases and its meaning on WB (phrases related to the text like-kept to, saved up, survived on...) - Ss will discuss in pairs or groups of 3 and match the phrases with its meaning - hint the Ss that they may refer the reading text as it will help them match the right meaning - any team who does it right wins the game (refer CCQs from Language Analysis) Feedback: T elicits from Ss and WC feedback; drill pronunciation if required. (if less time: skip the match activity as described above and rather do ex. B given on handout) followed by speaking as that's the sub-aim (receptive skill - reading; production - speaking) For ex. B: - Ss fill in the gaps - T monitors and check for any common errors Feedback: peer check and elicit from WC; let Ss clarify the common errors (or else T provides); drill pronunciation if required. (answer key) (refer CCQs from Language Analysis)
Speaking topic: "Do you think you are good at managing money?" T elicits some of the things that group can talk about on this topic. For example - - Do you plan your monthly expenses? - Do you save up for something that you wish to buy? - How much did you spend last month? Did you spend too much or too less? - Have you ever gone beyond your budget? (over-spent) Put up these question prompts on the board for groups to refer; and ask them to find out someone who is good at managing their money. - T groups the Ss (group technique: 1, 2, 3, 4...1, 2, 3, 4...) - Personalisation: Ss ask and answer the questions to each other in groups of 3/4. Hint: ask Ss to use the words put up on the WB; words discussed during the session T monitors the language usage. Task Feedback: Elicit and find out who is good at managing money in the class. (WC) Feedback on errors: T takes note of errors on WB if required; clarifies/ elicits for correction (WC)