Giving advice on how to save money
To provide clarification of linking expressions in the context of giving advice on how to save money
To provide fluency speaking practice in the context of giving advice on how to save money
Procedure (36-47 minutes)
The teacher will ask the students how much money they have in their pockets or wallets, then takes out a five TL bill, tell them that is all s/he has today, and asks them if that is enough for the day. S/he will also asks them to compare that amount of money to British pound.
I will tell the students that I want to buy a pair of shoes that cost 200 pounds, but I do not have that much money, then I will ask them what I should do to buy that pair of shoes to elicit "save some money". I am going to ask a few of them what they plan to do or buy but do not have enough money to do so, talk to their partners about that in 3 minutes, give suggestions and report to class. ICQ: How much time do you have?
I will chest a HO and tell the students to read the article and answer one question: "Why did Kath decide to live on 1 pound a day for a year?" They will have 1 minute for that. ICQs: How many minutes do you have? How many questions are you going to answer? CCQ: What is the question? Then I will pass out the HOs, and get the WCFB. Then I will ask them to work in groups and come up with suggestions on how to save money in two minutes. ICQs: How much time do you have? Are you going to give tips on cooking? For FB I will ask a few of them to tell the class about the tips they came up with. After that, I will ask them to do the matching (exercise 2) in their groups and get the WCFB, following by a discussion on whether they have tried any of these tips.
I will write three sentences on the board. 1. I recycle containers......... I can. 2. I read the news online............... buying newspapers. 3. Never hurry when you're shopping.......... you miss bargains. Then I will ask the students to tell me how to fill in the blanks with the linking expressions they have seen in the matching exercise. I will tell them to identify the parts of speech of the words that come after the expression. Then I will ask them to do exercise 3a, and then check their answers in pairs, and report to class. I may write some of the examples on the WB and ask the students to identify the words after linking expressions. After noun/ing form and subj.+verb were elicited, I will ask some CCQs: Can we use a noun after "instead of" and "after"? Yes. Can we use a subj.+verb after "in case", "when", "whenever" and "if"? Yes.
I will write "Cycle or hitchhike..." on the WB, and ask the students to complete it, while eliciting, I will write some of their ideas on the WB, then I will tell them to work in pairs and do exercise 3b. Each pair can read one of the sentences, and I will ask other students to give their opinions on what they hear.
I will do some regrouping by assigning numbers to students, then I will ask each group to come up with three tips to save money in 2 minutes. My ICQS: 1. How many tips are you going to suggest? 2. How much time do you have? Each group will write their tips on the board, and the rest of the class will comment on the them.
Some problem cards will be given to students. In pairs, they give tell their partners about their problems and their partners will give them suggestions to overcome their problem in 3 minutes. Then each student will tell the class about his/her problem and the tips they received. ICQ: HOw much time do you have?