Aysu Sevgur Aysu Sevgur

Money matters
Upper-intermediate level


Abc Match the words hand out adapted from Global upper-intermediate, Macmillan
Abc Pictures for Lead-in
Abc Match the two sentence halves and collocations h/o, Global upper-intermediate, Macmillan

Main Aims

  • To introduce students to the use of metaphors and expressions related to money

Subsidiary Aims

  • To provide fluency and accuracy speaking practice using the expressions and metaphors in the context of money.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

After greeting T says, I have a problem actually, I am studying hard but I need to find a job soon.. through gestures T elicits money and money related expressions/metaphors. Write Money then ELICIT .. how do we say.. when we running out of money..Lately, I am spending money like water!!!

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

T writes the phrase under the picture (tap), ASKS When I say Money spent like water, what is this?( I am describing a situation using ) ELICIT : METAPHORs

Highlighting (3-5 minutes) • To draw students' attention to the target language

The other day, we realised that we can not eat money.. But in English money is like FOOD or we think of it as if it's LIQUID. T puts a pie chart/company illustration and a slice of pie/cake on the board. Ask Ss to work in groups to decide if the metaphor is food or liquid related..

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T will provide WC feedback and CLARIFY the meaning with examples + FOCUS on pronunciationMODEL and DRILL full phrases. (use back-chaining? 'a huge chunk'.. He took a huge chunk out of his savings.. 'swallow' 'swallowed up' 'pour' 'pouring' 'pouring into ' + something 'drain' Problem : MEANING unclear to Ss: Show picture/ explain - if you drain something, you remove the liquid from it/let liquid flow away. pouring money down the drain

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

T shows the W/b, asks the Ss 'do you think these are relevant or familiar to us? Happened to us or to people around us? WRITE 2 - 3 sentences using the metaphors EX : Talk to your friends in your groups. Anyone would like to share??

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Match the sentences!! In pairs Ss will match the 2 sentence halves. For feedback, T will hand out sheets with important vocabulary highlighted. MONITORS effectively to check for errors, problems with the pronunciation. Problem : Pronunciation of 'loose' vs 'lose' T will ask the students to work in groups to match the words in the box with the words in bold. MONITOR and FEEDBACK / WC T will clarify meaning, drill FORM / PRONUNCIATION Problem : 'spare' 'spare change' who else might ask for spare change? Problem : 'filthy' explain that it has a negative connotation . use other examples of meaning, This place is filthy'

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T asks 'what do we spend our money on' Think about your rent, bills, school fees, supermarket shopping Everybody stand up, get your papers, Talk to your friends about money! I splash money out on clothes... The bills swallow up my pay every month..

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