Aylin Çapulcu Aylin Çapulcu

Linking Expressions Lesson: How I lived on 1 Pound a Day
Intermediate level


In this lesson, students learn about linking expressions such as if, when, etc. in the context of a newspaper article. M-F-P stages will be applied by making use of guided discovery technique. TL will be practiced and produced via controlled and freer practices.


Main Aims

  • To provide clarification and practice of Linking Expressions (if, when, after, instead of, whenever, in case) in the context of a newspaper article on saving money via controlled, semi-controlled and free practice

Subsidiary Aims

  • To provide gist reading practice using a text about saving money in the context of A Newspaper Article: "How I lived on one Pound a day"
  • To provide accuracy speaking practice in a S - S interaction in the context of A Newspaper Article: "How I lived on one Pound a day"


Contextualization (3-4 minutes) • To activate ss’ interest and engage them in the topic

T initiates a conversation about saving money and asks ss how they save money. T - Powerpoint, T - WC: Do you like to travel? Have you ever travelled abroad? SS: ... T - I love travelling... and I travel a lot! You know... I want to travel this spring... Powerpoint image 1 T - Where do you think I want to travel? SS: ... Powerpoint image 2 T - I want to travel to Portugal, to Lisbon but I don't have enough money to do it... Powerpoint iamge 3 (Unhappy face) T - I definitely need to save a lot of money to do that. What do you think I should do about it? How can I save money? Discuss in pairs for 2 minutes! (Powerpoint image, cartoon) Ss - say their saving-money tips in pairs. Answers may include: * Eat at home. / Do not go shopping. / Make your own coffee ... T writes some of the ss' tips on the WB. Thank you for your help! And I have a question for all of you. T - WC: Is there anything that you want or want to do something but you cannot afford it? (T collects answers) How do you save money for that? Discuss in pairs. T writes the way they save money on WB.

Lead - in & pre-check vocabulary (3-4 minutes) • To get ss ready for the oncoming reading text & to let ss brainstorm about the topic

T draws ss' attention to the headline of the reading text “HOW I LIVED ON 1 POUND A DAY” on the powerpoint. * live on Example: Most students live on their pocket money, they do not have extra income. (picture of money out of pocket) Meaning: to have a particular amount of money to buy food and other necessary things. Pronuncitation: /lɪv/ /ɒn/ Stress: Verb part Form: phrasal verb T - WC: How much Turkish Lira equals to 1 Pound? SS: ... How can you live on 4 TL a day? Discuss with your pair and make a list! -Powerpoint image- Sts brainstorm the ways of living on 4 Liras a day.

Scimming Stage, Part A (2-3 minutes) • To help SS notice the TL

T chests the reading text. T - WC Instruction: You are going to read an article about Kathy. Maybe she is saving some money, too! Read the text and answer the question “Why did Kath Kelly decide to live on a pound a day?” (While sts are reading the text, T sets the time. 1-2 minutes. After 2 minutes, SS pair-check and T collects the answers.) T - WC: How do you think she does that? Powerpoint: T draws sts’ attention to the pictures on the powerpoint and says they are Kathy’s Money Saving Tips.”

Scimming Stage, Part B (8-10 minutes) • To introduce the TL and help ss understand the M, F & P of the TL

T chests a card titled Kath’s Money Saving Tips and 2 other cards with the pictures. T - WC: Instruction: Match tips with the pictures on the Powerpoint (on your cards) Sts work in Pair Work to match the tips with the pictures. After 2 minutes, T tells them to pair check. T monitors while they are checking their answers. While sts are reading out the matching sentences, T writes (or shows) the sentences and after writing the each sentence T highlights the TL and focuses on M, F, P. T uses CCQs to support sts’ understanding while presenting the TL.

Controlled Practice of TL (3-4 minutes) • To provide practice of the TL and check ss’ understanding of meaning of the TL.

T chests halves of sentences. T - WC: Instruction: You are going to work in pairs. Match the halves to have full sentences. Ss work in PW to match the halves. Afterwards, they pair check. Feedback: T gives the answer key, after monitoring.

Semi-Controlled Practice of the TL (5-6 minutes) • Further practice and freer production of the TL

T chests the cards with some halves of sentences. T - WC: Instruciton: Complete the missing halves of the sentences. After that, share and compare your answers with new pairs. Sts complete them and compare their answers with their partner. FB: WC

Freer Practice (5-6 minutes) • To create opportunity for ss to produce their own sentences in the TL.

T writes some titles on the WB and asks sts to write some advices for each of the title. Sts write their sentences by using the TL. FB: sts compare their answers with their partners and T gives them a paper that includes some example sentences. FB: Sts read their own sentences out.

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