Elif Gizem Özsaraçoğlu Elif Gizem Özsaraçoğlu

TP 6 Elif
C1 level

Description

In this lesson students will listen for the gist and then for the specific information. First they will comment on the old sayings about money, then listen to the people talking about their experiences about money. After the listening part, there will be a language focus on substituting lists. Students will practice the language focus. Finally students will talk about how they learnt about money and what their parents taught them about it.

Materials

Abc HO Global voices
Dq9gk4wxrekmzngxw6ym scotlandpnew 50pounds trbos 2005 dml f Pound pic.
Yx8el7smthoa5yerqsmj 2005 penny uncirculated obverse cropped Penny pic.
Abc Listening track

Main Aims

  • To provide specific information and gist listening practice using a text about Power and Money in the context of money
  • To provide fluency speaking practice in a conversation in the context of money with substituting lists

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of money
  • To provide gist and specific information listening practice using a text about Power of Money in the context of Money

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Ask the students how economical they are.Show pound and penny pictures- elicit them. Give the HO and ask them to look at the sayings in exercise 1. Students will read and discuss the items in pairs for 3 minutes. They will talk about their meaning and usefulness.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible

Pre-teach: boarding school: "Do the students who study at Darüşşafaka go their homes after school? No because Darüşşafaka is a boarding school." Ask students how they learnt to save their money in pairs. Ask them what they think about saving, spending, borrowing, and the importance of money to prepare them for the listening text.

While-Listening #1 (12-13 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ask the students to listen to six people talking about money. Tell them that they don't have to understand every word they will just listen to understand the gist. Ask them to match the people with the topics. Demonstrate on the board. Saving money: Magdi, Spending money: Ahmet, Mieke, Douglas Borrowing money: Eamon The importance of money: Isidora

While-Listening #2 (5-7 minutes) • To provide students with specific information listening tasks and develop speaking for fluency

Ask the students to listen once more and tell which speaker learnt about money directly, and which learnt indirectly. and match the sayings with the people. Eamon 3, Magdi 2, Isidora6. Ask the students why they have chosen these sayings for those people.

Language Focus (5-5 minutes) • To raise students' awareness of a particular piece of listening present in the listening text

Ask them to look at the examples from the listening. Tell them the phrases in the bold are used in spoken English to replace the items on lists. CCQ: Do the word groups in bold refer to specific or unspecific items? Students look at the phrases in 2 and decide which of them can be used in a similar way to the phrases in ex 1. Write correct answers on the board. (Something like that, and so on, or what not, and the other things, stuff like that). Students work in pairs and discuss the things in ex 3 to replace the other things items on the list

Post-Reading/Listening (12-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell them to work with a partner and ask how they learnt about the money and what kind of experiences have they had about it. While students practice freer speaking activity, monitor them and employ immediate correction where necessary and encourage them to use substituting lists.

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