TP 6 Elif
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
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 (44-50 minutes)
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-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.
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
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.
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
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.