TP2 Money, Time, and Prices
• To introduce and practice vocabulary to talk about money in the context of going out.
• Speaking in the context of going out.
Procedure (53-65 minutes)
I will ask the students where they go in their free time. My aim is to elicit gallery, cinema (movie theater), concert, mall, night club or bar, museum, restaurant, gym, or park. If a student says one of the places I wish to elicit, then I will immediately hang up a picture of that place. After eliciting as many places as possible, I will then make gestures to try to elicit words like restaurant and gym. Once I have exhausted students of what they know, I will tell them the new vocabulary such as museum. I will then pass out strips of paper with the English names and have students do PW and tack them to the correct image. Students may need to use these locations later in the lesson while planning my day out in Istanbul, therefore I will hang these images up on the wall and not the whiteboard, and leave them there the remainder of the class. Instructions: 1) Where do you go in your free time? (gesturing)
Pt. 1: After being introduced to vocabulary in the warmer, students will guess whether a, b, and c are a gallery, cinema, or concert. Pt.2: They will then listen and fill in the blanks regarding time. I will replay, and then we'll do WCFB quickly with my prepared answer key. Pt. 1: Instructions: 1) Look at A, B, and C. 2) Is it a cinema? a concert? or an exhibition? 3) Work in pairs. (gesturing and making pairs) Pt. 2: Instructions: 1) Listen. 2) Fill in the time.
I will pass out the dollar, lira, pound, and euro symbol to all students. I will have students sit in a circle, I will point to one student to stand up, hold their paper up, and elicit the names of each currency from students. Upon eliciting, I will then model pronunciation and continue drilling WC by pointing to a student to stand up with their currency symbol. Instructions: 1) Stand up. 2) Come. 3) Sit in a circle. (gesturing a circle) (Here, I will model how to hold the paper with the symbol facing myself, and how to stand up and hold my sign up. I will then call names to stand.) 4) When I call your name, please stand.
Students will return to the advertisements, listen to the prices on a recording, and then fill in the blanks of the prices. We will listen again. Students will check in pairs. Then we will do WCFB using my prepared answer key.
I will prepare the board with an image of an ear to deduce the meaning of hear, and with an image of a mouth to deduce the meaning of say. I will also draw an example of time and currency under each image. This way there will be no confusion between the HEAR and SAY columns. Students will work in groups of three: A, B, and C. I will model that if I hear something from the HEAR column, then I will check it, and then move to the SAY column. Student A will begin by saying 10 o'clock. Instructions: 1) Hear. (gesturing to my ear) 2) Say. (gesturing to my mouth. I will then point to the SAY and HEAR column to reduce confusion.) 3) If I hear 10 o'clock, I check. 4) Then I say $5. 5) Work in groups of three. 6) A, B, C. (While passing out papers)
(I will gauge how involved students are with the previous activity and decide if we have time for this one.) While still in their groups of three to save time, students will plan a day in Istanbul for me.