The teacher shows pictures of a shop and a person paying money. The teacher asks very simple questions such as (What is this?) (Do you like shopping?) and (Do you buy things every day?). Students answer freely without correction. The teacher responds positively to encourage participation and confidence.IN this stage the Ss need a simple and familiar context. Visuals and easy questions help lower anxiety and prepare students for new vocabulary.

The teacher tells students to listen only without writing or focusing on any details and plays the audio from the SB. the audio is played again if needed. Students repeat the words after the recording, first chorally and then individually. The teacher models pronunciation clearly and drills difficult words. Listening and repetition are essential here to help students notice pronunciation and feel confident saying new words.

T asks : Are these words about money or food? Students answer as a class. Confirm and praise: Yes, they are about money. Well done! Then: giving them the matching the correct word task T askes the Ss to work individually to match verbs with definitions: spend : to use money to buy things save : to keep money for later borrow : to take money from someone lend : to give money to someone Students check answers in pairs. Whole class check, teacher clarifies mistakes.

Use board, gestures and examples: The Meaning : We begin by showing a picture for each new word, which the students view for five seconds. Then, we explain the story behind the picture to help them grasp the meaning more quickly. Next we write down the meaning. After that Form: Write model sentences on the board: we show them an example of how to use the word and the correct pronunciation of the sentence. We then ask the students if the word is a noun, verb, or adjective, and about the stress on the word. Finally the Pronunciation: Drill key words chorally and individually: we have them repeat the word correctly after the teacher with each student repeating the sentence correctly.

T asks the Students to circle the correct word in sentences: I .... money on clothes. spend I .... money for school. save Work individually, then check in pairs. Teacher checks answers with class, corrects errors gently.

Students complete workbook sentences individually: I ... money for my birthday. save I ... money when I buy food. spend Check with a partner. Teacher gives quick feedback on errors and pronunciation.

T give Instructions for Students: One student is the Customer, the other is the Shop Assistant. Use full sentences with the target vocabulary: spend, save, borrow, lend. Switch roles after 2–3 minutes. Sentence Starters for Customer: I want to buy … How much is it? I spend £… on this. I save £… for … Can I borrow £…? Sentence Starters for Shop Assistant: It costs £… Do you want anything else? You can buy it / Sorry, you don’t have enough money. You can borrow £… from me if you want. Give them 2 minutes to think individually then let them speak freely.

Teacher gives content feedback first: (I like how many of you talked about saving money). and gave them some examples from their phrases while talking. Write common mistakes on the board Ex: I borrow money to my friend and then elicit correct: I lend money to my friend Provide correct models.