Ayşe Tolunay Ayşe Tolunay

TP 4
B1 level


In this lesson students will practice gist and detailed listening in the context of money. Some words from the listening script will pre-taught.


Abc HOs

Main Aims

  • To provide gist and specific information listening practice using a text about "Are you a spender or a saver?" in the context of money habits

Subsidiary Aims

  • To provide gist reading practice and deduction of meaning of some words using a text about my mother in the context of money habits
  • To provide fluency speaking practice in a conversation in the context of "Are you a spender or a saver?"


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Think of someone you know well.(Mother, father, children, wife..) What does he/she do his/her money? Does s/he spend it all? Does s/he save it? Why? Discuss with your partners. 1 min. W/C FB

Pre-Listening (15-17 minutes) • To prepare students for the text and make it accessible

Show them the picture. Who is she? Read the text and answer the question. You have 3 min.s. Give HOs. W/C FB to the question. Read the text again and match the definitions with the words in bold. Give HOs. You have 4 min.s Check with your partners. W/C FB. See LA for CCQs

While-Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Listen to 6 people answering the the question: Are you a spender or a saver? How many are savers? Pause after each speaker (as was suggested by OCT) Check with your partners but don't tell me. At the end W/C FB

While-Listening #2 (8-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Listen again and match speakers 1-6 with A-F. Give HOs. Compare your answer with your partners. W/C FB. Ask for justification If needed, play the track again

Post-Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Another personality quiz! Read the questionnaire and choose your answers. Give the questionnaire. Compare your answers with a partner and say why. Monitor. Ask each pair what they discussed. Find out if you're a spender or a saver. Ask if they agree with the results. Discuss in pairs. W/C FB.

Delayed error correction (3-4 minutes) • To provide feedback on students' production and use of language

T writes good language & areas to work on on w/b Elicits the correct forms Drill if necessary

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