Kateryna Kholodniak Kateryna Kholodniak

TP 7: Giving advice on how to save money
Upper-Intermediate level


In this lesson, the students discuss the topic of saving money. Then they will be introduced to some functional language with the help of which the students will share their own ideas how and where it is better to keep savings. They are going to be asked to give their own suggestions on this topic.


Main Aims

  • To provide clarification, review and practice of language used for giving advice in the context of saving money

Subsidiary Aims

  • To provide fluency speaking practice in the context of giving advice on how to save money


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

Review the following concepts with students: - money can be used in three ways: to spend, to save, and to give. - money can be spent for things that we need and for things we want but don't really need. The plan people make to use money wisely is ... (a budget). A budget helps us to make sure that we have enough money to pay for the things we need. Ss discuss in pairs the question: Are you a spender or a saver? Give the reasons why.

Exposure (6-7 minutes) • To provide context for the target language through the situation

Ss look at slide of PP and see the pictures of the couple and they don't look happy - they are arguing about something. Ss in groups predict what they might be arguing about. They make up a few sentences about the situation in this family. I listen to students' ideas and together with Ss we decide and chose the best variant for the story

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss receive the flashcards and match the heading of the functional language with their expressions in groups. After they finish working in groups I will give them printed feedbacks with these expressions.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

I explain to students that the form of the most difficult language structures and how should be used in the sentence. Use drilling and backchaining the sentences. Ask students to make a few examples.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Ss match the statements with the possible definitions used with TL. After they finish they receive answer keys.

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

Ss play the game. in groups, they have only 1 dollars a day. They have to think on how they will spend it, what they will buy or how they will survive having only 1 dollar. I will regroup the students by assigning the number to students, then I will ask each group to come up with three tips to save money in 2 minutes.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

Ss in groups discuss the questions from the cards they receive. Having a few notes about language issues in the lesson, I give Ss a feedback session on some of their mistakes.

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