TP# 2b


The lesson starts with setting the context of being rich with visuals and questions. The lesson goes on with reading for gist activity that is matching adjectives with the people in the text. Students discuss which millionaire they sympathise most with and tell why. As another while reading activity students scan the text for money expressions and complete sentences using them. The lesson finishes with free practice of speaking about the money related questions.


Abc Pictures about being generous (google images)
Abc Pictures of rich people in Turkey(google images)
Abc Photocopied hand outs (Insıde Out Pre-Int, Unit 13, Oxford:Macmillan Education)

Main Aims

  • To practise reading for gist using a text about the millionaries

Subsidiary Aims

  • To review and practice lexis related to money


Lead-in (3-5 minutes) • To generate students' interest in the topic of the reading text

*Teacher shows a real banknote to the students and asks 'What is it?' , gets their answers and tells the students that "The lesson today will be all about money !" *Teacher hangs the pictures of some famous millionaries on the board and asks the students questions like; Are they all happy or not ? Do they keep their money to themselves or help other people? Which one would you choose to be ?

Pre-Reading (7-10 minutes) • To pre-teach vocabulary needed to understand and complete the reading tasks

*Teacher projects the images of people sharing their things and giving away money to charities and tries to elicit the word "generous " Then T writes the word on the board in an example sentence : Bill is very generous he always helps people in need " and checks if the students get the meaning with CCQ "Does a generous person share his money or not? If I am generous do I buy big or small presents ? *Teacher takes the donation box , and goes around students and ask for their donation "Help the hungary people in Somalia " and tries to elicit the word "donate " . T writes the word on the board in an example sentence " Mary is very generous ,she donated five thousand dollars to UNICEF"

While reading (20-25 minutes) • To practise subskills of gist and scan reading and to practice lexis related to money

*T shows the ss HO of the reading text and tells them to read the text quickly in one minute and match the adjectives in the title ( good , bad and extremely generous ) to the people in the photo. ICQ questions are asked to make sure they understand the task. How many minutes do you have to read the text ? Which adjectives are you going to match ? *T gives the HO s to students and monitors them doing the task *T tells the students to check and discuss their answers in pairs *The answers are subjective so there will be whole class discussion as feedback *T asks the students to read the text again to find which millionaire do they most sympathise with in one minute, asks them to raise their hands according to names "Who sympathise most with Brian Williamson? " and makes mixed groups consisting of students that have different choices. *T asks the students to discuss their choices in groups for 2 minutes. *T tells the students to scan the text iand find the words and expressions related to money. *T projects the text on the board and underlines the word "palace" as an example. *Ss come to board to underline the money related words and expressions *Whole class check together if they skip any words. *T shows the HO to students and asks them to complete the questions in pairs. ' Complete the questions with the words and expressions underlined on the text with your partner' 'The first letter of each missing word has been given to you' *T asks ICQ s to check; 'Are you going to use any word in the text or underlined ones?' *T gives students time to complete the task , monitors them and asks them to check their answers with diffirent partners. *WC feedback. T checks the understanding with CCQs 'If my company is making profit do I lose or earn money?' 'What does children use to save their money at home?' *Teacher draws a table on the board , "places I give away my money / things I spend on / things I can save for/ " *Teacher makes an example writing her personal choices under each category *T asks the students to discuss in groups and come to board and write their answers.

Post-reading (8-10 minutes) • To develop oral fluency and to personalise the topic

*Teacher divides the class into groups and tells them to ask and answer the questions that they have completed. *Teacher asks the students what they have learnt about their partners. *WC feedback

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