Copy of 2A - Ka-ching! Vocabulary and Listening
Intermediate - B1 level
By the end of the lesson, students will have revised common words and phrases with money in the context of a song.
By the end of the lesson, students will have had specific information listening practice and practiced speaking using their new vocabulary.
Procedure (32-40 minutes)
Provide photos on a PowerPoint and elicit the new topic from the Ss (money / spending). Set Task: "Look at these photos. What is our next topic about?" After Ss guess, ask them briefly whether they use money, do they like it, why, and what can they do with it. Once Ss answer these questions (2 min only), T will tell a story about a greedy man who spends money in various irresponsible ways to elicit the target language from the students. T should drill the target language and tricky pronunciations like "mortgage" and "blew my money on". These new words will be written on the board as they are elicited.
In pairs, Ss are given a questionnaire about how they use money. Set Task: "Now, please get into pairs. I will give you a questionnaire about money. Ask your partner a few of these questions and write notes about their answers. You have three minutes." After, Ss report what they learned to another student in the class
T will introduce the activity: "we will now listen to a song about money. It's by a Canadian singer, Shania Twain. (hand out song) What is the title of the song? (Ka-ching!) What does this mean? Does the song have all of its words? (no) We will listen to this song. Please use these words to complete the song. I will give you time to write after each verse." Ss should use the elicited vocabulary on the board to fill in the missing words of the song. T will pause after each verse to give students time to write. If needed, T will play the verse again. ICQ: "Are you going to use these words? Are you going to use other words? Where should you write the words? Will I pause it to give you time to write? Are you ready?" After listening, students should check what another student has written. T will then ask Ss to say the answers as a class.
Hand out Ex. B Pg. 20 and put Ss in pairs. Set Task: "Match the words on the board to their definition. Use the part of speech to help you. You have two minutes." ICQ: "Are you going to write the part of speech? Are you going to write the word? Are you going to write it next to its definition? How long do you have? After, Ss check their answers with a classmate. Give each student an answer key and have them check their answers. Have them read the song and put up the three possible summaries. Ss listen one more time all the way through and choose the best summary of the song. Set Task: "Here are three possible summaries for the song. " " Listen to the song again. Think about which summary is correct." " What is the song saying? How do we know?"
Put Ss in groups of three and have them discuss whether they agree with the song or not. Have people become obsessed with money? Give some examples of how they are or how they aren't. If not, is the world obsessed with something else? Is this a good or bad thing? Why? After, give some class feedback on grammar/vocab/pronunciation mistakes.