Kari Kari

Copy of Are you a spender or a saver?
Intermediate level


In this lesson students practice their receptive skills in listening (for detail and specific information) and reading to consolidate their vocabulary about money. In the last stage they are given a chance to personalize the language by discussing their relationship with money.


Main Aims

  • To provide students with practice of receptive skills: Listening for gist and specific information (a text with an interview to 6 people); Reading and answering a questionnaire about being a spender or a saver in the context of money.

Subsidiary Aims

  • To provide Ss with a speaking practice to consolidate and personalize the language in the context of money through a discussion about their relationship with money.


Lead-in (3-4 minutes) • To set lesson context and engage students

Show Ss a slide with two photos. Write the first letter of the two words on each picture (S). Elicit the words spender and saver by asking questions in w/c: "Does she like shopping and buying stuff? (yes) Does she enjoy spending money? (yes). Is she a spender or a saver? (spender). Elicit saver for the other picture.

Pre-Listening (3-4 minutes) • To prepare students for the text and make it accessible

Pre-teach lexis: I'm broke (mime, give an example, ask CCQs); disappear (give an example, ask CCQs); debt (give an example, ask CCQs).

Listening #1 (8-10 minutes) • To provide students with a less challenging gist listening task

Set the context of the listening, explaining that they are going to listen to 6 people answering the question: "Are you a spender or a saver?". Give instructions (Ss individually, listen and tick if the speakers are savers or listeners). Aks ICQs. Hand out material (1 copy each). Pause after each speaker and give them time for peer-check. Check answers in w/c by showing answer key on w/b.

Listening #2 (8-10 minutes) • To provide students with more challenging specific information listening tasks

Give Ss some time to read through the statements, then they listen again to the text (no pause this time). Allow peer-checking, then w/c FB nominating Ss.

Post-Listening (Speaking task) (5-6 minutes) • To provide with an opportunity to respond to the text, practice and personalize the language orally.

(If time allows, REGROUP). Ss in groups of 3-4 personalize the language by discussing which speaker do they agree with the most. Give an example talking about your case. Monitor and prompt while Ss carry out the task. Get w/c FB nominating Ss.

Reading and Speaking (10-11 minutes) • To provide students with a reading task to consolidate the language and a speaking activity to personalize the topic

Set the context for the reading. Tell Ss they are going to answer a questionnaire and find out if they are spenders or savers. Give instructions, point out the mini glossary, ICQs, hand out copies (1 each). Ss answer the questionnaire individually. Then they discuss in pairs what they think their answers show. Monitor and prompt during reading and speaking. Hand out the photocopy and let them check the results on their own. Get FB in w/c, finally with a show of hands, find out how many Ss are spenders and how many are savers.

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