Berire Berire

Dealing With Moneyy
Intermediate level


By the end of the lesson, learners will have a better understanding of some vocabulary dealing with money and will have had practice using that language and be better able to talk about money-related issues.


Abc Dealing with money ppt

Main Aims

  • To provide clarification and practice of language used for Paying bill in a restaurant, checkin in or out at a hotel, speaking with a bank officer, buying sth on phone with a credit card. in the context of daily life

Subsidiary Aims

  • To provide clarification and practice of passive in the context of daily life


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

After welcoming Ss Show slide 1 Let's listen to a very short song, maybe you'll remember. Play the song from ABBA What is the song about and all those pictures? Elicit the answer money Ask about the pictures in detail this time and try to elicit the answers: credit cards, visa, master card, note, coins, bank account)

Exposure (6-7 minutes) • To provide a model of the task and highlight useful words and phrases

We have some pictures here. How many pictures do you see? (5) Good, you are going to listen to 5 dialogues. Match the dialogues with the numbers. After finishing the activity ask them to discuss their answers in the BR rooms.(1-2 min.) When they come back ask them to write their answers in the chatbox.

Highlighting target language (8-10 minutes) • To highligh the TL so that the Ss are focused on it

Show them slide 3 We have 4 dialogues this time. "Please match them with the places. You have 1-2 min to do the task." After finishing. Can you write your answers in the chatbox, please? T: Keep looking at the dialogues. Assume that you will remember only 2 sentences or words or phrases from each dialogue. Which two would you choose? We will underline the phrase/word/sentence. (Of course, you won't be able to underline because it is on the screen. But you can take notes.) You have 3 minutes for this. After finishing show them slide no 3. " Here are my choices for you. Do they match with yours?" Ok let's study them a little.

Clarifying TL (10-12 minutes) • To clarify the meaning, form and pronunciation of the task language

On Slide No 4 Ask your CCQs to clarify the meaning first. Here’s your bill. Is he giving or taking the bill? (giving) Is he close to the customer or far? (close) Is service included? According to the dialogue is the service included? (no) So does she have to pay extra money for the service? (yes) Can I change the word service with another word (i.e. breakfast)? (Yes) If something is included do we have to pay anything for it? (no) £55 per night. Does it mean for one night or more than one night? (one night) If they will stay for 2 nights how much should they pay? (£110) That’s extra. If something is extra do I have to pay for it? (yes) Can I say extra is the opposite of included? (yes) What’s the expiry date? Where do I see an expiry date according to the dialogue? (on a credit card) Does the expiry mean to start or end? (end) And the three-digit security number? Can this number be 5487? (no) Why not? (Because it is four-digit) If they can't give the four-digit answer: 894 is a three-digit number, right? (yes) 621? (yes) 8456? (no) How many digits does it have? (four-digit?) Can I say number and digit are exactly the same things? (no) Could you give me the balance on my account? Is it the money she owns or owes? (she owns) Does she have to pay the money or can she take the money? (she can take the money) Is it her money or the bank’s money? (her money) The current cleared balance on that account is £542.53 in credit. When we see the words in credit, is it her money or the bank’s money? (her money) Is it a negative or a positive balance? (positive) Move on to the next slide (slide 5) Single-slot drilling (for form) Ask them to drill them with the words in parenthesis. Move on to the next slide (slide 6) Chain drill. (for autonomousness) Ask them to ask the questions to each other nominating a friend. "Ayşe, Ask the first question to ...... (a strong student's name here), then ....... answer the question and ask it again to someone you want." and so on

Language Practice (8-10 minutes) • To provide students with practice of the TL

Show the Ss the last slide and ask them to plan a role play looking at the dialogue skeletons. Put them into BR for 6 min. Monitor while they are working. Take your notes for the error correction stage) After coming back take some content-based feedback (i.e. Who gives the highest price for a hotel room? Who could find the cheapest restaurant? Who is the richest person in class according to their bank account?)

Error Correction (2-5 minutes) • To correct the mistakes on form or pronunciation of the TL

Write at least 2 sentences (from your monitoring notes) that have a mistakes. And ask them how to correct the sentence. Elicit the answers. Correct them accordingly on the screen.

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