To provide listening practice for gist and specific information in the context of spending money.
To provide practice with lexis and fluency speaking in the context of spending money.
Procedure (39-45 minutes)
I will ask my students to discuss the following two questions in an open class context: 1. What things do you spend a lot of money on? 2. How do you feel about the money you spend on these things? I will ask students to discuss these questions in a whole class context.
I will present the students 3 challenging words from the text and cover the meaning, form and pronunciation of the words. MEANING 1. I don't like BORROWING money. (CCQ - If I borrow some money, do I give it back? Answer: Yes) 2. I never LEND money to other people. (CCQ - If I lend you my car, do I want you to give it back to me? Answer: Yes) 3. I don't SAVE UP for things. (CCQ - If I am saving up to buy a house, will I go out to eat dinner every night in the week? Answer: No) 4. I got a LOAN last year. (CCQ - When you take out a loan, do you usually pay back the same amount you received? Answer: No) PRONUNCIATION I will model words, indicating stress. FORM I will elicit form from the students.
I will start with a prediction task where I show the students 3 photos of people and ask them to predict which one they think is the big spender, safe spender and non-spender. Answers will be provided via Google Forms and followed by OCFB. Then I will play the listening clip once through (3 minutes), asking students to listen for gist and work out if their predictions are correct. Students check predictions. OCFB conducted again.
Students will listen to the audio again once through for specific information to answer the following questions: 1. What is he/she saving for? 2. How does he/she feel about borrowing money? I will ask students to take notes of their answers. Then, I will put students into BORs for 5 minutes to discuss their answers in pairs. At this stage, I will monitor to see if the audio needs to be replayed. Then I will conduct OCFB. I will ask the students to justify their answers. I will also provide an answer key in case audio needs to be replayed leaving less time for group discussion.
I will begin the response activity with a short group discussion (2-3 minutes) of the following statements, asking the students if they agree with extracts from the listening activity: 1. 'I don't want to owe money to a bank.' 2. 'Everyone should save for when they're older.' 3. 'Life's too short to worry about money!' Then I will put students back into BORs for 5 minutes to discuss/reflect on the following statements: 1. Are you saving up for anything at the moment? What for? How much money do you need? 2. Are there any places you’d like to go, but can’t afford to? Where? Why are they expensive? 3. Do people often ask for discounts in shops in your country? How about in markets? Are you good at getting discounts? 4. Does anyone owe you money at the moment? Who? When do you think they’ll pay you back? I will aim to select students by name, 1 per question, during OCFB to reduce TTT and save time/reduce silence. Finally, I will provide delayed error correction on some errors I heard whilst listening to them speak to each other in the BORs.