Raees Calafato Raees Calafato

Teaching Practice 8 - Money
B2 level

Description

In this lesson, students read about a woman, Heidemarie Schwermer, who has spent the last two decades living without money. The lesson moves from reading for prediction to gist and finally reading in detail. During the post-reading stage of the lesson, students engage in freer speaking practice, discussing the importance of money, as well as what they think about Heidemarie's lifestyle choices.

Materials

Kgx7m24psn6r3afyrko6 gist reading activity Gist Reading Activity
8h2ugtwatnevspxt8xbz heidemarie schwermer text Heidemarie Schwermer Text
Q2zwm3h0qjiz1gdscyjx lead in Lead-in
Bpuahqosn270dcxwo5ol pre teach vocab Pre-Teach Vocab
F3fmy8wxqaq0o8cg8heg speaking activity a Speaking Activity A
Exbodczcs0a7qxg3tts6 speaking activity b Speaking Activity B
Ba0uxaossnw4z6f3gstl detailed reading activity Detailed Reading Activity

Main Aims

  • To provide gist reading practice using a text about a woman who has lived without money
  • To provide detailed reading practice using a text about a woman who has lived without money

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of the importance of money

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher gives Ss a handout with three sentences that represent different attitudes regarding the importance of money in one's life. The teacher gives Ss a moment to think about which sentence best describes their attitude towards money. The teacher finds out with a show of hands how many Ss have chosen each sentence.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

The teacher puts up Heidemarie's image on the WB and tells Ss her name and that she lives without money. The teacher asks Ss why they think she does this and how do they think she survives, eliciting suggestions from the class, e.g. she begs in the street, she doesn't want to work, etc.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The teacher asks the Ss to read the text to check their predictions about Heidemarie, giving them no more than 2 minutes to quickly read through the article. The teacher elicits answers from the Ss regarding how their predictions turned out. The teacher then asks the Ss to work in pairs to choose from three possible titles for the article. Out of the three, only one captures the essence of the text, while the other two are misleading. Ss are encouraged to skim through the text for this activity. The teacher then elicits answers from the students.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Before starting the detailed reading activity, the teacher hands the Ss a handout with a vocabulary activity (matching exercise). The Ss work in pairs to complete the activity and are then given an A/K. The teacher then asks the Ss to read the Heidemarie text and, in pairs, answer questions 1-8 from activity 4c on p.22 of New English File Student's Book. The teacher then elicits answers from the Ss.

Post-Reading/Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher asks the students to pair up and discuss the questions in activity 4e. The teacher then elicits opinions from the entire class about the questions. A second discussion activity follows where Ss are asked to discuss how they feel about Heidemarie and whether they would like to be her friend. The teacher monitors their discussion and takes notes for delayed feedback and error correction.

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