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Numer publikacji: 27109
Dział: Języki obce

Money must be funny in a rich man's world - lesson plan

LEVEL: Elementary
TEXTBOOK: Enterprise 2
UNIT: 3 Shop till you drop
TOPIC Money must be funny in a rich man’s world :)

I. General class description

Class Aims
General class aims
Students:
• Briefly get to know unit Shop till you drop
• Learn vocabulary connected with money
• Discuss/exchange information about different currencies and other money issues

Detailed Class Aims:
Students:
• Get to know briefly what particular parts of the unit are about
• Discuss what they spend their pocket money on and learn what teenagers in the UK and the USA do with their pocket-money
• Learn or revise money-related vocabulary – see realia, repeat words after the tape and match words with pictures (bank, banknote, cash machine, coin, credit card, foreign currency, purse, gold, safe and wallet)
• Discuss what they know about foreign currencies, what people used before money was invented, rich people
• Discuss what can’t be bought for money
• Listen to Can’t buy me love for pleasure (a kind of extensive listening) and try to sing (as some of them may already know the song)

Methods:
• A combination of communicative and direct method

Techniques:
• Elicitation and guesswork (the topic of the class, vocabulary)
• Listening and repetition, a bit of drilling (vocabulary)
• Scanning (looking through unit 3)
• Extensive listening and singing ( a song - Can’t buy me love)
• Brainstorming (about what can’t be bought for money)

Work forms and interaction types:
• Individual work monitored by the teacher
• Pairowork (closed pairs)– information exchange
• Groupwork –information exchange and discussion
• Lockstep

Aids and materials used in class:
• Realia – banknotes and coins ( at best zlotys, British pounds and US dollars), a purse, a wallet, a credit card, something made of gold – e.g. a ring
• Student’s books
• Tape recorder and tape
• Blackboard
• Notebooks

II. Lesson plan:

Bring the realia to class and put them on the desk so that students can see them, then elicit from students what the class is going to be about. Money is the word aimed at and the topic teacher writes on the blackboard is Money must be funny in a rich man’s world (some students may recognise it as it’s taken from one of ABBA songs: Money, money, money.) Then ask students to browse through unit 3 in their textbooks and let you know what they are going to learn about from it.

Warm-up
Write POCKET MONEY on the blackboard and check if students know it. If they don’t, explain what it means. Ask students to work in pairs (closed pairs) and ask each other if they get pocket money and what they spend it on. Monitor their work. Ask two or three students what they have learnt about their partners. Count how many students in the class get pocket money, count the percentage (e.g. 11 out of 15 equals 73%) and put it on the blackboard. To stir interest compare it with 75% as according to Adventures Elementary Culture File 2, page 46 75% British and American teenagers get regular pocket money. Tell them that it is spent mainly on computer games, sports equipment, clothes, make-up, mobile-phones and text-messaging (teenagers like comparing themselves with teenagers in other countries).

Vocabulary
Teach vocabulary showing realia and asking students to repeat after you, no writing at first.

Show a wallet and elicit (What is it?) or teach (This is) A WALLET
Take a Polish banknote out of the wallet and elicit / teach A BANKNOTE.
Show a purse and elicit/teach A PURSE
Take a Polish coin out of the purse and elicit/teach A COIN
Show a credit card and elicit or teach A CREDIT CARD
Show students some dollars or pounds (banknotes and coins) and elicit/teach A FOREIGN CURRENCY (you may use Polish to make sure students understand)

Show students a credit card and ask them Where do we put it to get money? elicit/teach INTO A CASH MACHINE.
Ask students What building can money be kept in? to elicit/ teach IN A BANK.
Show a gold ring and ask What is it made of? elicit/teach GOLD
Ask Where do some people keep money and gold when they want it to be safe? elicit/teach IN A SAFE


Then drill a bit some of the vocabulary showing the realia one by one and asking individual students What is it?

Speaking
Divide students into 2 groups and ask group one to think of answers to questions 1)How many cents are there in a Euro? and 2) What are the currencies of the UK and the USA? while group two thinks of answers to questions 3)How many other foreign currencies can you name? and 4) what did people use as money before banknotes and coins?. Monitor their work and help if necessary : ANSWERS (-there are 100 cents in a euro,
-show them some pounds and dollars pointing at the images of
Queen Elisabeth and American presidents
-before money was invented people exchanged services, shells,
salt, glass, etc.).
Regroup students creating new 2 groups and ask them to exchange the answers to questions 1-4. Then discuss the answers to question 5) Are people happier when they’ve got a lot of money? with the whole class.

Write on the blackboard: WHAT CAN’T YOU BUY FOR MONEY ? to stimulate brainstorming. Elicit answers from students and write the words they come up with on the blackboard e.g. LOVE, HEALTH, FAMILY, FRIENDS, TALENTS, THE WEATHER

Listening

Students Listen to Can’t buy me Love by the Beatles. The song illustrates the idea: love can’t be bought for money. Students will most probably enjoy listening to it for pleasure, maybe they’ll even want to sing it. It might be a good relaxing exercise for the end of the class.


Finished? Homework

As an extra homework assignment students may be asked to surf the net for some more lyrics about money, poor, rich or materialistic people, e.g. Money, money, money ( ABBA), Money, that’s what I want (The Beatles), If I were a rich man (Fiddler on the Roof) or Material girl (Madonna), etc. and bring them to class next time. It may be used as “food” for further discussion.

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