Урок в 10 классе по теме " Money"

Lesson Plan Template

Your name: Margarita Perminova Country: Kazakhstan

Part 1:

Class (name, type of student): 9th grade Intermediate

Lesson name: Money

English level of the lesson: Intermediate

Duration of the lesson: 80 min.

Short description of the lesson:

Revising and learning vocabulary according to the topic “Money”. Working with note-taking, a song and worksheets.

During the lesson, students practice listening to the song. The focus is on listening, explanation of the words, discussion. Students study/ discuss note-taking strategies and take notes of their lesson. Finally, students discuss note-taking activities

Materials and handouts: Blackboard, handouts with vocabulary and exercises, audio-recording of the song “ Money” by ABBA, worksheet with the text of the song. Note-taking Strategies handout.


Equipment and technology needed for the lesson: Laptop (a tape recorder or a cell phone)

Classroom layout and grouping of students: Students are sitting in pairs, each at their own desk.

Part 2:

Course goal (overall purpose to which this lesson contributes): Getting acquainted with note-taking strategies, improving listening and speaking skills.

Objectives:

Using notes, students will give an oral summary.


Expected student behaviors (explicitly state what students will do; must use action verbs; behaviors must be observable and measurable; must be measured in the assessment in Part 4): The lesson starts with a warm-up where students are divided into “A” and “B” in pairs, they must ask each other questions which are given on the cards. Students get acquainted with new vocabulary, they read new words. Then they do an exercise where they should speak with a partner trying to explain the words given on the cards. The next step of the lesson is doing gap-filling exercise (teacher can dictate the source text or to turn on its audio recording); after having done filling the gaps students must match words with their definitions; in case this activity doesn’t take much time of the lesson a teacher suggests students to answer some questions about their relation to money and finances. Students’ answers must be full and accurate. The following step is explaining note-taking strategies by the teacher (the teacher writes an example excerpt in non-existent language and tries to get information together with students as how to find out the main topic, important facts, what things are decreasing and increasing); After having done this work and having understood that students got these note-taking strategies the teacher gives next activity- working with the song. In students’ worksheets with the song there are some pictures instead of words, so here students should guess what word hides behind this picture. While listening the song, these pictures will help students to fill in the necessary word. After having written students check if their song is correct together with the teacher. At the end of the lesson the results will be observed.

Part 3:

Lesson procedure (must be written step-by-step and detailed enough so that another teacher can do the lesson easily):

Note: The lesson procedure is divided into three sections, Warm-up, Body, and Review. In the Warm-up section, include any activities that are a review of a previous lesson or preparation for the main lesson. The Body section should include all the activities for the main lesson. The Review section includes any repeat or review of the main lesson and any homework assigned.

Use this form for your lesson procedure:

Warm-up Teacher action Give out the cards and tell students to answer the questions.	Students (anticipated response) Students answer about their own experience with money and their opinion about them.	Materials/equip. Cards with questions	Time 5 min.
Body Teacher action 1) The teacher gives out the worksheets with vocabulary and asks students to explain definitions of these words orally. 2) The teacher gives out the cards with different words for every student. 3) The teacher dictates or turns on the audio recording for the gap-filling. 4) The teacher explains note-taking strategies to students on the blackboard and asks students to tell some aspects or main points of a scheme. 5) The teacher gives out the worksheets with the text of a song which has pictures instead some words, these pictures relate to note-taking activity, because students must guess or decode necessary word. The teacher gives time for students to look through the text of the song. Then the teacher turns on the song, students listen to it and write the right words instead of the picture.	Students (anticipated response) 1) Students repeat the words after the teacher and then explain the meaning of the words orally. 2) Each student sees his word and explains it to his partner. The partner’s task is to guess the word. 3) Students listen to the teacher or audio recording very carefully and fill the gaps in their worksheets. After having filled the gaps Ss must match new words with their definitions according to the text. Ss answer the questions after the text. 4) Students listen to the teacher carefully and answer the questions according to the scheme. It is possible that some students won’t understand these strategies from the first explanation, so they can ask some questions during this work with a scheme. 5) Students are given worksheets with the text of a song, they look through it to see and analyze the pictures, then they listen to the song and write the right word.	Materials/equip. 1) worksheet with vocabulary 2) cards with the words 3) worksheet with the text with gaps, source text for the teacher to dictate or audio recording 4) blackboard with the scheme written on it. 5) Laptop or tape recorder to listen to the song, worksheets with the text of the song.	Time 1) 5min. 2) 7min. 3) 18 min. 4)10 min 5) 10 min.
Review Teacher action	Students (anticipated response)	Materials/equip	Time 5 min

Part 4:

Student products (if any): Retelling on the base of note-taking. Students will be able to fill in the gaps while listening.

Assessment:

Dimensions/ Tasks	Poor 1 point.	Average 2 points	Good 3 points	Excellent 4 points	Total
Listening accuracy	A student doesn’t understand anything at all or understands just the main idea.	A student understands the most part of his listening task and is able to differentiate the words.	A student hears all the words but he may misspell some words or be confused with words that have the same pronunciation.	A student is able to hear all the words and understands everything that he hears
Speech accuracy	Often mumbles or cannot be understood, can’t express his ideas.	Doesn't speak clearly, sometimes mumbles, isn’t confident in expressing his ideas	Speaks clearly all the time, but may mispronounce some words.(no more than 1-2 words)	Speaks clearly all the time, expresses his idea very accurately, so everybody understands his expressed thoughts.
Grammar	A student doesn’t follow grammar rules, word order and spelling.	A student makes grammar mistakes that don’t allow understanding his speech correctly.	A student makes some grammar mistakes but they aren’t very rude, they don’t influence on his understanding of speech.	Student’s grammar is perfect, he uses correct forms of verbs, articles, follows the word order.
Speed of work	Student is very slow or asks his neighbor to help him, breaks the process of lesson.	Student needs more time to do an exercise than others or needs more repetitions (of audio file or dictation of a teacher)	Student has enough time to do everything, but sometimes he asks to repeat something.	Student works during the given time, he writes or understands everything from the 1st time.
Initiative	Student answers only when the teacher asks, he doesn’t raise his hand in order to answer.	Student answers easy questions or when the teacher asks him.	Student raises his hand, he wants to answer but in some cases he just sits without any initiative.	Student answers all the tasks, raises his hand, he is very active and answers all questions.
				Total	______/20

Part 5:

Supplemental activities/extensions or remediation:


Technology alternatives (in case things don't work as planned): If the song doesn’t play I think that all students heard and know this song “Money” by ABBA, so they know the tune, and the teacher can sing together with students. I hope that it is the least wrong decision, as it is better to sing than to have nothing for this part. Moreover, to secure oneself a teacher can download this song on his cell phone.

Part 6:

Potential obstacles and challenges:

The students may have problems for lack of vocabulary. They may have difficulties with note-taking as these are new strategies for them. But with the help of the teacher they will be able overcome obstacles easily.

Worksheet 1 ( cut these cards, pair work)

Student A 1. Do you have your pocket money? 2. Do you think how to spend money when you want to buy something? 3. How much would you like to earn in your future job? 4. Do you give money to homeless people? Why? 5. Can you save money? If no, why not?	Student B 1. Do you save your money for something big or do you spend them easily? 2. Would you give part of your money to charity? Why? 3. Do your parents give you pocket money? 4. How much money do you spend on food? 5. Do you buy expensive or cheap things? Why?
Student A 1. Do you have your pocket money? 2. Do you think how to spend money when you want to buy something? 3. How much would you like to earn in your future job? 4. Do you give money to homeless people? 5. Can you save money?	Student B 1. Do you save your money for something big or do you spend them easily? 2. Would you give part of your money to charity? Why? 3. Do your parents give you pocket money? 4. How much money do you spend on food? 5. Do you buy expensive or cheap things? Why?
Student A 1. Do you have your pocket money? 2. Do you think how to spend money when you want to buy something? 3. How much would you like to earn in your future job? 4. Do you give money to homeless people? 5. Can you save money?	Student B 1. Do you save your money for something big or do you spend them easily? 2. Would you give part of your money to charity? Why? 3. Do your parents give you pocket money? 4. How much money do you spend on food? 5. Do you buy expensive or cheap things? Why?
Student A 1. Do you have your pocket money? 2. Do you think how to spend money when you want to buy something? 3. How much would you like to earn in your future job? 4. Do you give money to homeless people? 5. Can you save money?	Student B 1. Do you save your money for something big or do you spend them easily? 2. Would you give part of your money to charity? Why? 3. Do your parents give you pocket money? 4. How much money do you spend on food? 5. Do you buy expensive or cheap things? Why?
Student A 1. Do you have your pocket money? 2. Do you think how to spend money when you want to buy something? 3. How much would you like to earn in your future job? 4. Do you give money to homeless people? 5. Can you save money?	Student B 1. Do you save your money for something big or do you spend them easily? 2. Would you give part of your money to charity? Why? 3. Do your parents give you pocket money? 4. How much money do you spend on food? 5. Do you buy expensive or cheap things? Why?

Worksheet 2

1. balance

2. bank

3. bankrupt

4. bargain

5. bill

6. borrow

7. broke

8. bankrupt

9. cash

10. check

11. cost of living

12. credit card

13. credit

14. debt

15. debit

16. deposit

17. discount

18. distribution of wealth

19. dividends

20. economical

21. economize

22. exorbitant

23. expenditure

24. extravagant

25. frugal

26. income

27. income tax

28. inflation

29. inherit

30. insolvent

31. interest

32. in the black

33. in the red

34. invest

35. investment

36. invoice

37. lend

38. loan

39. loss

40. market

41. mortgage

42. on credit

43. overcharged

44. overdraft

45. overpriced

46. pension

47. priceless

48. profit

49. receipt

50. reduction

51. refund

52. salary

53. save

54. shares

55. statement

56. stocks

57. tax / rent (etc) rebate

58. undercharged

59. unemployment / housing / child (etc.) welfare

60. wage

61. wealthy

62. welfare

63. withdraw

64. worthless

Worksheet 3

CASH

PRICELESS

CREDIT

PENSION

WORTHLESS

REFUND

GIFT

LOSS

ECONOMIZE

TO LEND

PRICE

WAGE

BRIBE

DISCOUNT

TAX

REWARD

BILL

SALARY

TIP

BANKRUPT

DEBIT

TO BORROW

DEBT

SHARES

Worksheet 4

1) Vocabulary

1. finances - a. to spend too much money

2. paycheck - b. not serious or sensible

3. tips - c. to buy

4. budget - d. helpful advice

5. frivolous - e. gas, water, electricity

6. spree - f. all the money a person has

7. overspend - g. payment for work

8. supply - h. when you do a lot of one activity

9. purchase - i. a plan for how money will be used

10. assign - j. to give a purpose to something/someone

10. expenditure - k. the amount available of something

11. utility - l. the amount of money a person spends

How to Save Money

Are you bad with finances? Do you live from pay check to pay check? Would you like to figure out how to save a little money from ________________?

Here are a _______ tips.

1. Give yourself a budget for each week and stick to it. If you get to the end of the week with nothing left, take a bus instead of a cab, make your own dinner instead of eating out, ___________ your friends over for a ____________ (bring your own beer) party instead of going to a bar, and ____________ the frivolous shopping spree until you have more money.

2. Stop using _______________. Pay for everything with cash. It's easier to overspend when you're using a _________ or credit card because you don't know exactly how much you have. If you have cash, you can see your supply running low.

3. Keep a ___________ of your spending. Write down everything you spend your money on for a couple weeks or a month. Be as __________ as __________, and try not to leave out small purchases. Assign each purchase or expenditure a category such as: Rent, Car _____________, Car payments, Phone _____, __________ Bill, Utilities, Gas, Food, Entertainment, etc.

2) Questions

1. What is this article about?

2. What should you do if you overspend your budget?

3. Why is it better to pay with cash instead of with bank or credit cards?

4. Why should you keep a record of your spending?

5. Which tip do you think is the best tip? Why?

6. Can you think of any other ways to save money?

Worksheet 5 ( only for teacher) KEY

1) Vocabulary

1. finances - a. to spend too much money

2. paycheck - b. not serious or sensible

3. tips - c. to buy

4. budget - d. helpful advice

5. frivolous - e. gas, water, electricity

6. spree - f. all the money a person has

7. overspend - g. payment for work

8. supply - h. when you do a lot of one activity

9. purchase - i. a plan for how money will be used

10. assign - j. to give a purpose to something/someone

10. expenditure - k. the amount available of something

11. utility - l. the amount of money a person spends

How to Save Money

Are you bad with finances? Do you live from pay check to pay check? Would you like to figure out how to save a little money from time to time?

Here are a few tips.

1. Give yourself a budget for each week and stick to it. If you get to the end of the week with nothing left, take a bus instead of a cab, make your own dinner instead of eating out, invite your friends over for a tea party instead of going to the cafe, and pass on the frivolous shopping spree until you have more money.

2. Stop using credit cards. Pay for everything with cash. It's easier to overspend when you're using a bank or credit card because you don't know exactly how much you have. If you have cash, you can see your supply running low.

3. Keep a record of your spending. Write down everything you spend your money on for a couple weeks or a month. Be as detailed as possible, and try not to leave out small purchases. Assign each purchase or expenditure a category such as: Rent, Car insurance, Car payments, Phone Bill, Cable Bill, Utilities, Gas, Food, Entertainment, etc.

2) Questions - Discuss these questions with your partner.

1. What is this article about?

2. What should you do if you overspend your budget?

3. Why is it better to pay with cash instead of with bank or credit cards?

4. Why should you keep a record of your spending?

5. Which tip do you think is the best tip?

6. Can you think of any other ways to save money?

Worksheet 6

Note-taking Strategies

1. Do not write full sentences.

2. Write down meaningful chunks of ideas and indicate how they are connected. Do not

just list words that you hear.

3. Put main points to the left and details of those main points underneath and indented

to the right.

4. Identify key points with boxes, circles, underlines, or stars.

5. Use numbers or letters to keep notes organized.

6. To save time, use symbols that you will remember.

7. To save time, use abbreviations that you will remember.

8. Identify important or surprising information with multiple underlines or all CAPITAL

letters.

9. Copy basic charts or graphs and note their importance.

Here are some basic symbols you may want to use while taking notes:

= is/are

# number

≠is not/are not

+ and

↑ increase, go up, rise, high

more than

↓ decrease, go down, low

∗ important point

% percent

≈ almost equal to, about

× not, never, impossible

$ dollars, money

w/o without

Worksheet 7

I ……………… all night, I …………… all day,

T o …………… the bills I have to ……………

Ain't it ……………….

A nd still there never seems to be

A single ………………………… left for me

T hat's too bad

I n my ……………………………………………… I have a plan

If I got me a …………………………………

I wouldn't have to work at all,

I'd ……………………………………………………… and have a ball...

C HORUS

Money, money, money

M ust be ………………………………….

In the rich man's ………………………

M oney, money, money

A lways ……………………………

In the rich man's …………………………………

A ha-ahaaa … All the things I could do

If I had a little ……………………….

It's a rich man's world 2X

A man like that is ………………………………….

B ut I can't get him off my …………………………

Ain't it ………………………

A nd if he happens to be free

I bet he wouldn't ……………………………

That's too bad

So I must ………… , I'll have to …………

T o Las Vegas or Monaco

A nd ………………… a fortune in a game,

My life will never be the …………………

CHORUS 2X

Worksheet 8 ( only for teacher)

I work all night, I work all day,

To pay the bills I have to pay

Ain't it sad

And still there never seems to be

A single penny left for me

That's too bad

In my dreams I have a plan

If I got me a wealthy man

I wouldn't have to work at all,

I'd fool around and have a ball...

CHORUS

Money, money, money

Must be funny

In the rich man's world

Money, money, money

Always sunny

In the rich man's world

Aha-ahaaa … All the things I could do

If I had a little money

It's a rich man's world 2X

A man like that is hard to find

But I can't get him off my mind

Ain't it sad

And if he happens to be free

I bet he wouldn't fancy me

That's too bad

So I must leave, i'll have to go

To Las Vegas or Monaco

And win a fortune in a game,

My life will never be the same...

CHORUS 2X

© 2012 American English Institute, University of Oregon