Lesson 5. Money

Instructor	Level	Students	Length
Kim (Kim Jungeun)	Post- Intermediate	12	50 minutes

Materials

- Whiteboard, board markers

- Wall chart of Proverbs about money

- Worksheet #1(Words and Idioms) : 13 copies(12 copies for each student + 1 extra copy)

- Picture : 1 copy(Teacher's use)

- Worksheet #2(Gap-fill Exercise) : 13 copies(12 copies for each student + 1 extra copy)

- Answer sheet of the Worksheet #2 : 13 copies(12 copies for each student  + 1 extra copy)

- Worksheet #3(Credit Card Debate) : 13 copies13 copies(12 copies for each student + 1     extra copy)

- Listening CD & CD player(Dialog about 60 seconds)

Aims

- To practice integrating real world knowledge into the listening process to aid    comprehension

- To understand meaning of proverbs related with the main topic

- To learn new words and idioms through listening the dialogue and solving       a vocabulary quiz

- To be able to pick up from main ideas to details from the dialogue through     a quiz and gap-fill excercise

- To practice imitating fast speech

- To raise awareness of paralinguistic features of speech

- To practice speaking in the form of role playing and debate

Language Skills

- Reading : words and idioms worksheet, supporting arguments about credit       card debate

- Listening : the speakers' speeches about a friend who lended money to them    and avoid paying back

- Speaking : prediction, deducing the meaning of words and idioms, comparing    answers, role playing and debating in pairs and groups

- Writing : writing the answers on the gap-fill exercise worksheet as listening,     homework of making sentences

Language Systems

- Lexis : words and idioms used describing a person's behavior and exchanging    information

- Phonology : listening to the sound of the dialogue, understanding the            paralinguistic features of each speaker

- Function : telling one's own experience about money

- Structure : homework to distinguish verbs "lend" from "borrow"

- Discourse : credit card debate in groups

Assumptions

Students already know

- how the class is set up and run(there will be 4 student groups at each table)

- the teacher's style of teaching and the pace of the course

- all the students are adults and know about credit cards.

Anticipated Errors and Solutions

- Students may not be able to follow the dialogue easily.

→ Follow the task-feedback circle : let them listen to the dialogue again until     they get the gist.

- Students may not be able to pick up details from listening.

→ Chunk the listening(pause-play-pause-play)

- Students need more time to deal with the words and idioms worksheet.

→ If it takes longer than 3 minutes, cut answer-checking short by verbally        sharing the answers instead of having students write them on the board.

- If time is short

→ Cut the post-activity debate short and ask some students different questions    to share opposing ideas about credit cards

- If students finish their task earlier than anticipated

→ Ask as many students as possible about their experience and opinions.

- Students have difficulty understanding vocabulary on the credit card debate     work sheet.

-> Let students ask the teacher vocabulary they don't know.

References

- Pagoda Academy, SLE Level 3 Compact Edition, 2007

- Jim Scrivener, Learning Teaching, Macmillian Publishers, 2005

- Listening lesson plan by Lee Jin-young(Grace)

- Listening lesson plan in the textbook

Lead-In
Materials	Whiteboard, Board markers, Wall chart
Time	Set Up	Procedure
3 min	Whole class	<Greeting> Hello, everyone. How are you today? Did you have a good weekend? What did you do? Some of you may have gone shopping and regretted buying too many things. Then you can feel the same way with these proverbs. <Eliciting and Presentation> -Presenting wall chart. Here are some proverbs and you can find a common point among them. What is it? -Writing on the whiteboard. Yes, these proverbs are about money. And we will listen to two people who are taking about a mutual acquaintance. Before listening, let's learn some new words and idioms.

Pre-activity(Presentation)
Materials	Worksheet #1(Words and Idioms), Whiteboard, Board markers, Picture
Time	Set Up	Procedure
10 min	Whole class Individually Whole class	1. Words and Idioms <Demonstration> -Writing an example on the whiteboard Look at this sentence "Did he ( ) that he loves you?". There's a blank and we should put a word to complete this sentence. What word do we need? We can find proper word in the box on the worksheet #1. -Distributing Worksheet #1(Words and Idioms) <Instruction> Work individually. Using the words and idioms in the box, fill in the blanks. You have 3 minutes. <CCQs> Who are you working with? How much time do you have? Where can you find proper words and idioms? Monitor discreetly. Answer students if they ask Qs. Give time warning : 30 seconds left. Be flexible with time. Give 1 more minute if they need it. Check Answers : have students write the answers on the board. (except # 6 presented with teacher's demonstration) Go through words and idioms one by one. Elicit the meaning from students. Explain the meaning if necessary.

2 min	Whole class	2. Prediction <Instruction> Look at this picture. What do you think these two women are talking about? What is your first impression of the woman behind them? Who does seem to have problems with money? Elicit vocabulary used to describe problems with money and write them on the board. Check your predictions as you listen to the speakers.

Main Activity(Practice)
Materials	Listening CD & CD player, Worksheet #2(Gap-fill Exercise), Answer sheet of the worksheet #2
Time	Set Up	Procedure
10 min 15 min	Whole class Groups Whole class	1. Listening for the Main Idea(general understanding) <Instruction> Everyone, put your pens down. Close your eyes. Listen to the dialogue. Think about what two women are talking about. <CCQs> Can you take note? What are you supposed to think about? -Playing the CD player Do you want to listen again? Yes->Have them listen one more time. No->Have them share their thoughts. What were they talking about? What is the feeling of two women about Eunjoo? What did their friend Eunjoo do? What would you do if you were in this situation? <Instruction> Now share the answers with your group members. When you have an agreement, send a representative up front. They will fill out each answer on the board. Group 1 will answer #1. Group 2 for #2. Group 3 for #3. Group 4 for #4. <CCQs> Who are you working with? Which answer will you talk about? 2. Listening for the Details(general understanding) <Instruction> Now listen to the speakers again. You'll fill in the blanks on the worksheet as you listen. Work individually.

	Pairs	<CCQs> What are you supposed to do? Are you working alone? -Distributing the Worksheet #2(Gap Fill Exercise) Play the CD player. Let students fill in the blanks as they listen. Do you need to listen again? Yes->Have them listen one more time. Chunk by chunk. No->Have them compare their answers with pairs. <Instruction> If you finish the work sheet, compare your answers with your neighbor. -Distributing the answer sheet Check the answers correctly with the answer sheet. Then do some role playing with your pairs. I'll give you 4 minutes. <CCQs> How much time do you have? What are you going to do in pairs? Give students time to do role playing.

Post-Activity(Production)
Materials	Worksheet #3(Credit Card Debate)
Time	Set Up	Procedure
10 min	Whole class Groups	1. Free Production <Instruction> Do you usually use credit cards? They're useful but in some ways dangerous. You will be asked to defend one of the positions about credit cards. Group 1 and Group 3 will support opinion 1. Group 2 and group 4 will support opinion 2. First read the worksheet. You have 3 minutes to prepare. Share the ideas in groups. -Distributing Worksheet #3(Credit Card Debate) <CCQs> How much time do you have? Which groups support opinion 1? Which groups support opinion 2? Monitor actively and participate within each group. Monitor discreetly. Answer students if they ask Qs with vocabulary on the worksheet. Give time warning : 30 seconds left. <Instruction> Let's debate on credit cards in groups. Group 1 and 2 have a debate. Group 3 and 4 have a debate. You can move your chairs. <CCQs> Which group will have a debate with groups 1? Which group will have a debate with group 3? Be flexible with time. Give 2 more minutes if all groups are talking briskly. If running out time, just take 2~3 volunteers. Sum up each group's opinion and give clear feedback.

	Whole class	2. Conclude Lesson Elicit today's words and idioms for students. <Give homework> Today we learn the verb "lend". Some people are confused about "lend" and "borrow". So next time write 3 pairs of sentences which make clear of between "lend" and "borrow". <CCQs> What verbs will you distinguish? How many pairs of sentences do we need? <Greeting> You all did a good job today. See you next time! Bye!