Lesson script 3rd educational stage (III.0), English Content area:

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Lesson script

3rd educational stage (III.0), English

Content area:

Content and language integrated learning.

Detailed requirements:

Student (26.1) explains functioning of a household using relevant examples.

Topic

: Household expenditure.

Duration

: 45 minutes.

Detailed goals regarding the range of information

Student:

 Knows the concept of division into categories summing up to 100%;

 Knows main categories of household expenditure;

 Knows examples of goods in each category;

 Knows vocabulary needed to talk about their and their family spending habits.

Detailed goals regarding the range of skills

Student:

 Can watch an audio-visual material for specific information;

 Can listen for general ideas;

 Can listen out for specific information;

 Can group items according to their characteristics;

 Develops listening comprehension;

 Develops communication skills.

Detailed goals regarding attitudes

Student:

 Becomes aware of the fact that different types of expenditure in their family budget are shared;

 Realises the need to match expenditure with income;

 Becomes a more conscious shopper;

 Learns to monitor the money spent.

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Methods

Elicitation; presentation; listening for general comprehension; multiple matching;

categorisation; personalisation; whole class, pair-work, group-work, individual work.

Forms and venue

Forms: individual, pair-work, group-work, whole class.

Classes are to be held in the classroom.

Materials and teaching aids

Educational video; worksheets for all students (for stages 2.2. and 2.4.); audio recording;

computer and multimedia projector; board.

Multimedia resources

 Film: The structure of Polish household expenditure,

 Audio recording: Shopping,

 Online dictionary.

Lesson plan/procedure

1 Warm-up

Interaction forms: whole class.

Duration: 3 minutes.

Teacher asks students if they like shopping. What do they spend their pocket money on? Are they able to keep within the budget at their disposal or do they often borrow money?

2 Main stage

2.1. Introduction of the target language – film (general comprehension) Interaction forms: whole class.

Teacher tells students that they will watch a short video. He/She puts expenditure on the board. Students’ task is to try to explain the word expenditure after watching the film.

The film is played once through, then teacher elicits answers in open class.

Teacher should put on the board and explain more difficult vocabulary, e.g. consist of, nearly, average, maintenance, allocate, etc.

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2.2. Target language practice – film (multiple matching) Interaction forms: individual, whole class.

Teacher tells students that they will have a chance to consolidate their knowledge by doing a multiple matching task. It contains a list of main categories of expenditure as well as the respective percentages mentioned in the film. Students’ task is to match them correctly.

Teacher should explain to students that full stop is used in decimals in English (unlike comma in Polish). Teacher distributes worksheets (below) to each student.

The film is played a second time. Students work individually, then answers are checked with the whole class.

Teacher may asks students for examples of specific items covered by the categories:

‘transport’ (bus tickets, petrol), ‘recreation and culture’ (cinema, magazines, cable TV fee),

‘health’ (medicines), ‘communication’ (mobile phone fees, Internet fees), ‘restaurants and hotels’ (fast food chains).

Match the categories (1–5) with the percentages in the household expenditure structure (a–e), by putting the correct letter in the box provided.

1



Food & non-alcoholic beverages a 8%

2



Housing: water, electricity, gas (other fuels) b 9.8%

3



^Transport ^{c 20.3%}

4



Recreation & culture d 25.1%

5



Other: health, communication, restaurants & hotels, etc. e 36.8%

Answers: 1d, 2c, 3b, 4a, 5e (not explicitly mentioned, but complementing to 100%)

2.3. Target language consolidation and extension – recording (general comprehension) Interaction forms: whole class.

Teacher tells students that now they will listen to a conversation between two friends. What are they talking about?

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2.4. Consolidation of the target language – recording (categorisation) Interaction forms: individual, pairs, whole class.

Teacher distributes worksheets (below) to all students. There are six expenditure categories.

Students will listen to the recording again and this time they have to put down all the shopping items mentioned (not only those bought at the supermarket!) into the correct categories.

The recording is played a second time. Teacher may pause it after longer lists of items, so that students have time to write all of them down. Students work individually, then compare answers in pairs. If needed, the recording can be played once more for students to complete their notes. Finally, all the answers are elicited in open class.

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Listen to the recording and put all the shopping items mentioned during the conversation into the correct groups.

Food

______________________________________________________________________

Non-alcoholic beverages

______________________________________________________________________

Household goods

______________________________________________________________________

Health

______________________________________________________________________

Recreation

& culture

______________________________________________________________________

Transport

______________________________________________________________________

Answers: (Food) meat, eggs, cheese, yoghurt, cakes, fruits, vegetables, bread; (Non-alcoholic beverages) milk, orange juice; (Household goods) soap, washing powder, toilet paper;

(Health) aspirin; (Recreation & culture) newspaper, girl magazines, DVD; (Transport) petrol.

2.5. Target language – personalisation Interaction forms: small groups, whole class.

Teacher asks students to think about their family spending habits. Do they know how much money goes on food, household goods, recreation and culture, etc.? Do they think that their

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family expenditure is similar to the percentages mentioned in the film? If it is significantly different, what do they buy more/less?

Students discuss the questions in small groups, then ideas are shared in open class.

3 Closing stage

Interaction forms: whole class.

For homework, students are asked to keep track of their family spending for a week. What is bought/paid for? How much does it cost?

Additional information

Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with

translations of words and phrases learned during the lesson.