Lesson script 3rd educational stage (III.1), English Content area:

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Lesson script

3rd educational stage (III.1), English

Content area:

Content and language integrated learning.

Detailed requirements:

Student (27.1) presents the functions and forms of money in a market economy, using relevant examples.

Topic

: Methods of payment.

Duration

: 45 minutes.

Detailed goals regarding the range of information

Student:

 Knows different methods of payment;

 Knows the European currency and its history.

Detailed goals regarding the range of skills

Student:

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

 Can rank items according to their importance;

 Develops communication skills;

 Can listen out for specific information;

 Can solve crossword puzzles using the clues.

Detailed goals regarding attitudes

Student:

 Becomes aware that payments can be effected in different ways;

 Realises that there are also other forms of money apart from cash;

 Develops European identity in addition to national one.

Methods

Brainstorming; presentation; personalisation; listening for specific information; gap-fill;

crossword; whole class, small groups, individual work.

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Forms and venue

Forms: individual, group-work, whole class.

Classes are to be held in the classroom.

Materials and teaching aids

Presentation; worksheets for all students (for stage 2.4.); audio recording; crossword;

computer and multimedia projector; board.

Multimedia resources

 Presentation: Methods of Payment,

 Audio recording: The Euro,

 Quiz: Crossword,

 Online dictionary.

Lesson plan/procedure

1 Warm-up

Interaction forms: whole class.

Duration: 5 minutes.

Teacher tells students that in this lesson they will talk about methods of payment. How did people ‘pay’ for goods before there was money? (They exchanged goods, which is called barter; they used some durable goods as ‘currency’, e.g. salt, grain, skins, bars of metal).

2 Main stage

2.1. Introduction of the target language – presentation Interaction forms: whole class.

Teacher tells students that they will see a presentation about different methods of payment.

He/She shows the presentation slide after slide and the methods mentioned are put on the board (they will be needed in the next stage).

2.2. Target language practice – communication exercise Interaction forms: small groups.

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Teacher puts students into small groups and asks them to discuss the methods of payment used in their families. How do their parents/grandparents/siblings/themselves pay for the goods they buy? Are the particular payment methods connected with any specific goods purchased or shops in which they are bought?

After exchanging ideas, each group should rank the five methods of payment from the most popular to the least popular in their families. The ranking lists are compared in open class.

2.3. Target language extension – recording Interaction forms: individual, whole class.

Teacher tells students that they will listen to a recording about euro. In particular, they should take note of the key dates in the development of the European currency.

The recording is played once through. Then teacher elicits answers in open class.

2.4. Consolidation of the target language – recording (gap-fill) Interaction forms: individual, whole class.

Teacher distributes a gap-fill task (below) to all students. Teacher asks students to read the information given and see if they remember any answers.

The recording is played a second time. Students work individually to complete the task. Then, the answers are checked with the whole class.

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Fill in the missing pieces of information (one-word long).

1. The European Union is currently composed of ____ countries, of which ____

countries use the euro.

2. One hundredth of the euro is called euro ____________ . 3. In the beginning, the euro was used only by ____________ .

4. The euro coins have a ____________ side (different for each country) and a ____________ side (the same for all countries).

5. There is a ____________ of Europe and the ____________ on each euro coin.

6. The other side of the coin is designed by the issuing ____________ . Answers: 1 28, 18; 2 cent; 3 banks; 4 national, common; 5 map, value; 6 country

2.5. Consolidation of the target language – crossword Interaction forms: individual.

Teacher tells students that now they need to solve the crossword puzzle using the clues.

The words used in the crossword are: banknote, cash, currency, states, plastic, transfer, background, cheque.

3 Closing stage

Interaction forms: whole class.

Teacher asks students to name some countries which use euro. For homework, they are to list all 18 countries of the euro area.

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.

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