| LESSON OVERVIEW
The main objectives of this lesson are to:
- talk about personal banking experiences and financial decisions;
- practise key banking vocabulary;
- explore and practise the schwa /ə/ sound.
In this lesson, students work with a spidergram, reflect on common financial tasks and review banking-related vocabulary (e.g. exchange currency, pay fees, use ATMs). They practise collocations (e.g. take out a loan, charge interest, use savings), explore a bank advert and explain why someone might choose a specific bank. Students respond to common banking dilemmas, practise the schwa sound and do a quiz to identify individual approaches to banking and spending. They also work in pairs and discuss their attitudes towards money.
60 minVocabulary LabPremium Plan
This is a Vocabulary Lab worksheet. With it, students are introduced to a set of vocabulary on a specific topic and practise it through controlled activities, speaking tasks and games. Learn more about it here.
WARM-UP AND COLLOCATIONS
This lesson begins with a warm-up. Students complete a spidergram with verbs that go with the word ‘money’ (e.g. earn money, pay money, spend money). After that, they match the halves of sentences featuring banking vocabulary (e.g. balance, transfer, PIN). Next, students answer questions about personal banking habits and practical financial knowledge. They then complete the gaps in a bank advert with the correct forms of the words from the previous task. Afterwards, students identify collocations (e.g. exchange currency, pay fees, use ATMs) from the advert by filling in the gaps. Following that, they use the collocations to say why someone might choose the bank from the ad.
MORE BANKING VOCABULARY AND DISCUSSION
In this part of the lesson, students read texts about major life investments and match banking vocabulary(e.g. a loan, interest, debt) with their definitions. Afterwards, students review the texts from the previous exercise and complete banking collocations (e.g. charge interest, pay off debts, use savings). They then answer questions, clarifying them. Next, students respond to sentences (e.g. I’ve won some money. What should I do with it?). They use the collocations from the previous task in each response. Then, students read a brief explanation of the schwa sound in English. After that, they listen to collocations from the lesson, identify where the sound occurs and practise saying the phrases. Following that, students examine a quiz and complete collocations. Finally, they do the quiz and, in pairs, compare their answers. Students discuss whether they have similar attitudes towards money.
HOMEWORK/REVISION
This lesson also includes an additional task that you can use as homework or revision. In the task, students practise banking vocabulary by choosing the correct word in sentences. They then choose sentences and finish them with their own ideas. You can print it and hand it out to your students. It’s also included in the e-lesson plan.
WORKSHEETS
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