Vocabulary Money planning

Teachers: Karol R., Karol M., Heyner P., Leandro M., Jocelyn M and Milagro de la Cruz A.
ADVANCED LEVEL
TARGET CONTENT N°6: Money vocabulary

OBJECTIVES

LANGUAGE EXAMPLES
PROCEDURES
VALUES/ATTITUDES AND CULTURE
EVALUATION OF LEARNING OUTCOMES








1. Listening
• Assessing the implications of content.
• Tracing the development of an argument.


2. Speaking
• Responding with single words or short phrases to what is seen or heard.


3. Reading
• Getting the meaning from the text.
.

4. Writing
• Writting with impeclable spelling.
• Writting using an appropriate verbal tense. Money vocabulary:
Lose money, earn money, inherit money (from somebody), borrow money, lend money (to somebody), invest money ( in something), waste money (on something), pay (somebody) back money, owe (somebody) money, withdraw money.

Functions:
• Reporting about cash.
• Explaining /asking for advantages/disadvantages of managing money.
• Asking for and giving information about facts. Teacher will:
Warm up: show pictures to students who have to depict what they figure out when looking at them.

Presentation: points out to the new vocabulary related to money as a everyday use.
The teacher (s) act out a couple of short sketchs where the vocabulary is presented.

Controlled practice:
1.1 Ask Ss for listening to some sentences in different tenses and Ss will circle what they hear.

2.2 Ask Ss to react toward a picture presented then they will describe what is seen or heard, adding information to the story telling by linking the narration told by the patner previously.

3.3 Ask Ss to read a text which cover the new vocabulary. Then they will do a match to demonstrate they understood the meaning of it.

4.4 Ask Ss. for completing some sentences with impeclabe spelling.

Unguided practice:
Ask Ss. to answer some questions applying the previously adquired knowledge
CONSOLIDATION:
Ask Ss for performing a role-play based on the reading presented previously in the reading activity.



• Identification of cultural aspects.

• Similarities / Differences in exchange money (Euro, dollar, and Mexican pesos) in Costa Rican and English speaking countries and Mexico.

• A power point presentation related with different aspects about money.




Ss will be able to :



1.1.1Interpretation of sentences.

2.2.2 Respon with single words or short phrases to what is seen or heard by linking and adding information to the pictures presented.

3.3.3 Identification/use of a variety of registers in written or spoken materials.

4.4.4 Completion of written and oral tasks that demand the application of cultural aspects functions and language.

• Producing pieces of writing using cognates and derivates.


Warm-up: show pictures to students who have to depict what they figure out when looking at them.
Presentation: points out the use of the new vocabulary presented related to money as an everyday use.

Objectives:
Listening
Assessing the implications of content.
Tracing the development of an argument.
Speaking
Responding with single words or short phrases to what is seen or heard.
Reading
Getting the meaning from the text.
Writing
Writting with impeclable spelling.
Writting using an appropriate verbal tense.
Culture: Identification of cultural aspects.
PROCEDURES:
1. Ask Ss for listening to some sentences in different tenses and Ss will circle what they hear.
2. Ask Ss to react toward a picture presented then they will describe what is seen or heard, adding information to the story telling by linking the narration told by the patner previously.
3. Ask Ss to read a text which cover the new vocabulary. Then they will do a match to demonstrate they understood the meaning of it.
4. Ask Ss. for completing some sentences with impeclabe spelling.

CONSOLIDATION:
Ask Ss for performing a role-play based on the reading presented previously in the reading activity.




Analysis:

Regarding to the planning presented, we discover that by using new activities which students participate actively through the process they will get a better perception and understanding along with the teacher by implementing creative activities. Some of the activities will wake up skills and critical thinking enriching the student’s cognition.

REACTION PAPER

Teacher attitudes affect student’s performance in all areas, when a teacher come to the classroom with an angry or irritated mood; students automatically perceive it, in a manner the teacher talks, behaves, explains the subject and especially in how the professor is expressing to her/his students.
Sometimes the manner how to ask for home works, answers, questions, participation make students to feel fear to talk or express something useful and meaningful in their learning process, in order words any activity would be excellent if the students do not feel the connection with the teacher. It can create frustration or less attention for the subject.
On the other hand, some students believe that it does not matter what their teachers do. It won’t make them mad because they know that the teachers just want to help them.
Teachers and students should trust each other. Students have to realize that teachers are here because they love teaching. Just as well, teachers need to know that students love learning and that’s why they are here for. But if the teacher does not feel it, students will get down the performance, but the best way to avoid it is creating a good communication.

For creating exciting classes is important to innovate, but it doesn’t mean to use technology which is very useful by the way, but it is not the only tool to employ for having good classes. The authentic material gives students curiosity to learn and be interest for any topic; because students feel the necessity to participate in classes; with the fun activities teacher uses and the attractive material.