Tues, Oct. 18 and Thurs., Oct 20, Beginner/morning, by Justine

Hi everyone!  Here's a basic plan for my lessons this week.  Tuesday and Thursday are going to be "money/banking" themed days....  Let me know if you have any questions!

Tuesday: October 18, morning class

 

• Vocabulary focus: "at the bank" (checking account; deposit; withdrawal; write a check; sign a check; cash a check; balance; dollars/cents)
• Skill focus: read/write a check; fill out withdrawal/deposit forms; balance a checkbook

Description:  I have blank sample checks and blank checkbook registers to give to each student for this lesson.  After presenting/reviewing the vocabulary, I want to practice reading and writing checks and withdrawal/deposit forms.  Finally, I want to read and listen to example sentences, then fill in a checkbook register accordingly (see below).

 

Writing activity:  Fix the sentence.  Balance Ahamad's checkbook.

1. a checking account./opens/Ahamad.

2. one hundred/He/dollars./has

3. withdraws/He/on October 1./fifty dollars

4. on October 8./He/deposits/dollars/one hundred.

5. writes a check/ on October 22./ for ten dollars/ He

 

Listening: 

1. Listen to the sentence.  Write a check. 

2. Listen to the sentence.  Complete the form.  (example: Deposit eighty dollars./Withdraw twenty dollars.)

 

Speaking (work in pairs:  cashier/customer):  Description:  I have corresponding cards to give to each pair.  For example, I will give the "customer" a blank check and a card with a picture on it (example:  groceries).  The "cashier" will have a card with a price, date, and company name written on it.  The customer must ask the cashier questions in order to fill out the check.  Then, the partners will switch roles with a new set of cards.

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Thursday

 

• Vocab focus: paying for things; counting/handling money (dollars/cents; make change; credit card; cash; check; receipt; leave a tip; pay a bill; sign a receipt)
• Communication focus:  How much/how many? Demonstrative adjectives (possibly)

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Reading activity:  with a partner, read the dialogue "At the store..."

(I may change the dialogue slightly, but it will probably look like this:

 

Hello.  Can I help you?  Yes, please.  How much does this shirt cost?This shirt here costs twenty dollars. How much does that shirt cost? I want that shirt.Is that all? Yes.Ten dollars and seventy-five cents. Do you take Visa?Yes.  Please sign here.  Do you want a receipt?  Yes, please. 

 That shirt there costs ten dollars. 

Writing:  What do you say?  (Write a sentence for the picture.  Possible pictures: a man paying for his meal at a restaurant; a woman signing a receipt; someone using a credit card at the supermarket)

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Interaction: For this lesson, I want to bring in fake money for the students to use.  After reviewing vocabulary and reading the dialogue, I will distribute a card to each student. Most students will be 'customers': a few will be 'cashiers.' Each 'customer' card will contain a specific item and corresponding picture (example:  orange juice). Each cashier card will indicate a store and a list of prices (ex:  "supermarket:  orange juice...$3.75). 

   After reading their cards, the 'cashiers' will move to their "store" (designated by a sign hanging somewhere in the room).  Then, the customers must read their cards, find the correct cashier, and buy the item shown on their card.