Материал: Unit 3
UNIT
Money
3
UNITOBJECTIVES
At the end of this unit, students will be able to:
understand texts and conversations related to money
talk about experiences of generosity
talk about spending and saving money
talk to people in shops
use phrases to show they are changing their mind
about something
write an update email 
UNITCONTENTS
G GRAMMAR
Present perfect or past simple
Present perfect with just, already and yet
V VOCABULARY
Collocations with make, do and give: do sth nice (for sb), do well (at sth), give sb a hug, give sb a tip, give sb directions, give sth away, make a friend, make a joke, make sb smile, do volunteer work
Words and phrases related to money: bank account, special offers, the sales, pay sb back, lend, cash, borrow sth from sb, get a loan, owe, spend money on sth, cost, save up for sth, afford, discount
Wordpower: different meanings of just: 1 = only; 2 = soon; 3 = a short time ago; 4 = almost not. Expressions with just: just about, just in time, just like, just over, just under
P PRONUNCIATION
Sound and spelling: /ʤ/ and /j/
Sentence stress
C COMMUNICATIONSKILLS
Talking about experiences of generosity
Talking about saving and spending money
Talking to people in shops
Writing an update email Paragraphing
GETTING STARTED
OPTIONAL LEAD-IN
Books closed. In pairs, give students two minutes to write down as many different kinds of shop as they can. Put pairs together. One pair names a shop from their list and the other pair says one item that they can buy there. The students must answer in five seconds. If they answer correctly, that pair gets a point. If they can’t answer, the pair asking the question gets the point.
a 
Ask students to look at the picture and say what they can see. In pairs, students read the questions and talk about them. Monitor and support students with any new vocabulary they may need. Suggested vocabulary: jewellers, jewellery, bracelet, gold, coloured glass, stones
(diamonds and rubies). Students share their ideas as a class.
b Give students one minute to think about their answers to the questions before talking about the picture as a class. Students may also want to include online shopping in their discussions. Give your own opinions to encourage discussion. As this is a fl uency activity, don’t correct students unless a mistake is making understanding difficult. If you wish, give students information from the Culture notes below.
CULTURE NOTES
The biggest shopping mall in the world (for its total area) is The Dubai Mall in Dubai, UAE. It is over 13 million square feet – about the size of 50 football pitches! It has over 1,200 shops (including the world’s largest sweet shop), a 250room luxury hotel, 22 cinema screens, 120 restaurants and
cafes. It has more than 14,000 parking spaces too. It opened in 2008 as part of the 20 billion dollar Burj Khalifa complex and is now the world’s most visited shopping and leisure centre. It has more than 54 million visitors every year. Many people say that men tend to shop quickly and women like to browse (look around before buying). Of course, this is a generalisation and there are many men and women who don’t shop like this. However, some psychologists believe that male and female shopping habits can be explained by early human history. The woman’s job was to gather fresh produce such as plants, nuts, fruit and vegetables and the man’s job was to hunt wild animals and take them home!
c In pairs, students choose their favourite things and talk to their partners about why they like spending money on these things. Take feedback as a class.
EXTRA ACTIVITY
Put students in small groups. Tell them to imagine that they have £1,000 to spend and they have to plan a day’s shopping trip. They can choose where they want to go for the trip.
Monitor and support students with vocabulary. In feedback, ask for examples of the planned trips and ask the class to vote on the best idea.
UNIT 3 Money 47
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Have you ever |
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At the end of this lesson, students will be able to: |
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• read and understand a text and posts on a forum |
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3A helped a stranger? |
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• contrast the use of the present perfect and past |
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about people being generous |
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simple tenses |
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• use collocations with make, do and give |
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• understand a story about a man’s favourite charity |
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OPTIONAL LEAD-IN |
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• ask and answer questions about generous things |
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Books closed. Say: Yesterday a woman dropped her shopping |
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they have done |
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in the street and I helped her pick it up. On the way home, the |
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train was crowded and I let an old man have my seat. A man |
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was playing a guitar in the underground station and I gave |
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c Students read the posts on the forum and answer the |
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him some money. Ask students to guess the question that |
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questions individually. Check answers as a class. |
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the sentences are in answer to, e.g. How did you help people |
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yesterday? What was the nicest thing you did yesterday? In |
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Answers |
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pairs or small groups, students talk about and list other |
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helping other people: 2 Help@Haiti – volunteer work, paying |
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things we can do to help other people. Allow a few minutes |
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for someone’s education; 3 Neil50 – buying drinks for strangers, |
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then ask each pair for one idea. Write these on the board. |
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leaving a bit tip; 4 ThatGeorgeKid – giving directions, picking up |
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hitchikers, calling an ambulance; 5 Maya_Flower – buying meals |
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Take a class vote on which way of helping is the most |
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for homeless people, giving away clothes to charity, generous in |
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unusual. |
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small ways receiving help from other people: 1 Sally_TM – being |
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1 |
READING |
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helped when she hurt her knee; 4 ThatGeorgeKid – details not |
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Ask students to look at the picture and describe |
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given |
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VOCABULARY SUPPORT |
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it. Elicit their ideas about what the situation is and |
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charity (B1) – an organisation that helps people |
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what’s happening. (The woman is giving food to hungry |
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and homeless people at a shelter.) Ask students what |
d In pairs, students discuss the meanings of the |
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they think their feelings would be if they were a) the |
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highlighted words and phrases. Tell them to use |
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homeless man or b) the girl giving food. |
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the context to work out the meanings. Ask them to |
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Elicit the meaning of generosity. (It comes from the |
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explain the new items in their own words. You should |
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adjective generous meaning giving or being willing to |
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encourage them to give an example, too, using the new |
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give freely (the opposite of mean). In the broader sense |
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items, as this makes new vocabulary more memorable. |
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of the term, showing generosity doesn’t just mean giving |
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Ask for their answers as a class. |
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money or possessions, it can mean being generous with |
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Answers |
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your time or in your attitude towards people, which is |
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a stranger: a person you don’t know |
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the idea behind Generosity Day.) |
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do volunteer work: do work, usually for a charity, without receiving |
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any money |
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VOCABULARY SUPPORT |
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gave the waitress a big tip: gave someone extra money, e.g. for |
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generosity (B2) – the fact of being generous – willing to give |
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friendly service |
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things freely, e.g. money, presents or time |
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made them smile: made people happy |
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give directions: tell people how to get to a place |
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hug (B1) – when you put your arms round someone |
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a hero: someone we admire for their courage |
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save someone’s life: stop someone from dying |
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homeless: not having somewhere to live or sleep |
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LOA TIP ELICITING |
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give away: give something to someone without receiving any |
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money in return |
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• Give an example of someone you know who is generous |
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and say what this person does, e.g. my friend always buys |
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EXTRA ACTIVITY |
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me a meal when I haven’t got any money; he gives people |
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Books closed. Ask: What is Sally’s story? Choose a student to |
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presents on their birthdays; he often gives money to charity. |
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summarise. Divide students into pairs. Each student chooses |
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Elicit the adjective which describes your friend and put |
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one of the stories to retell, but this time they change some of |
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generous on the board. Then say: He is well-known for his |
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the facts. Give students one or two minutes to prepare before |
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generosity. Elicit or point out that there is no letter ‘u’ in |
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retelling their stories. Their partner listens and corrects the |
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the noun. |
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facts, Choose other students to retell the other mini-stories. |
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• Ask students to look at the title of the article and say what |
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Be sure to choose students who are quite confident, e.g. |
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they think Generosity Day is. (It’s a day when people show |
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Student A: Sally went to the supermarket to get some ice. |
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generosity to everyone and try to do something nice for |
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Student B: No! She went to the corner shop! |
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people they don’t know.) Students read to check their |
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Students talk about who they think is the most |
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ideas. |
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• Discuss whether the class think this is a good idea and |
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generous, and why. Take a class vote. |
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what they would like to do. Points to consider: Should it |
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EXTRA ACTIVITY |
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just be one day? Do we have too many special days each |
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year? Elicit examples, e.g. Mother’s Day / Father’s Day / |
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In class or at home, students write another post for the forum |
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Children’s Day / Walk to Work Day. |
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in which they tell their own or a made-up story. Circulate |
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the stories in class and vote on the most interesting one. |
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Students can also guess if the stories are true or made-up. |
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48 UNIT 3 Money
2 GRAMMAR
Present perfect or past simple
aBooks closed. Write a question on the board: Did you help a stranger yesterday? Ask students: What is the time word in the question? When am I asking you about? Elicit the answer: Yesterday. Elicit that the question is past simple. Now write: Have you ever helped a stranger? Ask students about the time word. Elicit that the word ever is a time word. Ask: What time period is ‘ever’? Elicit that this question asks a person about their whole past life until now. Draw a timeline on the board to show this if you wish. (Example on SB p.146) Open books. Point out that the sentences are from the forum, and ask students to complete them with the verbs in the box individually.
If necessary, do the first one together. Check answers as a class. Ask if anyone knows what the difference is between saw and seen. (Saw is the past simple form of see. Seen is the past participle.)
Answers
1 been 2 saw 3 seen 4 decided 5 done 6 do
bAsk students to identify which sentences are present perfect and which are past simple.
Answers
present perfect: 1, 3, 5 past simple: 2, 4, 6
cStudents underline the time expressions and complete the rules. Check answers as a class. Elicit other examples of time expressions we can use with the past simple, e.g. yesterday / last summer / on 15th February / at 12.30. Then elicit phrases and adverbs to use with the present perfect, e.g. recently / three times.
Answers
Present perfect: three times, never, ever
Past simple: a few weeks ago, on my fiftieth birthday
d Students read the information in Grammar Focus 3A on SB p.146. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises on SB p.147. For Exercise b, elicit that contractions are natural in spoken English, especially in informal conversations. Note: although the contraction is possible after How many times in 9, it would rarely
be written as a contraction, even in informal English. Check answers as a class.
Answers (Grammar Focus 3A |
SB p.147) |
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a 1 bought |
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2 done |
3 driven |
4 given |
5 made |
6 lent |
7 ridden |
8 saved |
9 seen |
10 sold |
11 smiled |
12 spent |
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13 taken |
14 wanted 15 written |
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b 1 I’ve never given 2 Have you ever sold |
3 ‘s lived |
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4 ‘ve eaten |
5 ‘ve never sung |
6 Has he ever cooked |
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7 ‘s helped |
8 ‘s never broken down 9 have the children |
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10 ‘ve never tried
c2 I’ve never seen that film.
3 Have you ever been to Canada?
4 Where did you go on holiday last year? 5 She’s broken her leg twice.
6 I worked in a hospital a long time ago.
7 In your life, how many times have you moved house? 8 When we went to London we visited Kew Gardens.
EXTRA ACTIVITY
Give students a past tense forms test with their books closed. Say the infinitive and ask for simple past and past participle forms, e.g. Say: run Students reply: run, ran, run. Use a mixture of regular and irregular verbs.
eStudents complete the questions in 2e individually and then compare answers with a partner.
f
1.48 Students listen to the recording to check their answers. In pairs, they ask and answer the questions.
Answers
1Have, done; did, do
2Have, driven; did, drive
3Have, bought; did, buy
EXTRA ACTIVITY
Put some more verbs on the board, e.g. read, see, write, meet, ride. In pairs, students choose three of the verbs and write similar pairs of questions to the questions in f with them. They then ask their questions to another pair. Monitor and check accuracy of the verb forms. Encourage students to find out more details about questions their partners answered ‘yes’ to.
3 VOCABULARY
make / do / give collocations
aCheck that students understand the concept of verb + noun collocations by asking what students did last night to elicit, I did my homework. Underline did + homework and tell students that when the verb and noun go together like this, it is a collocation. Ask students to work in pairs to choose the correct verbs to complete the phrases.
bAsk students to check answers in the text and forum on SB p.28. In pairs, they try to guess the meanings of phrases they don’t know by using the context. They can then check their ideas in a dictionary. As a class, ask students to explain the meanings they found.
Answers
1 make 2 give 3 do
c Read through the examples with the class. In pairs, students tell each other which of the things in 3a they’ve done this week. Conduct group feedback and encourage students to ask each other follow-up questions using the past simple, e.g. Why did you give them a tip?
UNIT 3 Money 49
4 LISTENING
a 
1.49 Tell the class that they are going to read about a man called Philip Wollen, who did something unusual. Students read the information about Philip Wollen to answer questions 1 and 2. Check answers as a class. Check understanding of life-changing experience (an experience that changed your life) and ask what this might have been, e.g. a bad accident / winning a lot
of money / visiting a very poor country / meeting an inspiring person, etc. Ask students for their predictions for question 3. Then play the recording for students to find out what he has done with his money. Tell the class to listen to get the general idea of who he has helped and where (which parts of the world), but not to worry about understanding every word. You may need to play the recording twice.
VOCABULARY SUPPORT
chemist (B1) – someone who has studied chemistry / works in a pharmacy or the pharmaceutical industry
make a big difference (B2) – improve a situation a lot organisation (B1) – a group, e.g. a business orphanage (B2) – a home for children with no parents
Audioscript
After leaving his job, Philip Wollen opened up the Kindness Trust, an organisation that finds small charities in countries where a little bit of money can make a big difference. Wollen then surprises these charities with a gift to continue their good work. So far, he has given money to between 400–500 different charities in 40 countries. His money has built schools, children’s homes and homes for animals.
A special charity for Wollen is the Morning Star orphanage in
Bangalore. The orphanage started when, 20 years ago, a man called John Samson found a hungry baby boy in the street. He gave him a home and then he looked for more homeless children to help. Today the orphanage looks after 60 children. With money from the Kindness Trust, John has made the Morning Star bigger and opened a
new learning centre. Wollen went to India to open the centre, meet the children and hear about their lives. One little girl has won a place at a famous women’s college, another child is an excellent chess player and another wants to be
a doctor. The little boy that John Samson found in the street has now become a chemist.
And it is not just people that Philip Wollen has helped. He has also given money to a large number of animal charities, such as Edgar’s Mission in Australia, a charity that cares for old farm animals and finds new homes for them. The charity also tries to teach people how to look after animals, so they are healthy and happy.
Wollen thinks everyone can help to make the world a better place for other people and animals. He says, ‘One man can make a difference and every man should try.’
Answers
1He was a banker.
2He had a life-changing experience and no longer needed all his money.
3He has given his money to different charities.
b |
1.49 Read through the questions first with the class |
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and then play the recording again for students to answer |
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the questions individually. Pause the recording after |
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the first paragraph to let students answer the first two |
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questions. Check answers together and then play the |
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remaining part of the recording. Pause the recording |
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only if necessary. Check the rest of the answers together. |
Answers
1They are small charities.
2400–500
3A man called John Samson gave a home to a hungry baby boy.
4John used Philip Wollen’s money to make a bigger building and open a new learning centre.
5He’s a chemist.
6old farm animals
7how to look after animals
c Discuss the question as a class. Encourage students to give reasons for their answers.
5 SPEAKING
a To set up the mingle activity, explain to students that they are going to try to find someone in the class who has done each of the things in the grid. Read through the grid and the examples with the class
and give them a short time to think about their own experiences. Then start the activity. Students should walk round and ask their questions. Encourage them to talk to different people. When they find someone who has done one thing, they should note down
the name and then try to find out an extra piece of information. You can take part in the mingle activity yourself to answer questions. If you decide to observe and monitor instead, don’t interrupt students while they are speaking, but note any issues to address during feedback.
When students seem to be running out of things to say, stop the activity, and conduct feedback. Students should tell the class about some of the responses they had. Ask:
Did you find someone for each thing? Was there one thing that no one has done?
b Ask What was the most generous thing you heard?
Ask: Do you think you will do any of these things in the next few days? Tell the class that next lesson you will check!
ADDITIONAL MATERIAL
Workbook 3A
Photocopiable activities: Grammar p.208, Vocabulary p.232
50 UNIT 3 Money
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I’ve already spent my |
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• talk about saving and spending money |
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3B salary this month |
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At the end of this lesson, students will be able to: |
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• understand interviews about shopping |
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• use a set of vocabulary related to money |
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and saving |
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• use the present perfect tense with just, |
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already and yet |
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OPTIONAL LEAD-IN |
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Books closed. The following phrases are often seen in High |
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Street shops in the UK: 3 for 2 and B.O.G.O.F. Write them on |
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the board. Can students guess the meaning? (3 for 2 means: |
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VOCABULARY SUPPORT |
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buy 3 items but only pay for 2 – so the cheapest item is free. |
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balance (B2) – the exact amount of money in your bank |
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B.O.G.O.F. stands for Buy One, Get One Free). Are similar |
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account |
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offers common in students’ own countries? |
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basic (B1) – only the things that are most necessary |
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VOCABULARY Money |
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before you |
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Discuss the question as a class. Encourage students |
second-hand (B1) – someone else owned or used this thing |
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a |
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Students compare their answers with a partner. |
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to give reasons for their answers. Ask students to share |
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examples of times they managed to save up and buy |
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Take feedback from the class to fi nd out which are the |
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something they wanted. |
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most popular answers for all or some of the questions. |
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b In pairs, students read the tips and explain the |
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Ask students to check their results on SB p.130. |
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highlighted words and phrases. Remind them to use the |
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Take feedback regarding to what extent they agree with |
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context to work out the meanings. Check answers as a |
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the results. |
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class. Ask students if they think the advice is good or not. |
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FAST FINISHERS |
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Answers |
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In pairs, students can ask their partners to find out more |
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special offers: products which have lower than usual prices |
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the sales: a period of time when shops are offering lower prices on |
about their answers to the survey, e.g. Why are credit cards |
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products |
useful? Why do you think credit cards are a bad idea? Why are |
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pay it back: give money back to the person who lent it to you / you |
you saving? What kind of special offers do you buy? |
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borrowed it from |
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bank account: an arrangement with a bank for you to keep money |
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LISTENING |
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3 |
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there |
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c |
1.50 Students complete the exercises in Vocabulary |
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Students look at the pictures of the people and |
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Focus 3B on SB p.135. Play the recording where |
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read the question. Elicit that a big spender is someone |
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indicated and ask students to check their answers to |
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who spends a lot of money, a smart spender is one who |
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Exercise a. Go through the highlighted words and check |
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looks round to fi nd the best prices and gets good value |
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students understand what each of them means. Monitor |
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for money and a non spender is one who doesn’t spend |
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the storytelling in Exercise b and encourage students to |
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much at all. Students guess which person in the pictures |
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tell the stories using the words in the boxes. |
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is which kind of spender and tell the class, saying why |
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Answers and audioscript (Vocabulary Focus 3B SB p.135) |
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they think this. |
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b |
1.51 Students listen to the recording to check their |
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1 Carol had a problem. She spent a lot of money on shoes. |
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2 One day Carol and Fay went shopping in the sales. |
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answers. Stop the recording after each interview to to |
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3 Carol saw some shoes she loved, but she didn’t have any cash. |
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give students time to make notes about that person’s |
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4 Fay offered to lend her some money, so she borrowed £100. |
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spending habits. At the end, ask students to decide |
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5 Carol now owed Fay £700. So she got a loan for £1000 from the |
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individually which speaker matches with which profi le |
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bank. |
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and compare their answers with a partner. Check |
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6 She paid back the £700 (and spent the rest on shoes!) |
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answers with the class. Encourage students to explain |
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1 Brian was saving up for a camera. |
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the reasons for their answers. |
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2 He saw a great camera but it cost £499. |
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Answers |
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3 Brian couldn’t afford it. He only had £400 in his bank account. |
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4 He asked the shop assistant for a discount but she said no. |
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big spender – speaker 3 – some perfume, a necklace |
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5 When Brian got home, he found a special offer online. |
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smart spender – speaker 1 – food (for the week) |
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6 So he got the camera for £399! He was very happy! |
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non spender – speaker 2 – (a lot of) suntan lotion |
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2 READING AND SPEAKING
aGo through the questions and answers quickly to check understanding. You may wish to help students with the words in the Vocabulary support box. Ask students to choose the answers that are closest to what is true for them. Individually, students complete the questionnaire.
UNIT 3 Money 51