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After greetings, the first I asked to learners was to look up the padlet page in which they post about their holidays. I called to 3 students to read and say anything else about it.
Then we made a review about money and currencies and related it with shops.

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I asked them if they know the meaning of some words such as "baker's", "butcher's" and If they know any charity shop then I told them an example of it.

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Saving-money tips is a topic very used topic in the book but this time I try to use a different material, which was a TED TALK, it was very simple but as the talk was fast I thought that they could not understand what Wendy de la Rosa could say that is why I gave them a transcription of the Ted Talk.

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Wendy De La Rosa: A simple 2-step plan for saving more money

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Saving money is like working out or eating right -- it's easier said than done. Behavioral scientist Wendy De La Rosa streamlines the process with two quick tips that can help you achieve your goals.

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A simple 2-step plan for saving more money.

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A simple 2-step plan for saving more money.c2

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In this class I found that doing a game as a warm up to review vocabulary form the last lesson is very useful because learners get involved in it.

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I decided to journaling and critized my lesson plan step by step. That's why I am going to start by the warm up.
In class 1 the warm up was very sucessful. I think it was the fact that they use a new and very simple app as Padlet in which they could talk about a topic they liked which was winter holidays. But there were some problems as WiFi conection was not working and that they could not find a photograph they liked so it took more than 10 min.
The fact that they took so much time to make the activity made me understand that they will not finish all the planning lessons, I hurried and forgot to do a feedback about it.

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I was surprise at this stage because when I showed them the symbols' flashcards they recognized instantly the currencies. Althought they have not seen a physical rupee or a yen, did not mean they will not know what was the symbols' meaning.

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At this stage, the first thing we worked on were pictures by asking which they think the topic was and why.
Then after looking all the pictures they all thought that the trainers were the most expensive thing but they got surprised when they listen the recording later and heard that the melons were the most expensive ones.

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As the time has almost gone, I asked them to look at activity 3 and guess which was the correct price. Then we listened the recording to check it.

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As in class 1, the warm up on Social Science group took more time than I thought. The found the short poem writing difficult. So I asked them to try by telling a short part of a day.

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For the presentation, I asked them if they bought something on their holidays. Some of them participated and gave me the chance to introduce money word. "We buy things with... Money".

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We related some words as bank with the ones from the book. As another group, they thought that gold trainers were the most expensive. I also used the currencies flashcards, they didn't know them all and introduced currencies meaning.
As they finished of guessing which was the price of each thing, we checked by listening the record 2 times.

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The closure was related with the activity number 4, in which they should choose the shop in which they could buy the things from the pictures. They didn't know the meaning of some words.
I think that I hurried a lot with this group. So I need to go slower.
In fact the teacher asked it to me and to plan less activities for one class.

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Finally I could find a text from the British Council which talked about teenagers and poket money.
The cool fact here was that finally they could feel more relation between their everyday life and the material since the book usually talked about saving money tips but there weren't tips for teenagers who haven't got any income in their lifes.
After this they did some post reading activities in addition to a pre reading activity.

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As the teacher asked I did a final revision on the last days.
I tried to use all they have seen from unit 6 to 7, it included past simple, present and past perfect and second conditional.
To start I try to make a revision of the verbs in simple past and past participle that is why I asked them to spin the wheel and the rest had to answer.

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Wordwall - Cree mejores lecciones de forma más rápida

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BECOME, COME, SEND, BUILD, BUY, BEGIN, BREAK, LEAVE, DRIVE, EAT, DRINK, SEE, CHOOSE, CATCH, LEARN, BRING, FIND, KEEP, KNOW, HAVE, HEAR, FEEL, FORGET, FLY, GIVE, GET, FALL, FIGHT, CUT, HEAR, UNDERSTAND, STAND, WEAR, READ, RIDE, MAKE, MEET, RUN, SAY, SLEEP, SELL, TAKE, WIN, WRITE, SWIM, LOSE.

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BECOME, COME, SEND, BUILD, BUY, BEGIN, BREAK, LEAVE, DRIVE, EAT, DRINK, SEE, CHOOSE, CATCH, LEARN, BRING, FIND, KEEP, KNOW, HAVE, HEAR, FEEL, FORGET, FLY, GIVE, GET, FALL, FIGHT, CUT, HEAR, UNDERSTAND, STAND, WEAR, READ, RIDE, MAKE, MEET, RUN, SAY, SLEEP, SELL, TAKE, WIN, WRITE, SWIM, LOSE.

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Then we did a timeline in which they had to read a text that described the order in which the situations happened.
What was more interesting wa the fact that they could do it without doubts so they clearly understood all the text..

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ISL collctive is very useful when you want to do something different in the class. This link is an interactive activity in which they could watch a part of a comedy movie which reflects on a shopaholic woman whose life is all about buying. As the book had a section in which they should do a test about which kind of customer there are, I related it with the video.
It was an excellent activity since they all engaged on it but I think It could be better if we could hear the video together instead of each student watched it on their own.

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The Buried Treasure is  an unfortunate story that appears in the Solutions book, which is used to show how past perfect and past simple work together and you can see clearly the difference between them.
It is a very helpful since learners could realized the meaning of the text without talking in an explicit way about grammar. After we could analyse all the text I wrote a paragraph in which they could see both tenses.
As a result they could understand and explain easily the difference between them and applied them effectively.

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They listened it but they couldn't understood much that is why we did a reading aloud activity and then we did the activities all together

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For students' day most learners used to travel to Monte Hermoso, there were less students.
So in order to do something interesting and funny I did a board game in which they had to answer a question or talk for a minute about something to continue playing.
As you will see on the board game there are many questions such as "name 5" (name 5 foods that are red, for example), "Would yoy rather..." (would you rather be homeless or in prison? why?), "If I ..." (If I won the lotto, I would...) and "talk for a minute about... (travel and transport, love and marrige, clothes and fashion..).
Learners engaged very much with the game board in fact they enjoyed it so much that they asked me to stay playing with them!

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According to the teacher the exam was ok but I realized that I could exploted more. Learners felt more confident with the second activity which was about filling the gaps than the one in which they should correct the letter.

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In this lesson we acquired more knowledge about money. Learners worked with verbs about money.
I put some flashcards with examples of the verbs so they could interpret the meaning of the verbs they hadn't known.

She never took a taxi, even though she could afford to do so.

Members can borrow up to ten books from the library at any one time.

Delivery is free of charge.

We did not even make enough money to cover the cost of the food

The charity lends out laptops to support learning at home.

She still owes her father £3 000.

Could you get some milk? We seem to have run out.

We've been saving up to go to Australia.

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Learners really enjoyed the song. In fact I thought they would not recognize the singer since she's old the really got involved.
They also could analyze the lyrics and after I told them to tell what they would do if they could turn back time, all of them could give different answers.

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Cher - If I Could Turn Back Time (Official Video)

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This time I could observe how helpful is using the blackboard for giving explaination. Since we have the habit of use too much technology, writing an example on the blackboard and asking to think on the meaning of it, they could easily understood the difference between Past Simple and Past perfect.

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The picture above was very helpful to make them understand how both sentences work, in which context they could apply it according to the context. I asked them to think on new examples for the tenses and explain why they are clear examples. After that, they could solve effectively the first two activities. It was a filling gaps activity but they could justify what they did.

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True or false activity as a warm up was very interesting. They all understand the definitions and could answer. When the sentence was false they could also say which word I was asking about. For example: I asked them which was the word for the following definition:

A coin is piece of paper money

They answer that  Banknote is a piece of paper money.

Continuing with the lesson planning even though I couldn't find a speaker, leaners read the listening strategy box in which they we talked about it and made an example of that taking into account the activity 3 in which they have to think which kind of information they need to fill the gap.

Even though we hadn't the speaker, having the transcription was very useful. I could read the transcription aloud and they could fill the gaps with the correct information.
Without doubts they felt very confident in listening skills development.

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Even though they haven't developed speaking skills at all, they feel motivated when we did speaking activities.
In this class, they had to answer questions about imaginary situations. For the activity they all wanted to participate, answering the questions and discussing them with their peers.

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Charades seem one of the funniest game they have played. They enjoyed the game and the fact that they could recognize the words from the unit made me understand that using games is more useful that it seems.
Then they found synonims from the same list.
As always, when students learn new vocabulary or utterances I prefer to give them from more controlled to less control activities. That is why we continue by doing a filling gaps activity.

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As last class we had talked about imaginary situations, I decided to ask what they had written in "If I were rich I would..." activity.
Many of them participated and read. Many of them talked about travelling so I asked them where they would like to travel..

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Before asking them to do more exercises, I put their attention on the "learn this" box. It is a box that explains the grammatical structure and for what it is use for. It is useful as a guide to they could build the sentence.
After that I asked them to do activity 4 because it serves as controlled activity in which they only needed to complete the sentences by using the structure by this way they would practice the structure itself. After that they had to join both parts: If+ past simple and would+ verb giving the whole sentence a meaning.
As we checked it and they did it excellent. I asked them to do a more difficult activity, which was "Money tips" activity.

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Money tips activity took its time. First I gave them an advice which was to discover first the verb they need to complete the paragraph. Then, they could complete using second conditional structure.
The last activity is less controled. Learners have to answer about all the imaginary situations the book asks. As this activity was about them, it tooked more time than filling the gaps activity.

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As they had homework in which they had to do an advertisement about the expensive things the book showed, we started by presenting their work. After each advertisement I asked to the class if they would buy the product. Some of them said yes, others said no and explained why.

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At the beginning, we opened the book on page 76, we observe the picture as with the other group and I asked them to imagine being there. I asked them how they think who lives their, how do they think the people there live.
After listening to the record, we analyse the dialogue. What was the girl's perspective? and the boy's? Are you agree with them?

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In this class, we talked about money.
First I asked students to look at the words I had put on the board: spend, buy, save bargain and some more. I asked them if they remember its meaning. Fortunately they had acquired these words so they could clearly explain the meaning. Some of them did it in English and others in Spanish. As the warm up I had presented wasn´t enough I asked learners to write examples of each word.

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Then we continued with activity 76 in which there was the picture above. Surprisingly, when I asked them what can they see and they saw the city first so I guided them to the objective I wanted they achieve by asking them some questions such as: Can you see tha houses? How are they? Who do you think live there?
After brainstorming, we listen the record, then I gave students some minutes to read by themselves and finally we discussed the conversation of the record.
After that I wrote on the board: "If I were rich I would..." and I asked them to think about it and write. As an example, I asked to one classmate what they would do. One boy said it in Spanish because he wanted to participate but he didn't know how to say it in English so I helped him by translating what he said and writing it on the board.
As this example was very useful, all the learners could do the exercise. Before the class finish, they read their answers.

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Many leaners did the activity 4 without problems. We checked it by listening the recording. I asked them to look at the title. Do these things worth it?.

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Adding to the last question, I asked them to look at the money proverbs and built an opinion in groups of 4 or 5.
The bell rang and the class finished.

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To start I asked learners to say the words they remember from last class..

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After reviewing the vocabulary seen last class, the teacher proposed to play hangman. Learners engaged with it and found ir very easy

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We started by looking at the activity 7's words. I asked them if they can understand any of the words or related it with the words we usually use in Spanish.
They found our that there were a lot of words they know such as "discount", "sale", "discount code", etc. We took into account that many of these words are very similar to the Spanish like.

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In this class we talked about mony proverbs. This was an engagement activity because all the students could give their opinions about the proverbs. Even those who didn't know how to say it in English, ask for their classmates help to participate.

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They listen and think carefully on the definitions the video and the book gave them and join, without doubts, the words with it's definitions.

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💰 Learn Money Vocabulary in English - Phrases, Synonyms, Vocabulary Plus lots more!

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Learners really enjoy the game.

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We use present perfect to talk about experiences.
Everytime I ask "have you ever...?" all the students got interesting and answer. Although they didn't feel comfortable at speaking in English they tried to told me about their experience.

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Competitions and answer questions are not a good mix to make games. This time they felt very confused about the game.
Unfortunately, the time was not enough. While they did the crafty costumer questionnaire we were losing a lot of time.
The advertisement were homework for the following class to introduce it.

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In this lesson, learners showed the advertisements done at home.
It was beautiful to see how they developed it in a creative way some of them used their cellphones to do it and others did it on paper but all had their own way and views of publicity and how to convince customers to buy it.