Money

Intro

Money
In this theme you will focus on money.

What are you going to do?

You are going to read and speak about charity. You will read about credit cards. You will read about and discuss gambling.
You will also read a text about how money can buy happiness.
In the final project you will learn about advertising and some advertising tricks to encourage you to buy things. You will then make a commercial and see how successfully you use these techniques to get your classmates to ‘buy’ your product!

What about you?
When you think about your future, do you think about money?
Do you enjoy reading about rags to riches tales?
Do you read stories about rich people?
Do you know how to look after your own money and to spend wisely?
Do you do things to help people who don’t have much money?
Some people say that you can buy happiness. What do you think?

These are some of the issues that we are going to explore in this theme.

Have fun!

Need to know

What do you need to know?
At the end of this theme, you should be able to talk about this subject with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!

Give it a try!
Read the questions.

Select two questions you think are interesting.
Discuss with a classmate.
Discuss your two questions with your classmate.
Answer, as good as you can, your classmate's questions.

Choose from the following questions.

Are you good at saving money? Explain why / why not?
Do you ever give money to charity? Why / why not? How often?
Do you ever buy second-hand things (used things)? Why / why not?
How much do you usually spend each month on food?
If someone gave you a million dollars, what would you do with it?
What is the most expensive thing you've ever bought? How much did it cost?
Should children get an allowance (pocket money) from their parents? How much?
If you had to save money, what could you do without? I would stop spending money on.......
If you needed to earn some extra money, how would you do that?
When you buy something, what things are most important to you? Price? Quality? Fashion trends? Status? Image?

Can do

In this theme you will focus on the following 'can do' statements.

Listening (B1-B2):

I can follow the main points in a podcast about Money.
I can listen to songs about Money and fill in the gaps in the song texts.
I can listen to songs and understand what they are singing.
I can catch the main points in a short video about chasing money.

Reading (B2)

I can rapidly grasp the content and the significance of a report about charity money.
I can read and understand an article in which the writers express specific advices and points of view about creditcards.
I can understand in detail texts within my field of interest (outside my own field if I can check with a dictionary).
I can read an article about money can buy happiness, summarize the main points. I can deal with the content and discuss the findings and your own experiences with a classmate.

Speaking (B1-B2)

I can start, maintain and close simple face to face conversation on charity.
I can maintain a conversation and discussion about gambling.
I can interact with a degree of fluency and spontaneity.
I can give or seek personal views and opinions in a debate with classmates.
I can give detailed accounts of experiences and describing feelings about receiving presents.
I can present clear, detailed descriptions
I can explain and give reasons for my choices about experience presents.

Writing (B1-B2)

I can write a simple text about charity.
I can write an informal email to a friend giving him tips how to save money.
I can write an advertisements or commercial about a product.
I can write my own short term budget.
I can write a farewell speech for a friend.

To do

The theme Money contains an introduction, four lessons and a finishing touch.
In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.

Lesson	Title	Activities	Time (hours)*
Introduction			0,5 hour
Lesson 1	Charity begins at home	Read and speak about charity. Write about which charity you will donate money. Grammar: Relative clauses	3-4 hours
Lesson 2	Life on the never-never	Read about creditcards and getting a loan. Write an email about saving money. Grammar: Passive	3-4 hours
Lesson 3	Throw the dice	Read and speak about gambling. Hold a class debate about gambling. Grammar: Enough/too	2-3 hours
Lesson 4	Money = happiness	Read about how money can buy happiness. Discuss about presents. Grammar: 2nd conditional	2-3 hours
Finishing touch	Projects Oefenprogramma Examentraining Evaluation	You are going to find out more about advertising and how quickly you and your classmates spend money because of an ad you’ve seen. You are going to practise with the 'Oefenprogramma Engels' You are going to prepare for exams: practise taking past versions. You will answer evaluation questions, what did you learn?	3 hours
	Total		18 hours

*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.

Lessons

Charity begins at home

Introduction

The subject of this lesson is 'Charity begins at home'.

You’re going to look at charities.

Do you know what happens to your euros when you give to charity?
Do you give to charity?
Why do you think that some charities receive more money than others?

Let’s find out.

This lesson contains 6 steps and an evaluation. Work them through step by step.

Step	Activity
	Introduction	Find out what you already know.
Step 1	Reading	Read about 3 teenagers and answer questions.
Step 2	Speaking	Answer and discuss questions about charity with a classmate.
Step 3	Reading	Read the first part of a text about charity. Answer questions with true or false.
Step 4	Reading	Read the second part of a text about charity. Answer questions. Find out in small groups information about charity funds.
Step 5	Grammar	Relative clauses. Study Grammar Desk. Complete the rules and do exercises about who/which/that/where or whose and sentences halves. Exercise about non-defining and defining. Exercise: add commas in sentences.
Step 6	Task	Unjumble words exercise.
	Evaluation	Write in 150 words to which charity you will donate money.

Difficult words? Search these on Cambridge Dictionaries

Step 1 - Reading

Reading (and speaking)
Read about these 3 teenagers: Shaun, Alex and Tim.

SHAUN:
I was walking along the street in my town the other week and I heard this guy
playing some music.
It was really good.

As I got closer, I could see he had a sign next to his guitar case.
I think it said ‘All money goes to cancer research’.
I thought that was pretty cool and so I dropped a €10 note in the case.
He played really well!

ALEX:
I’m not sure when I last gave money to a charity.
I think there was a box in a shop once, it was in the shape of a dog – that’s right!

It was for Guide Dogs. That’s a really good charity.
It’s for people who are blind but they can get a dog that will see for them.

I don’t remember how much I gave – but not much. Maybe €1.
But I want to do more for charity.

TIM:
I actually do quite a lot for charity. I really like doing charity runs.

I did one in my home town last week and then I’m going to do one next week in another town.
It’s a great way to raise money and to do something.

I think it’s easy for people to just give money, but if you actually do something then it means more.
I usually raise money for older people. It’s because my grandma is in a home and she couldn’t afford it.

I think it makes sense to raise money for a charity that is helping someone in your family or friend circle.

Do the exercise.

Step 2 - Speaking

Speaking
Read these questions about charity.
Choose a classmate and answer the questions together.

Name five charities and what they do.
When was the last time you gave money to a charity?
How much did you give? (approx.)
Have you ever raised money for a charity by doing something?
If not, what could you do? If yes, what did you do?

Look at these rubrics. How did it go?
How do you assess your speaking skills? What about your classmate?

	Good	Sufficient	Insufficient
Speaker style	Speaks clearly and at an understandable pace.	Mostly speaks clearly and a good pace.	Mostly unintelligible.
Language	The vocabulary use is very good and the sentence structure is good.	The vocabulary use is fairly good and the sentence structure is good.	The vocabulary use is not very good, neither is the sentence structure.

Step 3a - Reading part 1

Introduction
You’re going to read a report about charity money.

First read the text quickly. Which of the following topics is mentioned?

Vocabulary

You are going to read a challenging text.
To help you, first learn this vocabulary list in StudioWozzol:
(Click in StudioWozzol on the red arrow for the options (e.g. read the words aloud, copy the whole list, learn by writing...)

Vocabulary Money - Charity

Now you’re going to read the text and do the exercise: decide if the statements are true or false.
Read the text.

One in five of Britain’s biggest charities spend less than 50 per cent of total income on good works, new report claims.
By Christopher Hope

Some of the UK’s biggest and best known charities are spending less than half of their total income every year on good works, a new research has found. The report from the True and Fair Foundation found that one in five of the country’s biggest charities spend less than 50 per cent of their total income on charitable activities. Some of the charities are some of Britain’s best known voluntary organisations such as Cancer Research UK, the Guide Dogs for the Blind and the British Heart Foundation.

Rob Wilson, the charities minister, said charities had to “reassure people and make very clear that the money donated to them will be spent on frontline charitable activities”. 'It's important for charities to be as transparent and accountable as possible - so people can make an informed decision about where their money goes.' He told The Telegraph that they had a duty to “eke out every last penny for good causes”. He said: "Giving to charity is one of the greatest expressions of generosity a person can make and it must not be taken for granted.

The foundation analysed the latest official annual report and accounts of the 5,543 charities. Its report - "A Hornets' Nest" published today - found that 1,020 charities were spending less than 50 per cent of their total income on charitable activities. Spending on “charitable activities” is defined in accounting rules as “all costs incurred by a charity in undertaking activities that further its charitable aims for the benefit of its beneficiaries”. The British Heart Foundation spent an average of just 46 per cent of its income on charitable activities over the past three years. Sue Ryder, which runs a network of second hand shops, spent 46 per cent of its annual income on charitable works over the three years. The Royal Horticultural Society spent 60 per cent of its income on charitable activities over the same period. Many of the charities also receive millions of pounds of public money on top of the cash they raise from individual donors.

Source: Telegraph.co.uk

Do the exercise.

Step 3b - Writing

Writing
In the previous step (step 3a) you have read the first part of a report about charity money with the title:
"One in five of Britain’s biggest charities spend less than 50 per cent of total income on good works, new report claims".

Some people think that people who work for charities receive very high salaries.
People frequently cite high salaries as one of the main reasons for not giving to charities.

What do you think?
Why do you think that people think this?
Write no more than 150 words giving your reasons.

Step 4 - Reading part 2

You’re going to read the second part of a report about charity money.
Read part 2 and choose the correct answers to the questions.

by Christopher Hope

Many of the charities disputed the figures. Cancer Research said it had spent 80 per cent of its income on charity if the cost of running its shops was excluded. A spokesman for Sue Ryder said the research was “misleading in light of the size of our retail chain and the costs at Sue Ryder compare favourably to many other organisations”. She added: “These calculations do not take into consideration the additional benefits that our shops bring to the local community.” Martin Miles, Chief Financial Officer at the British Heart Foundation, said the report did not allow “for the very different financial profile of running the UK’s largest network of charity shops”, adding that 78 per cent of its income was spent on life saving research and improving the lives of heart patients. He said: “We are committed to spending every penny that is donated in a way that will offer the greatest benefit to heart patients and over the last 50 years people’s donations have funded research that has helped to halve death rates for cardiovascular disease in the UK.”
Sir Stephen Bubb, chief executive of the Association of Chief Executives of Voluntary Organisations, said: "This is a flawed and simplistic analysis which arbitrarily defines ‘charitable activity’ to exclude campaigning.
"Yet campaigning is the lifeblood of the great British charitable tradition. We work to alleviate the symptoms of disease and poverty and to tackle the causes of such. Donors give money for both.”
A Charity Commission spokesman said: “Donors need to see how charities spend their money.
That’s why charity accounts are public documents. "This report has not, however, considered basic information in the charities’ accounts, which has led to this flawed analysis. "The Commission has looked at the accounts of the charities named and we would recommend anyone interested in charity finances does the same.”

Source: Telegraph.co.uk

Do the exercises.

In small groups, find out about one of the following charities.
Choose one. Share your information with the class.

British Heart foundation UK: https://www.bhf.org.uk/
Sue Ryder: http://www.sueryder.org/
Cancer research UK: http://www.cancerresearchuk.org/
Guide dogs for the blind UK: http://guidedogs.org.uk/

Find out the following information about the 'your' charity:

What do they do?
Where are their main offices?
When is their next big charity event?
Do they comment on The Hornet’s Nest report? What do they say?
(Briefly summarize).
Share three interesting facts about the charity with your class.

Step 5a - Grammar

Let's look at relative clauses.

Relative clauses

Read the sentences.

We use who when we are talking about people.
We use which or that when we are talking about places or people.
We use whose when we are giving more information about people or places.
We use where when we are talking about places.

Now do the exercises.

Step 5b - Grammar 2

Commas!

Let's look at relative clauses page 3 about non-defining and defining clauses.

Relative clauses

In the next sentences tick in commas in the right column if necessary.
Copy this schedule and write down your answers.

Sentences	Add commas if necessary
The actor is now playing a man whose wife died in childbirth.
My eldest daughter whose boyfriend works for a clothing company is on holiday in Japan at the moment.
The shirt which is a beautiful colour only cost me €15.
They’re the new students who are joining our class next week.
The book which was written by M. Santos was first published in 1821.
She gave me my essay which had been corrected.
My grandmother who is 91 walks her dog every day.
You can borrow the pen that has my name on it.

Step 6 - Task

Task: Writing

“Giving to charity is one of the greatest expressions of charity a person can make and it must not be taken for granted.”

Imagine that you have just received €500. You decide to donate it to a charity.

Which charity would you choose, and why?
Write about 200 words stating your reasons.

Evaluation

Fill in the schedule and answer the questions below.

	Activity	Needs improvement	Satisfactory, good	Excellent
Step 1 - Reading	I can read opinions of teenagers about charity.
Step 2 - Speaking	I can speak with a class mate about charity.
Step 3a - Reading	I can read a report about charity and answer questions.
Step 3b-Writing	I can write down my opinion about what part of the income of charities goes on good works.
Step 4 - Reading	I can read texts about charity and search for relevant information. I can share this information about a charity foundation with the class.
Step 5 - Grammar	I can understand and use the grammar 'relative clauses'.
Step 6 - Task	I can write 200 words to state which charity I would choose to donate to.

What have you learned in this lesson?
Answer the following questions:

What was the easiest part of this lesson?
What was the most interesting part?
What was the most difficult part?
What was new to you in this lesson?
What do you have to ask your teacher?