Lesson Plan: Building Key Vocabulary - Money and Payment: Preparation

Lesson plan: Building key vocabulary –
money and payment

Introduction
The Oxford 3000 word list is designed to provide a core vocabulary of frequently-
used words for students to build upon. Words on the list each have a label to show
approximately at which level (based on the CEFR) students are likely to add the word
to their receptive vocabulary. You can check whether a word is on the Oxford 3000
list and its level on the Oxford Learner’s Dictionaries website.
This lesson focuses on some keywords for B1 level around the topic of money and
payment. These words are highlighted in context and the activities focus on meaning
and form; remember that these words are primarily for reception/comprehension
at this stage. Because recycling is an important part of vocabulary learning, the
lesson also revisits key topic words from lower levels, in particular verbs which often
cause students problems (buy, pay, spend, order). These words are practised in a freer
production activity.
Procedure
Aims: to build core vocabulary from the Oxford 3000 on the topic of money
and payment
Timing: 30–45 minutes
Resources: copies of the worksheet (one per student)
Preparation:
• Make copies of the worksheet for each student.
• Have the Oxford Learner’s Dictionaries website ready to show to the class
(optional).
• You could search for images online to use to illustrate a supermarket self-checkout
till, especially if you think the concept may not be familiar to your students.
Activity:
Tell the class you are going to look at the topic of how people pay for things. Briefly
ask students what the last thing they bought was and how they paid for it (e.g. in
cash, by card, using an app on their phone) and elicit a handful of responses.
Hand out the worksheets and ask the class to read the three short texts from different
people about how they pay for things. Give students time to read the texts and
answer question 1 individually. Go through the answers as a class and check that
students have understood the gist of the comments and the contexts mentioned,
i.e. a supermarket self-checkout till, online shopping, and ordering goods or services
using a mobile app. You could show images of a self-checkout till (or get students to
search for them themselves using their phones) and/or elicit names of companies
you can order from by using an app (such as Uber).
For exercise 2, ask students to mark the words in the box honestly according to how
familiar they are. Briefly check how many words are known/unknown via a show of
hands. Explain that these are keywords that are particularly worth learning because
they are among the most frequent and useful words in English. If possible, show
students the Oxford 3000 word list on the Oxford Learner’s Dictionaries website.
Search for some of the words in the box to demonstrate how it works. Encourage
students to use the tool to check for themselves which words are worth prioritizing.
Students work through exercises 3 and 4 either individually or in pairs. Check the
answers to each activity as a whole class. Note that the focus in these activities is on
form and meaning as these are potentially new words.
Note: students may be unclear about the difference between price, cost and charge.
Explain that the three words do overlap in meaning and usage. In general terms, we
talk about the price of individual goods: the amount shown on the price tag. Cost
is a more general word that can be used to talk about goods or services, and it can
refer to a single item or the total amount you pay, for example the cost of a basket of
shopping, the cost of a holiday, etc. A charge is usually for a service and often it’s an
extra amount of money added to the basic cost, for example, a delivery charge for
goods ordered online or a charge for baggage on a budget flight.
© Oxford University Press

For exercise 5, put students in groups to discuss the questions. Walk around the class
to monitor the discussions. Help out by suggesting possible words or phrases for any
ideas students are struggling to express. Make a note of these and any other interesting
topic words or phrases that you hear during the discussions. As groups finish off their
discussions, write the words and phrases you’ve noted down on the board.
Groups report back to the class on the main ideas that came up in their discussion. This
could be in the form of informal contributions in response to each question, or you
could ask each group to prepare and present an oral summary of the main points of
their discussion. Give language feedback especially on students’ use of the payment
verbs, pay, buy, spend and order. These are keywords that students should already
have mastered by this stage (all A1), so focus should be on accurate and appropriate
production. Highlight any issues, such as for example, missing or incorrect dependent
prepositions with pay (for) and spend (on).
Return to the vocabulary on the board and ask the group who originated each item to
explain it to the rest of the class. Ask students to guess which of the words (if any) they
think might be keywords and check them against the Oxford 3000 list online. Explain
that although it’s worth spending more time on keywords, students will need to learn
other language as well to develop their vocabulary.
Follow-up:
You could end the lesson using ‘exit cards’. Ask each student to write down one word
from the lesson that they found interesting or useful and that they’d like to learn on
a card or a small piece of paper. It could be a word from the worksheet or it could be
something that came up incidentally during the lesson. Students hand in their card as
they leave the classroom. Use the cards to help in planning future lessons and to ensure
you recycle vocabulary that the students think is relevant to them.
Key:
1 a Bella b Luis c Anna
3 a deliver b account c queue d charge e worth it f scan g tend to
h security
4 a tend to pay b deliver c queue d account e scan f charge; worth it
g security

Worksheet – Building key vocabulary:
money and payment
“queue
I always use the self-checkout tills at the supermarket. There’s usually a shorter
and it’s really quick and easy. You just scan the barcode on your items
and pop them in your bag, then you insert your card into the machine to pay for
everything. Simple!
Anna
”
“businesses
I mostly tend to pay for things in cash. Around here, lots of small shops and
don’t take cards. So if you’re buying a newspaper or a cup of coffee, you
have to pay in cash. I do a bit of shopping online and, of course, I have to pay by card
then. To be honest, I worry a bit about internet security though. I only buy things
from websites I trust.
Luis
”
“appI payandforI paya lotforofitstuff via apps on my phone. So if I need a taxi, I order it using an
directly from my account. I don’t have to worry about having the
right cash for the driver. I often get takeaway food using an app too. I order what
I want online, then someone delivers it to my door. I think there’s a small delivery
charge, but it’s worth it for the convenience.
Bella
”
1 Which person …
a buys things using their mobile phone?
b prefers to pay in cash?
c uses a machine to pay in a shop?
2 Look at the highlighted words in the comments. Put a symbol next to each word
in the box below.
✓✓ I already know this word.
✓ I recognize this word but I’m not 100% sure about the meaning.
? This is a new word for me.
 account
charge
deliver
queue
scan security tend to worth it
3 Match the words from the box to the definitions, a–h.

a __________: to take goods to someone
b __________: an arrangement with a bank to keep your money
c __________: a line of people waiting for something
d __________: the amount of money that somebody asks for goods or services
e __________: good or useful enough to make somebody feel satisfied
f __________: to pass something over a special machine to read the digital
information on it
g __________: to be likely to do something
h __________: protection against something bad happening

4 Underline the best option to complete the sentences.
a People tend to pay / tend paid for small things in cash.
b The restaurant will deliver / delivery takeaway food to you at home.
c The queue / scan for the self-checkout tills is usually quite short.
d When you pay by card, the money comes directly out of your account / cost.
e When you charge / scan an item at the till, the price comes up on the screen.
f You often have to pay a small charge / price to have food delivered, but it’s
worth it / worth to.
g Some people worry about securely / security when they buy things online.
What do you think?

5 In groups, discuss the questions.
a Which different payment methods do you use?
b In your experience, what do people typically …
… pay for in cash?
… buy online?
… order using an app?
c Do you think it’s acceptable for companies to charge for delivery?
d Do quick and easy payment methods encourage people to spend money on
things they can’t afford?

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money and payment

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3 Match the words from the box to the definitions, a–h.

© Oxford University Press

What do you think?

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