(185 KB) Pobierz
726558512 UNPDF
Teacher’s Notes
Buy Nothing Day
by Magdalena Kondro
Type of activity: individual and pair work
Focus: vocabulary connected with money and non-
profi t organizations, giving opinions and reasons,
agreeing and disagreeing; reading, listening and
speaking skills
Level: pre - intermediate – upper-intermediate;
upper secondary
Time: 45 minutes
Preparation: Make a copy of Student’s Worksheet 1
for each student. Make a copy of Student’s Worksheet
2 per each pair of students and cut it up into role
Answers: 1 free, 2 hosts, 3 monetary, 4 expenses,
5 register, 6 non-profi t, 7 owners, 8 landfi lls,
9 volunteers, 10 legal, 11 currency, 12 participant,
13 earn, 14 contact, 15 members
5. Divide the students into pairs, focus their attention
on Activity 2 and ask them to discuss each of the
organizations in Activity 1. They should say what
they think of each one, whether they agree or
disagree with what their partner is saying and
give reasons for their opinion. Copy the following
useful expressions onto the board for the students
to use in their conversation.
1. Write the saying The best things in life are free
on the board . Divide the students into pairs to
discuss the saying. Set a time limit of 3 minutes
and then fi nd out which students agree and which
students disagree with the saying. Ask for the
arguments and examples from both groups to
support their opinion.
2. Explain the idea behind Buy Nothing Day. Point
out that it is primarily a protest against
consumerism. The purpose of the day is to make
people reduce their negative impact on the
planet’s resources by inventing creative ways to
achieve their goals without spending money.
Brainstorm with the whole class the different
ways in which we can limit the amount of money
we spend on clothes, books, public transport
fares, accommodation, sports, etc.
3. Explain that the students are going to read about
three worldwide organizations that offer free
services and goods. Write the names of the
organizations on the board: CouchSurfi ng,
Freecycle and Time Banking. Elicit what the
students know about them. If the students do not
know the organizations, encourage them to guess
as to what these are connected with. Do not
confi rm the students’ answers at this stage.
4. Give each student a copy of Student’s Worksheet
and ask them to quickly read the texts to check
their ideas from stage 3 above. They should ignore
the gaps in the texts. Then ask the students to
read the texts again more carefully and decide on
the part of speech of each word missing. Finally
they should match the words from the boxes to
the gaps. In pairs, the students compare their
answers. Check the answers with the whole class.
Explain any words the students fi nd diffi cult.
Giving opinion
In my opinion…
To my mind…
If you ask me …
As far as I’m concerned…
I strongly agree.
I agree completely.
That’s exactly what I think.
I couldn’t agree more.
Giving reasons
I agree up to a point, but...
I’m not sure about that.
I’m afraid I don’t agree.
I strongly disagree.
Facts show that ...
Evidence shows that...
One reason is that ...
Set a time limit of 5 minutes for the discussion
and then elicit the opinions on the organizations
from different students.
6. Give each pair of students a set of role cards from
Student’s Worksheet 2. Student A and Student B
should each take four cards with their respective
roles. Explain that the students are going to act
out four dialogues connected with Buy Nothing
Day and the organizations they have read about.
Give them time to read their fi rst role card and
then set a time limit of 2 minutes for the students
to act out the dialogue. Encourage them to use
the expressions from stage 5 in their conversation.
Repeat the procedure with the remaining role-
plays. Monitor the students’ work, making sure
that they use English and that they do not fi nish
too quickly. Ask two volunteers to repeat one of
their dialogues to the whole class.
The students write a discursive essay on one of the
following topics:
The best things in life are free.
Money makes the world go round.
Money is the root of all evil.
The real measure of your wealth is how much you’d
be worth if you lost all your money.
© Macmillan Polska 2011
726558512.001.png 726558512.002.png 726558512.003.png 726558512.004.png
Zgłoś jeśli naruszono regulamin