Выбранный для просмотра документ Pocket money презентация к уроку в 11 классе.pptx
Описание презентации по отдельным слайдам:
Spendthrifts ___________ it, Bankers _______________ it, Women _______________ it, Forgers _______________ it, Taxes _________________ it, Dying _________________ it, Heirs __________________ it, Thrifty _________________ it, Misers _________________ it, Robbers ________________ it, Rich ___________________ it, Gamblers _______________ it, I could _________________ it.
Many children first learn the value of money by receiving an allowance. The purpose is to let children learn from experience at an age when _________________ mistakes are not very costly. The amount of money that parents give to their children to spend as they wish differs from family to family. Timing is another __________________. Some children get weekly allowance. Others get monthly allowance. The object is to show young people that a budget demands choices between spending and saving. ____________ children may be responsible enough to save money for larger cost, like clothing or electronics. Many people who have written on the subject of allowances say it is not a good idea to pay your child for work about house. These jobs are a _________________ part of family life. Requiring children to save part of their allowance can also open the door to future saving and investing. Many banks offer ________________ to help children and teenagers learn about _________________ finance. FINANCE CONSIDER OLD NORM SERVE PERSON
Reading comprehension How much is the average weekly pocket money for children in Britain? Does the writer think this is enough? What is the percentage difference between the average pocket money this year and last year? Where do the richest children live? How much do Welsh children get? How old were the children that researchers interviewed? How many children have to work for their pocket money? What sort of things do they have to do? What do children like to spend their money on? Do children living in Scotland have to do much to get their pocket money?
Listen to what John Willman says about virtual pocket money and choose the statements that are true. 1) Children find it easier to persuade parents to buy in a shop than online. 2) Adults spend a greater proportion of their money online than teenagers. 3) Teenagers spend most of their money on sweets. 4) Most teenagers pay for goods online with their own credit cards. 5) Most teenagers in the US and the UK have bought something online. 6) More than 66% of teenagers in the US and the UK have internet access.
Выбранный для просмотра документ TEXT 2 Pocket money.doc
Every day children come into contact with money, it could be their lunch money, the bus fare or their pocket money. Every day their parents miss the opportunity to educate their children about the number one language in the world – money.
'Money makes the world go round!' can certainly seem to be true on many occasions. Debt is on the increase and there seem to be more and more demands on your money than ever before.
In the modern world learning about money is an essential skill. Children today are faced with a very different financial world than the one their parents faced. Internet banking, plastic transactions, enterprise bargaining, Internet shopping, mobile phone accounts and easy credit.
Today's young adolescents represent a multi-billion dollar market--the emerging adolescent is an emerging consumer. Consumer research estimates that children between the age of two and twelve influenced $82.4 million in food and beverage purchases in 1994. To ignore media's influence on teens is to shrug off any responsibility to our culture. We exist in the wired, networked, window-to-the-world, global village, 90s culture that is so all around us. To believe we can ignore it all and not be affected is simple ignorance. More importantly, teachers and parents need to accept and understand that McDonalds, Coke, Nike, Shopping Malls, the 5000 channel universe and computers are not going to go away. We need to learn strategies to understand and interpret them. Children need to learn as early as possible the language of money.
If children were taught good money management from an early age they may have fewer debt problems as adults.
That’s the view of Dr Karola Dillenburger, a Clinical Psychologist who teaches at Queen’s University. Dr Dillenburger has done extensive research into parenting skills and she feels that children should be taught good spending habits using their pocket money.
She believes that parents can start giving children pocket money from the age of four in very small amounts. “Even if they have just 40 pence, they can work out for themselves how many bits and pieces they can buy with their money. It’s an excellent tool for educating children about the value of money,” she said.
“Parents need to decide what it is they want to teach their children. If a child has a limited amount to spend, they have to think about it because once it’s gone, it’s gone. I personally never top up the amount they get each week - if they find they don’t have enough to buy something then they have to wait until the following week when they do have enough. We live in a society now where people live beyond their means. Credit card debt is so easy to fall into and kids just think money comes out of the ‘hole in the wall’. It is much better for them to learn how to handle money, “ Dr Dillenburger adds.
There has been some debate over the years about whether pocket money should be automatic or whether children should do chores around the house to earn the money.
Her personal opinion is that children should have a base pocket money amount that they are paid regardless of the work they do. However, extra pocket money can be given for kids who help around the house.
“I would give my own children a bit extra if they put their dirty clothes in the laundry basket every single day. I think of this as teaching them about the reality of life. Once they are older and working, they will get paid their basic amount. But if they do very well, they may get a bonus. I don’t think you should take money away though for those who misbehave,” she says.
When deciding how much to pay, a number of factors need to be considered. Parents must decide what they can afford to pay – if you are on a lower income, don’t over-extend your budget to keep up with your children’s friends. Explain to your child what you can pay and why. This is all part of the lesson of budgeting.
The age of the child also is a factor. Some families give a pocket money rise on a child’s birthday. And finally you need to decide what pocket money is meant to cover. If it’s just for sweets and small treats, a smaller amount can be given. But if you are expecting your child to pay for her own entertainment, phone top-up cards or clothes, then you will need to give a realistic figure so that she can include these larger expenses.
“Most of the children in my 13-year-old daughter’s class get £5 per week. But I give her much less because I don’t include her outings in what she is meant to cover with her own money whereas her friends know they need to keep back enough to sort out their cinema tickets. It all depends on what is in the budget,” she says. (By Teri Kelly)
According to research the UK average weekly pocket money is £1.38 for 5-7 yr-olds, £2.16 at 8-10, £3.74 at 11-to-13, and £5.66 for 14-to-16 yr-olds.
According to a recent survey British kids are the richest in Europe. Children aged 10 to 14 rake in around £775 a year, and this is more than double the average income of those in Italy and Spain. Spanish kids were last in the list, earning only £310 a year, while kids in Sweden came second, taking £697 a year.
Experts say children in Britain earned their money from doing household chores, paper rounds, and getting allowances from their parents.
Yearly average income for kids in Europe
People who did the survey reckon that British kids are the best at using 'pester power' to get their parents to stump up more cash.
And the things they are most likely to spend their money on include clothes and beauty products, soft drinks and food.
Children are not the big spenders people think they are - loads of them actually save their pocket money, research has shown.
More than half of kids save more of their cash than they spend, with a quarter of children saying they save virtually all of their money.
Just one out of every 10 kids asked said they spent all their money.
The most popular things young people saved for were clothes, mobile phone items and CDs and DVDs. The survey also showed:
Boys are more likely to save money than girls
Younger children save more than older ones
But when older kids do save, they save more money
Over half of kids put their savings into a bank
But one in four keep money in their purse, or in a moneybox
Nearly half of kids said they would save up for an expensive item they really wanted, but one in five said they'd just pester their parents to buy it for them.
More than two thirds of children said it usually took them at least six months to save up for something they really wanted, but one in 10 said it took them about a year. It's official - girls spend more money than boys.
New information from the government shows girls between 7 and 15 spend about Ј13.20 a week.
Boys manage to get rid of Ј12.30 every week.
Girls mostly flash their cash on stuff like clothes, shoes, magazines and make-up.
Boys prefer eating
But boys like to buy more food, drink and computer games, surprise surprise!
You must be spending some on ciggies too:
The older you get, the more likely you are to smoke - only one percent of 11-year-olds puffed away regularly.
But by the time you get to 15, 22 percent of you take up the evil weed.
And a fifth of 11-15 year-olds have taken illegal drugs.
There has been a drop in the amount kids receive for pocket money, although they still aren't doing badly with the average child getting £8.20 a week.
This marks a 17% drop on last year's figures, but it's probably much more than your parents remember getting.
London kids got the biggest pay-outs, with an average of £11.71 a week, compared to an average of £6.30 a week in Wales, where levels were lowest.
Researchers interviewed 1,166 children aged seven to 11 to get these figures.
Six out of 10 kids said they had to earn their pocket money by doing jobs around the home - such as tidying up and cleaning chores.
Two-thirds of kids said they spent their cash on sweets, crisps and chocolate, but buying clothes, phones and DVDs were also popular ways of splashing out.
Children living in Scotland get the most cash, getting an average of Ј9.23 to spend each week.
And they're spending most of it on sweets, chocs and crisps with 86% of kids choosing to buy things to munch.
Older kids get a bit more money, with 12 to 16-year-olds getting Ј9.15 a week and seven to 11-year-olds getting Ј6.31 every week.
And it seems not many of them have to do much to get the money, as only 15% of the 1,326 children asked said they did jobs around the house to earn money.
The news isn't so good for girls though, who get an average of 47p a week less pocket money than boys.
With that extra cash are you guys rich kids, or do you work for your dosh?
Could saving 25 cents add up to something big?
What if I saved 25 cents every day since the day I was born? Just about everyone can afford to put a quarter into a piggy bank every day. So this is a great question -- it shows how a little bit of money can really add up over time.
Let's say that, on the day you were born, your parents bought you a piggy bank and put a quarter into your new piggy bank that day and every day thereafter. And let's say that you are 11 years old today. If you break open the piggy bank and count the quarters, you would have just over 4,000 of them. That adds up to about $1,000.
No one would mind having $1,000 to spend, and all that money came from putting a tiny bit of money into a piggy bank every day.
This experiment is even more interesting if you put the money into a bank account rather than a piggy bank. In a bank account, you get the extra bonus of interest payments. Today the interest rate is about 4 percent per year. That means that, every year, the bank pays you 4 percent on the money that you have in the account.
So, in the first year, you put 365 quarters in the bank account. That equals $91.25. If you have $91.25 in a bank account for one year, the bank will pay you 4 percent -- $3.65 -- for the money in your account.
I know that $3.65 does not sound like much, but it grows every year. By putting your $1,000 into a bank account rather than a piggy bank, you earn about $250 extra. That's the interest that the bank pays on the money.
Another place to put the money is in the stock market. The stock market is funny because some years it goes up and some years it goes down. But if you look at the stock market over a long period of time, it earns about 10 percent per year. That means that your $1,000 would grow by about $800 over the course of 11 years. In other words, it nearly doubles. Instead of having $1,000 to spend after 11 years, you have $1,800 to spend. That's a big difference. But it is not guaranteed in the stock market.
Interest is even more interesting if you look at it over longer periods of time. What would happen if you put a quarter into a piggy bank for your entire life? Let's say you save a quarter every day for 70 years. You would save more than $6,000.
If you put that $6,000 into a bank account earning 4 percent, the interest really adds up. You would have $34,000 after 70 years.
In the stock market, the money may grow even more. If the stock market gains 10 percent every year, on average, for 70 years, then you would have an amazing $790,000 when you are 70 years old. And if you were to save an entire dollar a day rather than 25 cents, you would have more than $3 million. It really is amazing how the interest grows over 70 years.
Start saving those quarters today!
(http://www.express.howstuffworks.com/mb-savings.htm - 12k)
Выбранный для просмотра документ Конспект урока в 11 классе Pocket money.doc
11 Б класс
Автор урока (ФИО, должность)
Данилова Анжелика Юрьевна
учитель английского языка
МОАУ «Гимназия №2»
обучение чтению (обобщающий урок)
Воспитательные: развитие умений работать в коллективе, индивидуально, развитие понятия личного бюджета, умения планировать личный бюджет.
Образовательные: обучение работе с текстом (прием обобщения) с последующим использованием полученной информации при описании графиков.
Обучающие: повторить глаголы используемые со словом деньги, выучить слова, используемые при описании графиков, развивать навык письма, развивать навык аудирования.
Развивающие: развивать умение обобщать полученную информацию, анализировать и описывать графическую информацию.
Обобщить прочитанную информацию, совершенствовать навыки письма и аудирования,
Карточки с графиками
Ход и содержание урока
Good morning, students.
I’m glad to see you.
Take your seats, please.
Определение темы урока
Look at the white board. Read this funny poem to yourselves. Tell me what are we going to talk today about?
Yes, you are right. We are going to talk about money. And to be exact about pocket money. (slide 2)
Let’s practice reading this poem:
Spendthrifts burn it,
Bankers lend it,
Women spend it,
Forgers fake it,
Taxes take it,
Dying leave it,
Heirs receive it,
Thrifty save it,
Misers crave it,
Robbers seize it,
Rich increase it,
Gamblers lose it,
I could use it.
Now, let’s remember the verbs from this poem (slide 3):
Spendthrifts ___________ it,
Bankers _______________ it,
Women _______________ it,
Forgers _______________ it,
Taxes _________________ it,
Dying _________________ it,
Heirs __________________ it,
Thrifty _________________ it,
Misers _________________ it,
Robbers ________________ it,
Rich ___________________ it,
Gamblers _______________ it,
I could _________________ it.
Great! Can any of you recite the poem by heart?
Спросить 3-4 желающих.
-What else can you do to your money?
-Where do you take your money from?
-Have you ever tried to earn it?
-How much money do you think is necessary for a young man now-a-days?
Основная часть урока.
Проверка домашнего задания.
Развитие лексико-грамматических навыков.
Развитие навыков чтения.
Now, let’s check your home task. You were expected to read a text about Pocket money in Britain.
Let’s give a summary of this text and do an exercise on word formation on the white board. (slide 4)
This time I’d like you to answer the Questions on comprehension. (slide 5)
Развитие навыков письма.
Работа с графиками.
Now, I’d like you to work with the text again. And find some information that could describe the graphs on the whiteboard and in your personal cards. (slides 6-8)
Use the following words and phrases to describe the graphs:
Слова написать на доске. Прочитать, перевести. Написать описание графиков в отведенное для этого место на карточке. На выполнение задания дается 5-7 минут.
Pocket money as well as the concept of money has suffered a dramatic change. People have started using virtual money and give the one to their kids. Let’s listen to a recording and say which statements are true, false and which of them are not stated. (slide 9)
Now let’s discuss the text you’ve heard.
What is virtual money?
How can children get it?
What are the advantages of virtual money?
What are the disadvantages of it?
At home I expect you to write an essay on the following topic: “Teenagers should not have the freedom to buy on-line. Do you agree?” (slide 10)
"Конспект "моего "урока »"Наличные "деньги» "содержит "сам "конспект "проведения "урока, "презентацию "к "уроку "и "текст, "на "основе "которого "выстроена "работа "на "уроке.
"Этот "урок "проводился "мной "на "базе "Муниципального "Образовательного "Автономного "Учреждения »"Гимназия №"2» "города "Оренбурга.
"Материал "урока "рассчитан "на "учащихся "с "хорошим "уровнем "знания "английского "языка "по "международной "шкале "не "ниже "В-"2.
"Задания, "используемые "на "уроке "нацелены "на "развитие "языковых "навыков "учащихся, "таких "как "чтение, "аудирование, "письмо "и "говорение. "Кроме "того, "во "время "урока "происходит "развитие "памяти.
"Очень "важны "воспитательные "цели "урока: "развитие "умений "работать "в "коллективе, "развитие "понятия "личного "бюджета, "умения "планировать "личный "бюджет.
"Предлагаемые "задания "соответствуют "заданиям, "используемым "различными "международными "системами "тестирования "знаний "по "английскому "языку ("IELTS, "FCE, "Pearson "Test "of "English).
"Это "позволяет "подготавливать "учащихся "к "прохождению "тестирования "по "английскому "языку "на "Международном "уровне "во "время "урока, "что "значительно "повышает "мотивацию "учащихся "к "выполнению "заданий "повышенной "сложности.
"Выдержка из материала:
"Воспитательные: "развитие "умений "работать "в "коллективе, "индивидуально, "развитие "понятия "личного "бюджета, "умения "планировать "личный "бюджет.
"Образовательные: "обучение "работе "с "текстом ("прием "обобщения) "с "последующим "использованием "полученной "информации "при "описании "графиков.
"Обучающие: "повторить "глаголы "используемые "со "словом "деньги, "выучить "слова, "используемые "при "описании "графиков, "развивать "навык "письма, "развивать "навык "аудирования.
"Развивающие: "развивать "умение "обобщать "полученную "и
"Карточки "с "графиками
"Yes, "you "are "right. "We "are "going "to "talk "about "money. "And "to "be "exact "about "pocket "money. ("slide "2)
"Фонетическая "зарядка "Let’"s "practice "reading "this "poem:
"Спросить "3-"4 "желающих.
"Речевая "разминка -"What "else "can "you "do "to "your "money?
-"Where "do "you "take "your "money "from?
-"Have "you "ever "tried "to "earn "it?
-"How "much "money "do "you "think "is "necessary "for "a "young "man "now-"a-"days?
"Основная "часть "урока.
"Проверка "домашнего "задания.
"Развитие "лексико-"грамматических "навыков.
"Развитие "навыков "чтения. "Now, "let’"s "check "your "home "task. "You "were "expected "to "read "a "text "about "Pocket "money "in "Britain.
"Let’"s "give "a "summary "of "this "text "and "do "an "exercise "on "word "formation "on "the "white "board. ("slide "4)
"This "time "I’"d "like "you "to "answer "the "Questions "on "comprehension. ("slide "5)
"Развитие "навыков "письма.
"Работа "с "графиками. "Now, "I’"d "like "you "to "work "with "the "text "again. "And "find "some "information "that "could "describe "the "graphs "on "the "whiteboard "and "in "your "personal "cards. ("slides "6-"8)
"Use "the "following "words "and "phrases "to "describe "the "graphs:
"Слова "написать "на "доске. "Прочитать, "перевести. "Написать "описание "графиков "в "отведенное "для "этого "место "на "карточке. "На "выполнение "задания "дается "5-"7 "минут.
"Now "let’"s "discuss "the "text "you’"ve "heard.
- "What "is "virtual "money?
- "How "can "children "get "it?
- "What "are "the "advantages "of "virtual "money?
- "What "are "the "disadvantages "of "it?
"Домашнее "задание "At "home "I "expect "you "to "write "an "essay "on "the "following "topic: “"Teenagers "should "not "have "the "freedom "to "buy "on-"line. "Do "you "agree?” ("slide "10)
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