Nowadays people know the price of everything and the value of nothing (Oscar Wilde). What about you?
| Dauer | 50 minutes |
| Schulstufe | 5.-8. Schulstufe |
| Methoden | Discussion, reflexion |
| Materialien | Song that has money as a topic, CD-player, list of proverbs about money, copies of grid 1 and 2 (see downloads) |
| Kompetenzen | Handlungskompetenz, Sachkompetenz |
| Zielsetzungen | Students are introduced to the concept that price and value are not the same. Competence: Managing your personal budget |
| Lehrplanbezug | English |
| Quelle | Schuh Maria, Lein Therese, Leitner Gabriela, Neuburg Renate: Mehr haben oder mehr vom Leben haben? Teil 1, Zentrum polis (Hg.), Wien: Edition polis, 3., aktualisierte Ausgabe 2015. |
| Aktualisiert | 03.02.2017 |
Workflow description:
Preparation
Choose a song that has money as a topic; compile a list of proverbs about money in the target language.
Step 1:
- Play the song (e.g. "Money makes the world go round", "Money for Nothing").
- Distribute list of proverbs in target language (like "Money talks").
- Ask students to add to this list money proverbs in other languages and explain what their meaning is.
- Students choose the ones they like best.
Step 2:
Money buys things – things in our schoolbags
- Ask students to open their schoolbags and write up a list of the items the bag contains (with the help of a dictionary and/ or the teacher).
- Ask students to select the items they need for their day at school (exercise books, course books ...) and put them aside.
Step 3:
What about the other things?
Ask students to take a good look at the other things and decide into which of the three columns below they belong – and then fill in the grid (see downloads: grid 1) accordingly.
Step 4:
What about the things you do not need at all / any longer?
These things cost money, didn't they? However, they are of no value to you anymore. What could be done with them other than just carry them around in your bags? Ask students to make suggestions about what could be done about the items that were found unnecessary (swap, give away as a present etc.).
Step 5:
Is it true that we "know the value of nothing"?
Show students a thing that has sentimental value for you and call their attention to the notion of "price versus value", e.g. "This pen did not cost much, but it's priceless because my daughter gave it to me". Ask students to mill around in the classroom and talk with others about one of the things they keep for sentimental value (language input see downloads: grid 2).
Step 6:
Drawing conclusions – proving Oscar Wilde wrong
Some students argue the point that they – and also the classmates they have talked with – know quite well what the difference between price and value is (teacher helps – writes conclusions on the board).
Step 7:
A kind of homework/ self directed reflection
Students should take a good look at their things at home – in the light of what was done in class.