Rich!

• Write today’s date on the board, substituting the year for 15 years in the future. Tell your learners that in this class they have to imagine that it is in fact15 years in the future.
• Tell them how old you are now that it is 2025.
• All learners work out their new age and tell a partner. Elicit a few ages
• Now tell them that that as well as being older they are also extremely rich.
• Ask learners to imagine what job they do that has made them so rich.

• Ask learners to listen and answer the questions in their head, without writing or speaking
• Read out the questions on Worksheet 1, leaving time  between each question for learners to generate ideas.
• Hand out Worksheet 1 and ask learners complete the information individually. Set a time limit of 5 minutes.
• Collect all the sheets in, making sure learners have written their names on their papers.

Note: Explain that ‘How long? means ‘How many years/months etc?’ if necessary.

Differentiation

• Higher-level learners could add more information

Lower-level learners could work in pairs. Support and prompt if needed.

• Tell learners to imagine that they are journalists who work for ‘Rich!!’ magazine. They are going to interview a wealthy person but first they need to prepare some questions.
• Elicit a few possible questions then hand out Worksheet 2. Learners work in pairs or small groups to prepare their questions.
• Stress that they don’t need to write answers – just the questions. Set a time limit of 7 minutes
• Have learners write their name on their paper and then collect in Worksheet 2.

Differentiation

• Early finishers can write more questions under ‘opinion’. 
• Higher-level learners could prepare questions without using the prompts on worksheet 2 - just write up the following question topics for them on the board: you, work, family, home, travel and transport, possessions, opinions.
• Lower level learners should be assigned to groups that could support them to complete the task

• Arrange the learners into interview role-play position by putting them in 2 lines so that everyone is facing another person. If you can’t move furniture in the classroom they can do this standing.
• Tell the learners that everyone on the left is a journalist and those on the other side are rich people, waiting to be interviewed.
• Hand each learner on the right a completed Worksheet 1 (it does not have to be their own)
• Hand each learner on the left a completed worksheet 2. If there are an uneven number of learners, have two journalists interview together at one end of the line.
• Tell learners to make notes of their partner’s answers (very important instruction).
• Stop the interviews when most pairs have finished.
• Learners now change roles and repeat the activity so that the ‘journalists’ are now ‘rich people’ and so on. Hand out the appropriate worksheets to the learners. With an uneven number of learners, 1 journalist will now interview two rich people.

Differentiation

• Monitor lower-level learners closely at the start and prompt them as needed
• Encourage early finishers to invent more questions

Note: To extend this practice further learners could take one step to the right, so they have a new partner. This could be repeated a few times.

• Learners all sit back in their original places.
• Tell them they are all journalists now and have to write an article for ‘Rich!!’ magazine using their notes.
• Monitor and support as needed.
• Stick the finished articles to the board for everyone to read.
• Give learners three post-it notes. They must find three articles they like1 and leave positive comments (This is funny! I like this a lot. This is a great!)
• They stick their post-it notes with positive comments next to the magazine articles they like best.

Differentiation

• Lower levels can use Worksheet 3 to write the article and higher levels can write their own version.
• Lower levels can add emoticons to the other learners’ articles, higher-level learners can leave longer comments
• During the selection process direct learners to choose different texts, so that most learners have a comment.
• Add a few sticky note comments of your own selecting learners who do not have comments from their peers.