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Lesson 3 -- Week 2, Tuesday, 9:15 a.m.-11:45 a.m.

1. Opening discussion: Since last time Class Outcomes/ Objectives Language Skills Speaking/ Listening Learning Strategies Critical Thinking Materials AS = All-Star 3 HO = Handout (in appendix)

10 min.

2. Overview class schedule/learning outcomes 1 min. Handling Money: Banking and Financial Services 3. Warm-up 10 min. Where does the money go and how does it flow? Class creates a flow chart together of where money goes from the time it comes in as a gift or paycheck to when it is spent teacher uses realia as prompts, draws process map on white board (If there is a student artist ,she can simultaneously illustrate on the whiteboard e.g., bank, check, credit card, cash/dollars/coins/currency, ATM, online banking). Questions asked to elicit vocabulary (e.g., Q: How do you know how much you have in the bank? A: Statement, account balance by phone/internet). 4. Activity: Where can problems happen?5 min. Students brainstorm in groups of 3-4 to identify where problems can happen in the banking/credit process (e.g., bounced checks, lost checks or credit cards, buying more than can be repaid on credit, high interest rates, identify theft, etc.) A composite list is recorded on board. 5. Exercises: Vocabulary building 15 min. a. Students read aloud definitions that reinforce what they have been discussing and link each to the appropriate point on the flow chart or to a problem they have identified. b. Each student fills out a cloze exercise and matching exercise; answers checked in pairs. Class

Recycling and automatization of past tense form; pronunciation practice of final consonants; fluency

Activation of schemata Fluency, vocabulary building

Speaking/ Listening

Connecting visual and verbal cues

Process analysis

Realia related to banking

Groups Activation of schemata (continued) Class Fluency, vocabulary building

Speaking/ Listening


Recycling: gerund form from previous New vocabulary exposure Strengthen reading comprehension

Reading/ Writing Use context to discover meaning

HO #8(a)
(Vocabulary list adapted from AS, p. 65, wherever possible, recast as gerunds)

Ind. Pairs

HO #8(b)

(Cloze and matching exercises)

Avoiding Scams (continued) 6. Warm-up 5 min. Students (in switched up pairs) answer the question: Have you or has anyone you know been scammed? 7. Activities: Reading and Listening Identity Theft (IT) a. Set context for reading; show one Citibank 30 sec. commercial. 3 min. b. Reading 10 min. Students silently read text that explains IT. What is main idea? Any vocabulary questions? Students silently read for details and take notes. What are three ways does identity theft happen? What are three ways you can prevent identity theft? Students compare answers with partner and share whether they know anyone who has been a victim of IT; may be shared with class, along with what did you do? c. Listening 10 min. Students listen to Citibank identity theft commercials (in which thief speaks in persona of theft victim) first for main idea and then for detail. Scripts may be provided. Discuss in whole class. Discussion in pairs: Are these commercials funny? Why? Why not? What do they teach people? Class Activation of schemata Speaking/ Listening Listening Reading/ Writing Read for main idea/details Note-taking Citibank Commercials

Class Ind.

Activation of schemata (cont.) Increase reading comprehension Reinforce vocabulary tch?v=Iy5jiYWuNKo tch?v=lJ0PVXJ2ILY tch?NR=1&feature=endscre en&v=CxXUlOFi1lA

HO #9
(Reading on Identity Theft, with questions for 7(b) and 7(c))

Pair Class Ind. Class Pairs Class Increase listening comprehension Understand vocabulary words in authentic context Listening/ Speaking Use context to discover meaning Listen for main idea/for details Make Inferences


15 min.

8. Activity: Interested in Interest? a. Warm-up. 5 min. Students talk in pairs, sharing experiences with loans. Have they ever taken a loan? Whats good about them? Whats not so good? b. Kinds of loans. 5 min. Students identify various kinds of loans mortgages, car loans, credit card, payday, other, and match with interest rates (on board)


Activation of Schemata Introduction of Vocabulary

Listening/ Speaking Reading/ Listening

Provide reasons for opinion


c. How does interest work? 5 min. Student practice calculating interest rates. Review 9. Activity: Game Jeopardy: Finances 15 min. Competition: two groups compete to answer the most questions in five categories in question form, Project: Storycorps 9. Project work 30 min. a. Listening to a Storycorps story b. Continuation of project work (see Appendix B-1) 10. Wrap-up; Learning Log; Preview of Next Class; Homework 5 min.

Ind. Pair

Outcome/product focused language use (interface language/math)

AS, p. 69 Window on Math


Solidification of vocabulary learnings from the whole unit to date and review of gerund form


HO #10
(Jeopardy: Finances) animation/the-icingon-the-cake/

AS, p. 71

HOMEWORK: (1) Think about the kinds of things that you want to teach your children about finances. (2) Regular assignment: Write a paragraph to hand in about your Language Log. (This will, as usual, be the focus for discussion in class.)