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Activities Outcomes/ Objectives LanguageSkills

LearningStrategies

CriticalThinking

MaterialsAS =All-Star 3HO = Handout(in appendix)

1.Opening discussion: Since last time 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 goesfrom the time it comes in as a gift or paycheck to when it isspent teacher uses realia as prompts, draws process

map on white board (Ifthere is a student artist ,she cansimultaneously 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 whereproblems can happen in the banking/credit process (e.g.,bounced checks, lost checks or credit cards, buying morethan 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 whatthey have been discussing and link each to theappropriate point on the flow chart or to a problem theyhave identified.b.Each student fills out a cloze exercise and matchingexercise; answers checked in pairs.

Class

Class

GroupsClass

Class

Ind.Pairs

Recycling and automatization ofpasttense form; pronunciation practice offinal consonants;fluency

Activation of schemataFluency, vocabulary building

Activation of schemata (continued)Fluency, vocabulary building

Recycling: gerundform from previousNew vocabulary exposureStrengthen reading comprehension

Speaking/Listening

Speaking/Listening

Speaking/Listening

Reading/Writing

Connectingvisual andverbal cues

Use contextto discovermeaning

Processanalysis

Realia related tobanking

HO #8(a)(Vocabulary list

adapted from AS, p.65, wherever

possible, recast asgerunds)

HO #8(b)(Cloze and matching

exercises)

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

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Avoiding Scams (continued)

6. Warm-up 5 min.Students (in switched up pairs) answer the question: Haveyou 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 identitytheft?

Students compare answers with partner andshare whether they know anyone who has beena victim of IT; may be shared with class, alongwith 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 beprovided. Discuss in whole class.Discussion in pairs: Are these commercials funny?Why? Why not? What do they teach people?

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 aboutthem? 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 withinterest rates (on board)

Class

Class

Ind.

PairClass

Ind.

Class

PairsClass

Pairs

Class

Activation of schemata

Activation of schemata (cont.)

Increase reading comprehensionReinforce vocabulary

Increase listening comprehensionUnderstand vocabulary words inauthentic context

Activation of Schemata

Introduction of Vocabulary

Speaking/Listening

Listening

Reading/Writing

Listening/Speaking

Listening/Speaking

Reading/Listening

Read for mainidea/detailsNote-taking

Use contextto discovermeaningListen for

main idea/fordetails

MakeInferences

Providereasons for

opinion

CitibankCommercials

http://www.youtube.com/watch?v=Iy5jiYWuNKo

http://www.youtube.com/watch?v=lJ0PVXJ2ILY

http://www.youtube.com/watch?NR=1&feature=endscre

en&v=CxXUlOFi1lA

HO #9(Reading on Identity

Theft, with questionsfor 7(b) and 7(c))

Break 15 min.

http://www.youtube.com/watch?v=lJ0PVXJ2ILYhttp://www.youtube.com/watch?v=lJ0PVXJ2ILYhttp://www.youtube.com/watch?v=lJ0PVXJ2ILYhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?NR=1&feature=endscreen&v=CxXUlOFi1lAhttp://www.youtube.com/watch?v=lJ0PVXJ2ILYhttp://www.youtube.com/watch?v=lJ0PVXJ2ILY

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c.How does interest work? 5 min.Student practice calculating interest rates.

Review

9.Activity: GameJeopardy: Finances 15 min.Competition: two groups compete to answer the mostquestions in five categories in question form,

Project: Storycorps

9. Projectwork30 min.a.Listening to a Storycorps storyb.Continuation of project work (see Appendix B-1)

10.Wrap-up; Learning Log; Preview of Next Class;Homework 5 min.

Ind.Pair

Class

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

Solidification of vocabulary learningsfrom the whole unit to date and reviewof gerund form

Speaking

AS, p. 69Window on Math

HO #10(Jeopardy:Finances)

http://storycorps.org/animation/the-icing-

on-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.)

http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/http://storycorps.org/animation/the-icing-on-the-cake/