Lesson three (90 minutes)
1. Listen and complete the final sentence: First listening: The instructor reads a dialogue between friends talking about their clothes, while students write the key words. At the end of the first listening the instructor passes out a list of incomplete sentences. Second listening: the instructor reads the same information but in a different order and the students complete the end of each sentence in the most appropriate way. (10 minutes)
2. Christmas and family: The class will be divided into groups, three students per group. The instructor gives a colored picture (Christmas and family) to the students and ask each student to use his/her imagination to tell a story within his/her group about the picture, describing the people, clothes, by using as many words as possible. The students take few minutes to study the picture and prepare themselves before start talking. Then the instructor has the groups report back their stories to the rest of the class. The instructor could describe his/her story and have the students debate what they think of it. The instructor would ask the students what they would like Santa to bring them for Christmas while any further questions from the students could be discussed at this point. (15 points)
3. Culture: The instructor talks briefly about Christmas in USA and show students the following YouTube and then asks the students to tell each other briefly about their national/religious holidays in their own culture (5 minutes)
https://www.youtube.com/watch?v=kOnuYv-baCs
4.Guess who: The instructor puts many pictures on the screen. The class will work together. One student from the class chooses one picture but doesn’t reveal who it is. The rest of the class asks yes/no questions until the clues add up and the identity is established. Students can ask for features, skin color, hair color and length, height, weight, age and clothing. The instructor changes roles and the students play several games. (10 minutes)
5. Role play: The instructor divides the students into groups, two students per each group, and gives them the following prompt: “You have witnessed a traffic accident and you got a good look at the driver as he got out of his vehicle and ran away. The police have just arrived and you are about to report the accident to the officer”. Select a person in the class and use that person’s description for the police report. The officer (your partner) writes the report and presents the report to the class. The class is to guess, from your description, who is the culprit. The instructor changes partners and roles several games. (10 minutes)
6. Writing: The students have not written anything formal at this point for this unit. (But they already wrote for previous units, so they are familiar with the following stages).
A. Writing the first draft: This stage will be done at home. The students can take their time in creating their draft. The instructor encourages students to write without stopping to think about grammar, spelling, or punctuation. Just get their ideas down on paper.
B. Revisions: (1) peer editing: As the students are still not familiar with some type of texts, the instructor will not ask them to edit each one’s work. But instead to write what they really like about their classmate’s letter. This will help students in many things: It shows them what other students are doing, good for weak students if paired with strong one, team work corporation, they share idea and differences in students’ opinions may lead to better learning. (2) Instructor revision: The instructor revises the first draft by helping the students organize their work as best as possible
C. Editing: The instructor makes editorial marks regarding spelling, grammar, punctuations and such. It is better the instructor makes his corrections using different colors. Color for spelling, color for grammar, color for punctuations and such. Editing should focus on forms and major errors. After this stage the students are ready to write their final draft.
D. Final draft: Now the students fully understand what they have to correct along with what it is they want to say. They are ready to create a final draft.
7. Business letter: The students have not written any business letter before. The instructor first gives an example of a business letter to the class. This example should be short and simple so the instructor can read it aloud while the students are still able to easily follow along. Then the class as a whole can brainstorm with the instructor what they think they will want to include in their letter. The instructor writes their ideas on the board. (15 minutes)
8. Using technology: Listen to the following YouTube clip (Describing people with subtitle). Students watch the following clip twice First time for general information, second time for specific vocabulary words. (10 minutes)
https://www.youtube.com/watch?v=5n2ma_4sy_8
9. Using technology: Authentic communication (such as Skype) – Teacher sets up a 5 minutes oral activity through Skype between each learner and a native speakers to talk about fashion in their own cultures. Then students report back what they have learned to the rest of the class. Open up skype on your computer or mobile device (Download skype here) (10 minutes)
10. Self –Assessment Log: The instructor asks the students to check on a given form all the words they learned in this chapter (nouns, verbs, adjectives and expressions) and check the things they did in this unit and how well can they do each one and finally write what they learned and liked in this chapter. (5 minutes)
Homework (Lesson 3)
1. Business letter: You are working as marketing consultant for a group of fashion designers. Write a business letter for retail stores on the clothes and colors you want to sell. Audience: Retail store
Format: Business letter
Purpose: Marketing
2. Each student will pick just two of the following four prompts to write about. A. Research paper: Each traditional wedding custom is very special because it makes the importance and significance of the marriage bonds which are being celebrated in the wedding. Write a research paper about the differences in western wedding and your culture’s wedding in terms of clothing from groom, bride and invitees.
Audience: Teacher and classmates
Format: Research paper
Purpose: Social
B. Descriptive text: You are studying at a university in California, and a relative of friend is coming to visit you, but you don’t have time to go and pick him from the airport. You have a close friend who works at the airport and can meet the plane. Write him a detailed description of your visitor so he can find him
Audience: A friend
Format: Descriptive text
Purpose: Social, descriptive
C. Police report: Someone stole your wallet and you got a good look at the thief as he ran away. Write a report to the police department describing the culprit.
Audience: Police department
Format: Police report
Purpose: Reporting
D. Story: The following girls are going to the mall to buy clothes. Use your imagination to write a descriptive story about them and the clothes they are going to buy. And then share it with your teacher and classmates.
Audience: Teacher and classmates
Format: Story, narrative
Purpose: Creative
1. Listen and complete the final sentence: First listening: The instructor reads a dialogue between friends talking about their clothes, while students write the key words. At the end of the first listening the instructor passes out a list of incomplete sentences. Second listening: the instructor reads the same information but in a different order and the students complete the end of each sentence in the most appropriate way. (10 minutes)
2. Christmas and family: The class will be divided into groups, three students per group. The instructor gives a colored picture (Christmas and family) to the students and ask each student to use his/her imagination to tell a story within his/her group about the picture, describing the people, clothes, by using as many words as possible. The students take few minutes to study the picture and prepare themselves before start talking. Then the instructor has the groups report back their stories to the rest of the class. The instructor could describe his/her story and have the students debate what they think of it. The instructor would ask the students what they would like Santa to bring them for Christmas while any further questions from the students could be discussed at this point. (15 points)
3. Culture: The instructor talks briefly about Christmas in USA and show students the following YouTube and then asks the students to tell each other briefly about their national/religious holidays in their own culture (5 minutes)
https://www.youtube.com/watch?v=kOnuYv-baCs
4.Guess who: The instructor puts many pictures on the screen. The class will work together. One student from the class chooses one picture but doesn’t reveal who it is. The rest of the class asks yes/no questions until the clues add up and the identity is established. Students can ask for features, skin color, hair color and length, height, weight, age and clothing. The instructor changes roles and the students play several games. (10 minutes)
5. Role play: The instructor divides the students into groups, two students per each group, and gives them the following prompt: “You have witnessed a traffic accident and you got a good look at the driver as he got out of his vehicle and ran away. The police have just arrived and you are about to report the accident to the officer”. Select a person in the class and use that person’s description for the police report. The officer (your partner) writes the report and presents the report to the class. The class is to guess, from your description, who is the culprit. The instructor changes partners and roles several games. (10 minutes)
6. Writing: The students have not written anything formal at this point for this unit. (But they already wrote for previous units, so they are familiar with the following stages).
A. Writing the first draft: This stage will be done at home. The students can take their time in creating their draft. The instructor encourages students to write without stopping to think about grammar, spelling, or punctuation. Just get their ideas down on paper.
B. Revisions: (1) peer editing: As the students are still not familiar with some type of texts, the instructor will not ask them to edit each one’s work. But instead to write what they really like about their classmate’s letter. This will help students in many things: It shows them what other students are doing, good for weak students if paired with strong one, team work corporation, they share idea and differences in students’ opinions may lead to better learning. (2) Instructor revision: The instructor revises the first draft by helping the students organize their work as best as possible
C. Editing: The instructor makes editorial marks regarding spelling, grammar, punctuations and such. It is better the instructor makes his corrections using different colors. Color for spelling, color for grammar, color for punctuations and such. Editing should focus on forms and major errors. After this stage the students are ready to write their final draft.
D. Final draft: Now the students fully understand what they have to correct along with what it is they want to say. They are ready to create a final draft.
7. Business letter: The students have not written any business letter before. The instructor first gives an example of a business letter to the class. This example should be short and simple so the instructor can read it aloud while the students are still able to easily follow along. Then the class as a whole can brainstorm with the instructor what they think they will want to include in their letter. The instructor writes their ideas on the board. (15 minutes)
8. Using technology: Listen to the following YouTube clip (Describing people with subtitle). Students watch the following clip twice First time for general information, second time for specific vocabulary words. (10 minutes)
https://www.youtube.com/watch?v=5n2ma_4sy_8
9. Using technology: Authentic communication (such as Skype) – Teacher sets up a 5 minutes oral activity through Skype between each learner and a native speakers to talk about fashion in their own cultures. Then students report back what they have learned to the rest of the class. Open up skype on your computer or mobile device (Download skype here) (10 minutes)
10. Self –Assessment Log: The instructor asks the students to check on a given form all the words they learned in this chapter (nouns, verbs, adjectives and expressions) and check the things they did in this unit and how well can they do each one and finally write what they learned and liked in this chapter. (5 minutes)
Homework (Lesson 3)
1. Business letter: You are working as marketing consultant for a group of fashion designers. Write a business letter for retail stores on the clothes and colors you want to sell. Audience: Retail store
Format: Business letter
Purpose: Marketing
2. Each student will pick just two of the following four prompts to write about. A. Research paper: Each traditional wedding custom is very special because it makes the importance and significance of the marriage bonds which are being celebrated in the wedding. Write a research paper about the differences in western wedding and your culture’s wedding in terms of clothing from groom, bride and invitees.
Audience: Teacher and classmates
Format: Research paper
Purpose: Social
B. Descriptive text: You are studying at a university in California, and a relative of friend is coming to visit you, but you don’t have time to go and pick him from the airport. You have a close friend who works at the airport and can meet the plane. Write him a detailed description of your visitor so he can find him
Audience: A friend
Format: Descriptive text
Purpose: Social, descriptive
C. Police report: Someone stole your wallet and you got a good look at the thief as he ran away. Write a report to the police department describing the culprit.
Audience: Police department
Format: Police report
Purpose: Reporting
D. Story: The following girls are going to the mall to buy clothes. Use your imagination to write a descriptive story about them and the clothes they are going to buy. And then share it with your teacher and classmates.
Audience: Teacher and classmates
Format: Story, narrative
Purpose: Creative