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

Outcomes/ Objectives

Activities
1. Opening discussion: Since last time

10 min.

Language
Skills

Class

Recycling and automatization of past

tense form; pronunciation practice of
final consonants; fluency

Speaking/
Listening

Class

Activation of schemata
Fluency, vocabulary building

Speaking/
Listening

2. Overview class schedule/learning outcomes 1 min.

Learning
Strategies

Critical
Thinking

Materials
AS = All-Star 3
HO = Handout
(in appendix)

Connecting
visual and
verbal cues

Process
analysis

Realia related to
banking

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.

Groups Activation of schemata (continued)

Class Fluency, vocabulary building

Class

Ind.
Pairs

Recycling: gerund form from previous

New vocabulary exposure
Strengthen reading comprehension

Speaking/
Listening

Reading/
Writing

HO #8(a)
Use context
to discover
meaning

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

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?

Break

Class

Class
Ind.

Activation of schemata

Speaking/
Listening

Citibank
Commercials

http://www.youtube.com/wa
tch?v=Iy5jiYWuNKo
http://www.youtube.com/wa
tch?v=lJ0PVXJ2ILY
http://www.youtube.com/wa
tch?NR=1&feature=endscre
en&v=CxXUlOFi1lA

Activation of schemata (cont.)

Listening

Increase reading comprehension

Reinforce vocabulary

Reading/
Writing

Read for main

idea/details
Note-taking

Increase listening comprehension

Understand vocabulary words in
authentic context

Listening/
Speaking

Use context
to discover
meaning
Listen for
main idea/for
details

Activation of Schemata

Listening/
Speaking

Introduction of Vocabulary

Reading/
Listening

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

Pair
Class
Ind.
Class
Pairs
Class

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)

Pairs

Class

Provide
reasons for
opinion

c. How does interest work? 5 min.

Student practice calculating interest rates.

Ind.
Pair

Outcome/product focused language use

(interface language/math)

Class

Solidification of vocabulary learnings

from the whole unit to date and review
of gerund form

AS, p. 69
Window on Math

Review
9. Activity: Game Jeopardy: Finances 15 min.
Competition: two groups compete to answer the most
questions in five categories in question form,

Speaking

HO #10
(Jeopardy:
Finances)

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.

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-icingon-the-cake/

AS, p. 71