Reading Lesson Plan

Fashion - Designer Labels

Instructor: Kim hyeon jin(Nicole)	Level: Pre-intermediate	Students: 9	Length: 20minutes

Materials:

- White board, Board markers.

- The main text (Worksheet #1-"What is the title? Guessing and make it!")

: 10 copies (9 copies for each student + 1 extra copy)

- Worksheet #2(Comprehension): 10 copies (9 copies for each student + 1 extra copy)

- Clean papers for copy-write: 10 sheets

Aims:

- To think about young consumer's interest of Designer labels goods.

- To learn new vocabulary.

- Get the gist easily by skimming the text before scanning.

- To understand the details through the comprehension check.

- Share lots of idea through comparing and discussing in group.

- Product something through activities and worksheets.

Language Skills:

- Reading: The main text (worksheet #1), comprehension (worksheet #2).

- Speaking: Prediction, sharing idea and answers, discussion in groups.

- Writing: Writing on the worksheet, answering on the white board, make a copy-right.

- Listening: Students idea, the teacher's instruction and feedback.

Language Systems:

- Lexis: The meaning of vocabulary, describe their all opinions.

- Phonology: Listening to opinions, explanations, talking in groups.

- Discourse: Discussing in group activities.

- Function: Use own words and expressions in activities through discussing and thinking about lots of questions and situations.

Assumptions:

Students already know

- teacher's teaching style and pace of the course.

- how the class is set up and run.

- how to skim and scan the text.

- about some designer labels goods.

- about all vocabulary in the text, except 'second-hand'

Anticipated Errors and Solutions:

- Students may not be able to understand the text easily.

→ give enough time for skimming and scanning.

→ check and share the idea with partner.

- Students may have some troubles with activities.

→ give some explanations, hints and examples to students.

- If Students need time more

→ give enough time to students

- Some students may not be able to speak bravely or quickly.

→ give a chance and enough time to speak.

- If time is short

→ omit some question or explain briefly.

- If time is left

→ talk about idea and choose the best copy-write.

References:

- Small group discussion topics for Korean high school students and beginners.

By Jack Martire. (Copy book- page.11~12)

Lead-In
Materials: White board, Board markers
Time	Set up	Procedure
1min	whole class	<Greeting> Hello, everyone! <Eliciting and Prediction> Draw a mark that one of designer labels on the white board. (e.g. Mark of Louis Vuitton) - Do you know this mark? (If student cannot guess about the mark, I'll draw one more. And I'll give some hints to students.) - Do you know others? What else? (Elicit their thoughts and talking briefly)

Pre-Activity
Materials: White board, Board markers, Text without title (Designer Labels) -worksheet #1
Time	Set up	Procedure
1min 5min	Whole class Individually & In pairs In Pairs Whole class	1. Vocabulary Write a 'second-hand' on the white board. - What is the meaning of 'second-hand'? It means 'used'.Things are not new and have been owned by someone. e.g. second-hand books, second-hand car. 2. Skimming (Find a gist- What is the title?) <Instruction> - Read a text individually and quickly. - You should try to understand what is the gist with your partner within 3minutes. *Teacher makes partner. <CCQs> How much time do you have? Do you have to read all details? Can you find the main idea about text? (Distribute the worksheet #1 -Text 'Designer Labels') *Students read the text while the teacher monitors discreetly. *Answer to students if they have some questions. (Wait for a while to have students skim the text.) *Give a time warning: 30 seconds left. (It can be flexible) *When they finished their work, compare the gist to each partner. <CCQs> Are you done? Could you guess the main idea? What is your title? Why did you think that? -If student cannot answer, elicit from other student. -Give clear feedback to all response of students.

Main-Activity
Materials: White board, Board markers, worksheet #2-comprehension check.
Time	Set up	Procedure
2min 5min	Whole class Individually & In Groups Whole class In Groups Whole class	1. Reading <Instruction> Read the text carefully for details. Check the correct sentence. Compare the answers with your group within 2minutes. <CCQs> Will you skimming the text again? (Scanning!) Can you check the correct sentence? (Distribute the worksheet #2-comprehension check) *Students read the text while the teacher monitors discreetly. *Help them if students have some troubles and questions. *Make some answer sheets on the white board. *Give a time warning: 20 seconds left. (It can be flexible) <CCQ> Did you get the correct answers? - Students write the correct answer on the white board. - Check the answers quickly with feedback. 2. Discussion <Instruction> Discussion about two questions with your group. You have 2minutes. <CCQs> Are you going to think alone or not? Can you share some idea in your group? Preparing- Write two questions on the white board. Ⅰ. How many designer brands do you know? Ⅱ. Why do many young Koreans want to buy expensive designer clothes or cars? (Wait a minute for students who discuss with some idea.) Do you need time more? (Be flexible to student's opinion.) ※ If the time is left : keep going the discussion. If the time is short : start to share the idea with each groups. <CCQs> Did you think about two questions? Share all idea about two questions. Feedback about discussion.

Post-Activity
Materials: White board, Board markers, Papers(11sheets)
Time	Set up	Procedure
6min 1min	Whole class In Groups Whole class	1. Free Production <Instruction> Have you ever seen some written advertisements? You can be a copywriter for advertisement of your product from now. You have 3~4minutes. <Demonstration> Write on the white board some examples that students said. T: "It is a toothpaste in my company." (Write below two sentence for advertisement.) - INTENSIVE WHITING CARE! - Only 1$ a piece. <CCQs> Can you advertise your product effectively? How much time do you have? (Distribute a clean paper to each person.) Monitor and sometimes participate in each group. Give some time warning: 2minute left. 1minute left. (Be flexible) <CCQs> Which expression do you use for your product? Could you explain about your copy-write? Introduce to all classmates and give some clear feedbacks. 2. Conclude lesson Elicit today's activiteis and re-check for students. <CCQ> What did you do today in this class? ※ If the time is left : Choose the best copy-write. If the time is short : Give a feedback briefly. Thanks. You did good job. See you next class!

Worksheet #1

What is the title? Guessing and Make it!

<       Designer Labels       >

Seoul's Apgujeong-dong and Cheongdam-dong, where Korea's young people like to hang out, are full of designer brand stores like Chanel, Gucci and Louis Vuitton. Today two out of every three Korean university students own designer goods.

In the past, expensive things were bought mostly by people over 30, but today young Koreans are buying them. One Seoul department store found that the percentage of people in their 20s who buy designer labels is increasing, while the percentage of people over 30 who buy designer goods is falling.

This new desire for designer label goods is causing a lot of problems for young Koreans. They don't have much money, so they use credit cards instead. Then they end up with a lot of credit card debt and can't pay.

Why do young people buy things they can't afford?

Because their friends all have designer labels, they want to have them too.

Some parents are even willing to buy these expensive things for their sons and daughters. The young people who wear these designer labels are called the "luxury generation". Nobody knows how long this fashion trend will continue.

The main reason why young people want to own designer label goods is to show off. So some people buy fakes or second-hand designer goods. Some young people who have jobs will spend their entire salaries on designer goods so they can impress their friends.

There are stores and Internet web-sites which sell used European designer label goods. The people who buy used goods can't afford to buy new ones.

Young Koreans think it is important to own expensive clothes and bags. Nobody wants their friends to think they are poor.

Worksheet #2

< Comprehension check >

Remembering details.

Which sentence is correct? Check  a or b.

1. a. The percentage of 20s people who buy designer goods is increasing.

b. The percentage of 20s people who buy designer goods is falling.

2. a. The young people want to buy designer goods.

b. The young people want to buy fakes and second-hand designer goods.

3. a. The young people buy designer goods for their needs.

b. The young people buy designer goods for their desire and show off.

- Reference material for Teacher -

< Discussion >

Ⅰ. How many designer brands do you know?

Ⅱ. Why do many young Koreans want to buy expensive designer clothes or cars?