uch your ear. [Tape the picture on the board, and record the results]
- Do you think this woman has bad taste? If you do, put your hand up, if you don’t, touch the floor. [Tape the picture on the board, record the results.]
- Where did you buy your shoes? If you bought them in a department store, touch your nose. If you bought them in a boutique, put your hands under your desk. [Record the results]
- Introduction of new material: recording results of the survey. Introduce frequency vocabulary and demonstrate it describing results using first two questions: “Most of the class thought . . .”; “Some of the class thought . . .” If the material seems easy for the students, quickly ask for summaries of the results of other questions. If the material seems difficult, give them five minutes to work with their neighbors, then ask.
- Group work: worksheets with six new survey questions related to personal shopping and fashion preferences. Break class up into groups of six so that each person is responsible for a question. Each student is responsible for asking all others in group his or her question and recording the results.
- Do you wear the current fashion?
- Do you dress like your friends?
- Should people over thirty dress differently than people under thirty?
- Do you like to wear dark colors?
- Do you prefer to shop in large shopping malls or small boutiques?
- When you meet someone new, is their taste in clothing important to you?
- Report back to class: warn students that they should listen closely because they will need to know the general results for a homework assignment. Have each student report the results for his or her question within the group of six.
- Homework: Explain to students that you want them to take the survey questions home to ask people in their family. They should then prepare five sentences comparing the preferences of their family with the preferences of the class. The next class will begin with a discussion of their results.
- Contingency plan: Relay race. Divide the class into three teams. 