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Landlord
and Tenant Agreements
Objectives:
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The
learner will fill out a sample rental agreement. |
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The learner
will review yes/no questions using "do" and "does." |
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The
learner will write a sample complaint letter to a landlord. |
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The
learner will identify the parts of a letter. |
Duration:
2 hours
Materials:
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Butcher
paper (one large sheet per learner pair) |
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Cassette
recorder |
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Standout
3, Standards-Based English, Staci Lyn Sabbagh and Rob Jenkins,
Thomson and Heinle; 2002, pgs. 45-46, 52-5441-42 |
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Standout
Audio Tape 3 |
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White
board |
Activities:
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Teacher
introduces lesson with Think-Pair-Share activity. Question: "What kind
of information do we find in a rental agreement?" Learners list items
individually, compare responses with a partner, then share as a class.
Teacher writes responses on the board.
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Teacher
distributes information about the Nguyen family from Standout 3,
Section A, p. 43. Learners listen to cassette and select correct answers
from list in Section B. Class shares responses.
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Teacher
distributes enlarged sample rental agreement from , p. 45. Learners
underline unfamiliar vocabulary; teacher and/or other learners
define/pronounce vocabulary.
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Teacher
distributes p. 46. Learners work individually to complete Section C, then
correct/discuss answers. Teacher
introduces lesson vocabulary, models pronunciation and
learners pronounce terms.
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Teacher
assigns pairs; learners complete sections D and E, p. 46. Class reviews
answers.
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Teacher
asks each learner to make a list of the problems that renters might have
with a landlord. Learners compare items and teacher writes them on the
board. Teacher distributes Standout 3, p. 52; learners read Section B
silently and complete Section C. Learners add to their lists other items
that they have experienced or heard about from friends. Teacher writes
responses on the board, correcting grammar where necessary.
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Teacher
pairs learners, giving each pair a copy of the sample complaint letter on p.
53. Learners read the letter. Teacher assigns a hypothetical problem to each
pair (i.e.: the ceiling leaks, the sliding door doesn't open, the stove
doesn't work, the upstairs neighbors are too noisy, my car was broken into
in the parking lot, someone stole my clothes from the dryer, the washing
machine took my money and doesn't work, etc. Learners may choose more than
one complaint, or use a complaint of their own). Learners use the sample
letter as a model for their own complaint letter. Learners write an original
complaint letter, identifying the different parts of the letter.
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Learners
write their letter on a large sheet of butcher paper and display in
classroom.
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Class
reads and discusses letters.
Assessment:
Teacher monitors verbal and written responses.
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