I will start this receptive skill lesson by using a HO of three pictures and three questions. This is a Lead-in to build expectation and and prepare students to get maximux value from the 'The Tailors of Hong Kong' reading passage. I will pair or group (depends on the nimber of the students) the Ss and give them the HO and instruct them to discuss the question with their partner(s).(3min) Questions: 1. Have you or someone you know ever had something custom-made—for example something to wear or something for your home? + If so, how was the quality of workmanship (skill in making things)? 2. What do you think the reasons to have something custom-made are? 3. Which one do you prefer? A custom-made garment or A ready-made garment?

I will devide the Ss into two or three groups (Depends on the number of the Ss) by using colored papers and ask each group to sit around a table and I will give each group a set of printed vocabulary and their meanings. Then I will get them to match each word with its definition and stick them on one paper.(5min) Target Vocabulary: fitting, Up front, Custom-made, Ready-made, workmanship, Garment, Rival, Arcade Then I will stick their papers on the wall in different places of the classroom and give them the answer key and get them to check other groups' answers and mark them.(2min) Afterwards I will ask them to sit down but not in their groups anymore. Now, I will grab their attention and model the pronunciation of the words and ask them to repeat after me(3min)

I will pair the Ss (A, B) and ask them to move the seats and sit in two rows facing each other. Then I will give them the reading text (HO3). As a gist reading activity, I will instruct them to do the following: I will assign first three paragraphs of the reading to Ss who are 'A' and an next three paragraphs to Ss who are 'B'. They should read the part that they have been assigned to individually and make three questions about that part of the text in two to three minutes. Afterwards, they should swap their papers with their partners in their pairs.(4min) Now, they have time to answer their partners' questions about the text using the text itself. (4min) Then they should talk about the questions and check their answers in pairs in a short time.(2min)

To check comprehension and build essential reading comprehension and critical thinking skills, I will give them a HO with five statements on it and instruct them to check if the sentences are true or false according to the article(They will do this part individually).they also should find relevant information in the Reading to support their answers.(6min) Then they should compare and check their answers with their partners in pairs.(3min) Then I will ask individual volunteers to answer the questions in WC pattern.(4min) At the end, I will provide them with an Answer key. Statements: 1- You used to be able to get a suit made in one day in Hong Kong. 2- Having a suit custom-made in Hong Kong is always less expensive than buying one at home. 3- If you buy a garment on Savile Row in London, you will pay about twice as much as you would pay for one custom-made in Hong Kong 4- If you are not satisfied with the finished garment, you can refuse to accept it and pay only 50% of the total cost. 5- If you want to pay a lower price for a custom-made garment, go to an upscale hotel shopping arcade. Answer: 1, 3 and 4 are true. 1. The famous Hong Kong 24-hour suit is a thing of the past,... 2. Prices are ... often about what you'd pay for a ready-made garment back home. 3. The workmanship and quality ... raval even those of London's Savile Row -- but at less than half a price. 4. You will pay a deposit of about 50% up front. But if you are not satisfied . . . you don't have to accept it. Your only Expense will be the deposit. 5. ... the more upscale the location, the higher the prices.

I will ask them to work individualy and imagine that they won a prize -- a garment of their choice, custom-made by a Hong Kong tailor. Then, I will have them work in pairs while mingling and take turns saying what garment they would like to have custom-made and when they would wear the garment. I will write a example on the board as well, in order to give them a clear guideline. (I'd like a silk shirt, and I'd wear it at important bussines meetings.)(5min) Afterwards, I will ask some students to share their ideas to the class, then we will have a delayed correction.(3min)