Show pictures of Shanghai slide. Ask if anyone has ever been to Shanghai (Adela may have). Although Hong Kong was not part of China politically in 1978 it was definitely China to me. If they aren't actively engaged at the outset, I will briefly tell a bit of my (solo) experience of Hong Kong during a monsoon or shopping on the Kowloon side. Ask students what they usually picture in their heads when they think of China.

Students will find the gist questions to the left of the article they will be reading from their student textbook about how Shanghai has changed as it relates to business growth. I will point them out and ask if anyone has a question about what they are looking for as they read. The text has several instances of the TL in blue print. They will work in pairs to discuss the questions via PM and then return to the group to share their partners response. To provide context for the target language I will point out the words in blue and relate them to the gist. Shanghai has developed as a city of business since 1990.

I will show the slide with the text to point out the words in blue and ask if these words have anything in common. I will elicit responses about business terms and ask how pollution or environmental relate to the other terms.

Meaning: I will tell students that they will be matching the words in blue from the text to their meanings or synonyms in jam board by pairing the pink sticky notes with the correct blue ones. I will make the board available to everyone so we can all move the notes. As students move the notes I will ask if they have questions about their choices or why they picked the two as a match. Form: Students will first line up the blue sticky notes that correspond to the words in the text with the correct column to establish if they are nouns or adjectives. We will move on from there to the yellow stickies that use the same words but with suffixes to cause them to become adjectives or no change, yet usable as another kind of noun or as an adjective. As students move the notes I will ask if they have questions about their choices or why they picked the column. Practice: I will remind students of how words are stressed in English sentences then ask them to read and tell me where the stress would go. I will model how the sounds and stresses should be said and ask for participation in demonstrating pronunciation, stress and the high and low sounds we make.

Students will do the worksheet to fill in the blanks for both meaning and part of speech independently. I will model the first one and ask if anyone needs clarification. In BORs students will compare and discuss answers. During OCFB I will ask questions about why students chose the answers they did and if there was any problem with the exercise. We will view the answer key during this stage.

I will show students the images of Deschutes Brewery on the slides. I will explain to them, modeling the vocabulary, that though my city isn't large we have an industry that reaches beyond our state. I want them to discuss in BORs the industry in their area using the TL we have learned today. During OCFB I will elicit dialog about the task and do DEC as needed