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LESSON GOAL: Common Everyday Interaction (Oral Discourse)

TG (Content Focus) 1. DURATION: 812 minutes 2. MAIN OBJECTIVE: Check and improve students understanding of the text taking a closer look at the conflict presented. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. Have students discuss and give their opinion because they might have different interpretations. 3.2. Output Awareness: Analyze students capacity to understand a problem and solve a situation. 3.3. Correction Technique: Group Correction. Check the appropriateness of their answers and accept different versions.


The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is composed of different activities. 1. Problem Solving The unit presents a problem-solving situation between Margot and Eleanor. Fill in the blanks providing the following information: a) Main problem: Peter refuses to receive treatment.
Peter has to accept that he needs help. b) First solution: will talk to him. c) Second solution: Eleanor

d) Refusal: Margot says she will handle it. e) Margots argument: Shes making some progress, at least he stopped insulting her. f) Margots suggestion: She believes that if she knew more about his childhood she could understand him better.
proposes that she and Margot talk later that night about Peter. g) Final decision: Eleanor

2. Opinion What changes can you see in Eleanors attitudes? Why do you think she is acting like that?
Students opinion


a) Listen to the CDUnit 19. b) Divide the following sentences into sound groupsgroups of words usually spoken as one sound. c) List words that you have difficulty pronouncing in the Pronunciation Box.
TG (Form Focus) 1. DURATION: 37 minutes 2. MAIN OBJECTIVE: Raise students awareness of Connected Speech. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. Sound groups are important to help students blend the words and sound more naturally. Remind them that they do have the same thing in their mother tongue. Check students answers. Bear in mind that its an awareness activity so the most important thing is to call students attention to the patterns. 3.2. Correction Technique: Use choral repetition to practice and correct pronunciation. Sound groups: Eleanor: How is Peter? (sound group 1) Hes saying (sound group 2)...hell get better. (sound group 3) But is it true? (sound group 4)

Eleanor Eleanor

How is Peter? Hes saying hell get better...but is it true?




CONTENT FOCUSCorrection of follow-up activities 1 and 2


FORM FOCUSPronunciation Box

TG (Text) 1. DURATION: 1520 minutes 2. MAIN OBJECTIVE: Improve students pronunciation and investigate the meaning of words and expressions. 3. HINTS: 3.1 Setting / Problem Solving: Picture 1. The text is divided into three parts. Ask students to read, assigning characters role to each student in each part. Keep board record of mispronounced words. Investigate vocabulary and correct pronunciation after students read each part. 3.2. Chat: Talk about expensive products and how students usually spend their money while shopping. 3.3. Vocabulary Investigation: All vocabulary investigations should start by eliciting students knowledge about the subject. Then add new words and expressions. Focus on expressions and collocations. Part 1 Part 1 Feel free. / Help yourself. Wear clothes, earrings, a purse, yourself out To wear vs. To use Try clothes, food, once, twice Look like a whale, someone, problem Part 2 To be out of this world, control, your mind To lend / to borrow To spend money, time, energy Comparison: as elegant as / as intelligent as / as sweet as Part 3 Get better vs. worse Exception: To fool anyone but me Part 2


Stockxchng/Dani Simmonds

Abigail Abigail Carlos


Eleanor Eleanor

Carlos Carlos Carlos Abigail Abigail

Eleanor Eleanor Eleanor


Wow! Look at thisYour clothes are so beautiful! And I always dreamed of a walk-in closet like this. Thank youif you want to wear any of them, well...feel free. Oh, they are not for me Why do you say that? I dont knowTheyre just too glamorousandI cant afford one, so why wear them? Ms. Elliot, Ms. Elliotyou didnt try the gazpachoit is a Mediterranean soap... soupwould you like me to bring some? OhCarlos! What are you trying to do? Do you want me to look like a whale? ...whale? All right! Ill just try a little bit. ...a little... Oh, could you do me a favor and ask Margot to come here, please? Yeah, for sure. Wow! Take a look at this one! Its absolutely out of this world. Ill lend it to, no, no...keep it. Its yours. Oh, Eleanor, I cant! Its just too expensive and its not exactly my size.


Part 2



Margot Eleanor Margot Eleanor Margot Eleanor Margot Eleanor

Part 3


Eleanor Margot

We can fix that...after all, youre an actress. One day you can use it in your play. All these beautiful clothes, shoes, jewelry, make-upthey are so expensivehow could I spend so much money on these things? One day I want to be as elegant as Eleanor Elliot. Did you call me? How is Peter? Im sorry Hes saying hell get betterbut is it true? I really cant tell you that much about his problem causehe doesnt want treatmenthe refuses. I knew itwhen he was a kid, he could fool everyone but mewere very close Whats your opinion? First, he has to admit that he needs help. He cannot behave like an irresponsible child. Ill talk to him. Let me handle this. At least, he stopped insulting mesoI guess Im making some progress. You could tell me a little bit about his childhoodI meanI believe knowing a little more about him could help me understand his refusal to accept treatment. No problemWe can talk later tonightis eleven good for you? Yeah, thats just fine.

Asking for opinion: Whats your opinion? / What do you think about? / Tell me what you think. To handle a problem, situation, a conversation, an object Is eleven good for you? / Is eleven all right? / Is eleven fine for you? / How about eleven today? 3.4. Correction Technique: Group Correction with board support. Take notes of students pronunciation mistakes on the board while they are reading and afterwards, practice the correct pronunciations with the whole group. 3.5. Link: Close the reading activity by exploring the interaction between Eleanor and Margotboth are giving opinions. Use it as link to the Lexical and Grammar Awareness section.


To feel comfortable to do something To have enough money to buy or pay for something A very large ocean animal that looks like a fish but breathes air through a hole on the top of its head To taste a small amount Extremely good, impressive To give someone something for a short period of time and expect to have it back To repair To do things in a particular way To be responsible for doing a particular thing. Not less than a particular amount or number, and possibly more

Feel free To afford Whale Try a little bit To be out of this world To lend To fix To behave Let me handle this At least



A. Expressions used to give opinion

Eleanor Whats your opinion?

Common expressions: I think that I believe that I guess that I would/could say that In my opinion First, Second, Third

TG (Lexical and Grammar Awareness) 1. DURATION: 812 minutes 2. MAIN OBJECTIVE: Explore expressions to Give Opinion and the uses of Can and Could. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. Start the activity by exploring students argumentative skills and rephrase their sentences using the chunks presented. Modal verbs are not easy; they all have many different functions. Students may have been using Can and Could, but probably only to ask for favors or permissions; call their attention to the fact that they have other meanings and also to the fact that Could is not necessarily the past of Can.Use the Grammar Note to close the activity. 3.2. Vocabulary Investigation: Explore possible collocations with can and could using the examples of the exercise as an starting point. 3.3. Correction Technique: Group Correction

In your opinion, why does Peter refuse to accept treatment?

Students opinion

B. Meaning of CAN and COULD Choose the best meaning for each sentence. a) I cant afford one. x () Its not possible to pay for something () She doesnt want to pay for something b) Oh, could you do me a favor and ask Margot to come here, please? () A polite request x () A current possibility c) I really cant tell you that much... x () You are not able to do something () You are prohibited from doing something d) When he was a kid, he could fool everyone... () He was able to do something in the past x () A polite request e) We can talk later tonight. () A past action x () A possibility



CAN is used to express possibilities, present abilities, and informal polite requests. COULD is used to express remoteness, past abilities, and formal polite requests.


TG (Subject Matter) 1. DURATION: 510 minutes 2. MAIN OBJECTIVE: Relate the topic from the text to students reality and present words and expressions. 3. HINTS: 3.1. Setting / Problem Solving: Picture 6. 3.2. Chat: Promote a debate among students. Check how different the answers are according to sex, age, lifestyle, etc. 3.3. Correction Technique: Rephrasing. Dont stop the flow of the chat.

Saving and Spending Money How could I spend so much money on these things? Are you tight-fisted (T), a frugal buyer (F), or a big spender (S)? Classify the following sentences and find out what kind of money manager you are.
Students personal answers

a) Spend more money than you need to b) Last-minute gift shopper c) Put too many purchases on credit d) Buy people gifts when you cant afford them

() () () ()


StockxchngRobert Linder

e) Accumulate too many monthly bills f) Buy Christmas gifts during the year g) Never save money h) Put your change in a jar and save it i) Put a part of your salary in a savings account every month

() () () () ()

Talking about Shopping Shopping can be extremely tiring, but it can also be really fun. What we really need to pay attention to is our budget. Answer the following questions about shopping habits and learn how you deal with it.
TG (Game Time) 1. DURATION: 510 minutes 2. MAIN OBJECTIVE: Explore the difference between Can and Could in a more chat-like situation. 3. HINTS: 3.1. Setting / Problem Solving: Picture 8. Interact with students answers; leave room for comments and opinions. 3.2. Chat: Ask several questions to get as much information as you can. Remember that showing interest and commenting is an important tool to motivate students in chats. 3.3. Correction Technique: Self-correction 3.4. Link: Mention the Lesson Goal and ask students to give you examples of questions or requests used in Common Everyday Interaction with Can or Could.

a) Tell us about some products that you cant afford, but you would love to buy.

b) Tell us about some products you couldnt afford in the past, but now you can.

c) Tell us a little bit about your latest shopping extravaganza.

Stockxchng\ Michal Zacharzewski


TG (Discourse Moment) 1. DURATION: 1520 minutes 2. MAIN OBJECTIVE: Use Can and Could to create a Transactional or Interactional dialogue emphasizing appropriateness. 3. HINTS: 3.1. Setting / Problem Solving: Picture 4 for the written followup. Picture 9 for the role-play. Walk around helping students. Make sure they are using as many sentences as possible with Can or Could. We are now moving from facts to modalitiespossibilities, opinions, and judgements and since its the first time they are dealing with Modal Verbs, they might not know. So instead of using, Can you..., they might say, Do you... which, in many cases, is not incorrect, its just a different perspective. 3.2. Output Awareness: As students role-play, check stress and intonation patterns in their speech calling attention to some elements of connected speech they have studied in the Form Focus. 3.3. Correction Technique: Group Correction (while visiting the groups). After each role-play, ask the whole group to analyze the dialogue regarding appropriateness: register, stress and intonation, and dialogue organization.

Common Interaction at Work

The class will be divided into three groups. Each group will write a six-line conversation based on one of the following topics. Afterwards, they will perform it.
Stockxchng\ makoto kawata

Situation 1: Checking someones abilities during a job interview Situation 2: Requests made to a colleague at work Situation 3: Organizing your schedule with the secretary


01 talking about the present
Things you CAN or CANT do:
Students personal answer. TG (Activities 1 and 2) 1. DURATION: 1015 minutes 2. MAIN OBJECTIVE: Practice the use of Modal Verbs in context, focusing on present and past abilities. 3. HINTS: 3.1. Setting / Problem Solving: Picture 8. Highlight the difference between facts and modalities (e.g, I could drive at the age of 16.; Did you drive?, Did you have a license?, Did you have the ability and the permit? 3.2. Output Awareness: Make sure they are using complete sentences. 3.3. Correction Technique: Self-correction

a) In sports or arts:

b) In your professional life:

c) In the kitchen:

02 talking ABOUT THE past

Things you COULD or COULDNT do:
Students personal answer.

a) When you were a kid:

b) When you were a teenager:

c) Before you got married or started working:


1. Prepare Complementary Activities 01, 02, and 03. Note that you have to watch a video at Wise Up Online to do Activity 02. 2. ResearchTake a look at the Research section in Complementary 20.

CLOSING: This is the first class of Intermediate I, so remind students of their responsibilities and hightlight the importance of preparing the Units and Complementary Classes in advance.



TG (Activity 1) 1. DURATION: 812 minutes 2. MAIN OBJECTIVE: Present common sentences and expressions used to react to prices. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. 3.2. Chat: Select some expressions and ask students to contextualize them by telling you their personal experiences while shopping. 3.3. Output Awareness: Students might have difficulties while telling stories. Help them out by asking questions and rephrasing sentences. 3.4. Correction Technique: Group Correction

01 reacting to prices
Put the following expressions in the correct column.

Im sorry. How much was that again? How much? Forget it! Is that the best you can do? Thats certainly a good discount. Theres no way I can pay that much. What else do you have thats a little less? Really? Give me ten of these. Thats why I love sales. Ouch! That stings. Thats a steal. Youre trying to rip me off? Thats certainly a pretty penny. Youre kidding, right? Thats a bit more than I can afford. Thats a bargain!

Im sorry. How much was that again? How much? Forget it! Is that the best you can do? Theres no way I can pay that much. What else do you have thats a little less. Ouch! That stings. Youre trying to rip me off? Youre kidding, right? Thats a bit more than I can afford. Thats certainly a pretty penny.

Thats certainly a good discount. Really? Give me ten of these. Thats why I love sales. Thats a steal. Thats a bargain. Im sorry. How much was that again? Youre kidding, right?

02 are you ready to order?

Watch Are you ready to order? at Wise Up Online and answer the following questions.

a) What does Linda think about the first customer on a Monday?

Its sign of how the week will be. If the customer is a nice one, the week will be great.

TG (Activity 2) 1. DURATION: 1217 minutes 2. MAIN OBJECTIVE: Check students understanding of context and situation and uses of Can and Could. 3. HINTS: 3.1 . Setting / Problem Solving: Picture 1. Start the activity as a chat, asking about Lindas personality. Then go over the questions, exploring students understanding of the plot. As you identify sentences with Can or Could, take the chance to review those Modals. 3.2. Correction Technique: Group Correction

b) What changes does the customer want to make?

She wants to change the sausage for bacon, the scrambled eggs for boiled eggs, and the salad for french fries.

c) Why do Linda and the customer start to argue?

Because the customer refuses to pay two extra dollars for the fries.

d) Whats Lindas opinion about the customers order?

She thinks its too fattening.

e) Identify uses of can and could.

Can I change the sausage for bacon? / Yes, you can, maam. / Can I have them boiled on the side? / Can I change the salad for french fries? / Can I talk to someone above you? / He cant speak English very well / But I can be really rude / Could you speak a little lower? / Could you call the manager for me?


TG (Activity 3) 1. DURATION: 1015 minutes 2. MAIN OBJECTIVE: Use Can and Could in questions, especially for Asking for Favors and Permission. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. Call their attention to the fact that both Can and Could are also used to ask for favors or permission and that the only difference is the register: formal or informal. Let them know that, in such cases, Could does not refer to the past. Students tend to internalize Could as past, when, in fact, it only happens to past abilities. 3.2. Chat: Contextualize their questions and chat about them. Emphasize the difference between formal and informal contexts when you contextualize the sentences. 3.3. Correction Technique: Self or Group Correction 3.4. Link: Mention the Lesson Goal and talk to students about the importance of knowing how to extract information from written data. They usually have their own format, which includes some specific grammar rules (take bullet notes as an example) and their organization is culturally-oriented.

03 Questions with CAN and COULD

Create questions using CAN and COULD with the following words. a) Could a favor Could you do me a favor? b) Could early c) Can d) Cant f) Cant g) How h) What j) Who
Could I leave early?

question Can I ask a question? wait Cant you wait? the truth Cant you tell me the truth? get there How can I get there? How can you do it? do What could I/you do? help
Who can/could help me?

e) Could ten years ago Could you do it ten years ago?

i) When meet When can we meet?

classroom activities

a debate

TG (Discourse Project) 1. DURATION: 1217 minutes 2. MAIN OBJECTIVE: Develop students capacity to defend their opinion. 3. HINTS: 3.1. Setting / Problem Solving: Picture 5. Let students reach their conclusions on their own. Your role is to raise the topic and let them decide. You may intervene in case communication gets blocked. To help them, compare the present and the past; and ask them to think about what they could and couldnt do and what they can and cant do about the topics. 3.2. Output Awareness: Silence is part of this type of activity. Help them overcome silence, but dont take control of the activity. 3.3. Correction Technique: Group Correction (after they finish a topic, list common mistakes on the board)

The world keeps on changing and whats impossible today might be possible in the future. We really dont know if were living in a better or worse world. This is your chance to defend your point of view. Take a look at the following topics and decide whether we are in a better or worse situation than before. a) Technology b) Public safety and violence c) Social equality d) Values and morality e) Politics and corruption
Students personal answer




Take a look at the bank statement and answer the questions.

U. S. Bank 1366 Flamirion St. South Sidovell, CA 91099 Statement June 2012 Checking Account Posting June 1 June 13 June 13 June 15 June 20 June 20 June 25 June 25 June 26 June 28 June 30 June 30 Description / Transaction Beginning Balance Check NO. 3500 Bens Auto Inc. Check NO. 3502 Magic 6 Motel Deposit Deposit Withdrawal Check NO. 3503 All Computer Str. Check NO. 3504 El Pollo Foods ATM withdrawal Check NO. 3506 1-Stop Shop Check Fee Closing Date Ending Balance Debits Credits Balance 817.02 68.79 148.00 440.02 1500.00 100.00 1895.00 49.83 60.00 10.13 1.25 748.23 600.23 1040.25 2540.25 2440.25 545.25 495.42 435.42 425.29 424.04 424.04

TG (Social and Cultural Awareness) 1. DURATION: 1217 minutes 2. MAIN OBJECTIVE: Analyze and interpret real data. 3. HINTS: 3.1. Setting / Problem Solving: Picture 2. Get students to understand the statement in pairs. Then ask questions to check their understanding mostly about vocabulary and meaning of the information presented. Its important that students experience understanding by themselves. Then move on to the questions. 3.2. Vocabulary Investigation: Checking/ Savings account To deposit vs. to withdraw ATM: Automated Teller Machine Fee vs. Tax 3.3. Correction Technique: Group Correction

Savings Account Posting June 1 June 18 June 25 June 30 Transaction Beginning Balance Deposit Deposit Interest Earned (1.5%) Debits Credits 100.00 100.00 19.53 Balance 1102.00 1202.00 1302.00 1321.53

a) Which checks were written for necessary items and which ones for fun?
Students opinion.

b) What can you tell about this person just by looking at this bank statement? () This person is a reckless money spender. () This person is a conservative money spender. X () This person is responsible and fun.

c) In your opinion, how could this person save more money?

Students opinion

d) How would you explain to a foreigner the steps to open a bank account in your country?
Students creativity

LISTENING TRANSCRIPT 1. Attention, shoppers! Could the mother of a young boy called Greg Goodman come to the Hollywood Shopping food court? He desperately wants to see his mommy 2. Attention, shoppers! There is a brown SUVlicense number: October - Delta - 7 Yellow - 3 - 6with the lights on in the parking section 4B. 3. Attention, Brian Henderson! Your father is waiting for you at the Wal Mart store next to McDonalds. 4. Attention, shoppers! Its almost Christmas and our firewood is on sale at the Home Care Center. Remember to use caution when starting a fire in your fireplace. 5. Attention, shoppers! Were happy to announce the winner of Youre the customer, youre a million prize winner! Its shopper Wendy Conrad. Please, come up to the front of the store to receive your present!

Listen to five mall announcements and write the main topic of each one.
A boy looking for his mother. 1. A car with the lights on in the parking lot. 2. A father looking for his son. 3. Firewood on sale. 4. Announcing and calling out the winner of a promotion. 5.


Stockxchng\ Philpin Patel

TG (Phonological Awareness) 1. DURATION: 1217 minutes 2. MAIN OBJECTIVE: Identify the main idea when listening to announcements. 3. HINTS: 3.1. Setting / Problem Solving: Picture 15. Let them know the main objective of the activity. The goal is not to understand every word from the passage, but the central idea of each announcement. This should prevent them from being stuck on words or expressions they dont know and end up missing the goal of the activity. 3.2. Chat: Talk about mall announcements. Its up to you to introduce the topic and get students ready for what they are about to listen to. 3.3. Correction Technique: Group Correction



What are the common messages we hear in malls?



What do these underlined words and expressions have in common? a) Is it possible to live without love? Can we live... b) They are able to send it on time. They can send... c) She was capable of doing it back in the eighties. She could do it...
They express lexical modality, having a similar function to modals.

TG (A Step Ahead) 1. DURATION: 5-10 minutes 2. MAIN OBJECTIVE: Introduce other ways of expressing modality. 3. HINTS: 3.1. Setting / Problem Solving: Picture 1. Your goal is to raise awareness of the fact that Modal Verbs are not the only way to express modality, but actually, only one of them. Notice that students dont have to rephrase these sentences, they are just hints for you. 3.2. Connection Technique: Group Correction


1. Prepare Unit 20. 2. Visit Wise Up Online to do the extra activities related to Lesson 19. 3. Written AssignmentWrite an email (100 words) to a friend who lives in New York and is planning to take a one-month trip to your city. He would like to know a bit about the eating habits, such as meal times, common dishes, where to go for a snack, elegant dinners, and others.


CLOSING: Reinforce the importance of Class Preparation and of doing the Written Assignments; be very firm about the latter. Tell students that its important not only to write the compositions, but also to meet the deadlines; they should hand in one Written Assignment per week and this is important for them to take some time to correct and learn from their mistakes on the compositions. Besides, each topic is meant to give students the chance to practice the vocabulary studied and learn more words or expressions. Keeping track of that will certainly help their learning process.