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13 / LIFESTYLES

LESSON
THIRTEEN

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13

LESSON
THIRTEEN

LESSON GOAL: Narrate Current Events: Write Emails

TG (Content Focus)
1. DURATION: 57
minutes
2. MAIN OBJECTIVE:
Check and improve
students understanding
of the text.
3. HINTS:
3.1. Setting/Problem
Solving: Picture 1. Call
students attention to the
notion of implied meaning.
Its important to raise
students awareness of
intonation because it may
convey different ideas.
3.2. Correction Technique:
Group Correction

UNIT PREPARATION

CONTENT FOCUS

The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
Understanding the characters.
A. Why does George say ...she doesnt remember anything about the accident?
() Because George is helping Abigail.
X
()
Because Abigail doesnt like to talk about the subject.
() Because George doesnt want Eleanor to tell Abigail the true story about the accident.
B. Why does George say Eleanor has a very serious boyfriend?
X
()
To tell Abigail that Eleanor is not a lonely person.
() To tell Abigail that Eleanor doesnt go out flirting.
() To remind Eleanor that she has a boyfriend.
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FORM FOCUS
a) Listen to the CDUnit 13.
b) Identify the sounds of the underlined letters.
c) List words that you have difficulty pronouncing in the Pronunciation Box.

Abigail

PRONUNCIATION

TG (Form Focus)
1. DURATION: 57
minutes
2. MAIN OBJECTIVE:
Check students
awareness of
pronunciation patterns.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Start
the activity by writing on
the board the words that
have underlined letters
and ask students to read
them. Call students
attention to the correct
way of pronouncing each
word. Then ask them to
read the extract paying
attention to this pattern.
Bear in mind that the
aim of this activity is to
raise awareness, so dont
expect your students
to perform it perfectly.
Learning is cyclical and
it takes time. Close the
activity by checking
students notes in the
Pronunciation Box.
3.2. Correction Technique:
Use choral repetition
to practice and correct
pronunciation.

Wait a minuteArent you something on TVa hosta


talk show hostYou usually say this line when you are
interviewing people. You look at them with this really
distant look and say, I see I remember that! The Eleanor
Late ShowAm I talking to the famous Eleanor Elliot?

BOX

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DICTATION
a) Listen to the CD and transcribe the dialogue.
b) Compare it to the Text and check spelling.

LIFESTYLES
Eleanor
ABIGAIL
Eleanor
George

Eleanor
ABIGAIL
Eleanor
ABIGAIL

Eleanor

ABIGAIL

Eleanor

ABIGAIL

Eleanor

ABIGAIL

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Eleanor
ABIGAIL
GEORGE

ABIGAIL

Eleanor

ABIGAIL

Eleanor

ABIGAIL

Eleanor

ABIGAIL

Eleanor

GEORGE

Eleanor

ABIGAIL

GEORGE

Eleanor

ABIGAIL

Eleanor

ABIGAIL

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UNITCLASS
UNIT PREPARATION
FOLLOW-UP

CONTENT FOCUSCorrection of follow-up activity

FORM FOCUSPronunciation Box

LIFESTYLES

TG (Text)
1. DURATION: 1215
minutes
2. MAIN OBJECTIVE:
Check students
pronunciation and
improve vocabulary.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1.
3.2. Vocabulary
Investigation:
Part 1
Part 1
As far as (distance) Well
go as far as London by
train. / (progress) I read it
as far as the third chapter.
/ (degree) Ill help you as
far as I can.
see the ability to see vs.
to understand
I guess chunks used
to express opinion such
as I believe / I think /
I assume. Contrast the
use of the negative forms:
I guess/believe not vs. I
dont think so.
Part 2
Part 2:
Call students attention to
the use of intensifiers:
be such a famous person
/ pretty tiring / very
serious / absolutely
spectacular. Then
explore some other
options providing
examples: extremely,
really, simply, just...
Highlight the expressions
used in the text for
general statements: In
general / As a whole.
Investigate others such
as: generally, usually,
frequently, most of the
time.
Part 3
Part 3
Call students attention
to the use of the verb to
miss. Provide examples
with collocations such as:
miss a friend / the class / a

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Eleanor Soyoure an actress?


Abigail Yes. As far as I can remember.
Eleanor Im sorry...
George Abigail has temporary amnesia, she doesnt remember anything about the accident
Eleanor I see
Abigail George is helping me
Eleanor I see
Abigail Wait a minuteArent you a something on TVa hosta talk show hostYou usually say
this line when you are interviewing people. You look at them with this really distant look
and say, I see I remember that! The Eleanor Late Show. Am I talking to the famous
Eleanor Elliot?
Eleanor I guess you are.
Abigail Wow! My mother loves your interviews.
Eleanor Im glad you like the show.
Abigail Oh, noI dont. My mother does. I think its a bit cheesy and superficial, but in general, I
dont like TV shows.
Eleanor I see
Abigail But tell mehow does it feel to be such a famous person?
Eleanor WellAs a whole, its...its pretty tiring...
Abigail YeahIm sure its tiring. Do you have time only for yourself? I meanto go out flirting
without all the paparazzi going after you and
George Eleanor has a very serious boyfriend.
Abigail Oh, really? And...where is the lucky guy?
Eleanor Hes in...China, Japan, and other countries on business
Abigail And...Why arent you with him?
Eleanor Well...I dont have time in my scheduleand it just wouldnt be a good idea right now.
Abigail We always find time when were in loveCome on, Eleanor! Rent a jet, go see him
Youre rich!
Eleanor I dont think that would be a good idea. This salad is really divine.
Abigail Can I have it?
Eleanor ...its absolutely spectacular...
Abigail Eleanor, call him tomorrow and tell him that youre on your way! Dont you miss him?
Eleanor Yes, I doI miss him...strawberry and gingerMm...olive oiland theres...theres
something else in this dressing I...I dont even recognize

George Eleanorare you all right?


Eleanor You know what, Abigailyoure right. I will call him tomorrow and tell him Im on my

3.3. Correction Technique:


Take notes of students
pronunciation mistakes on the
board while theyre reading.
Use choral repetition
to practice and correct
pronunciation.
3.4. Link: Call your students
attention to the importance of
expressions in a narrative.

Stockxchng/Celal Teber

way.
Abigail You go, girl!
George Eleanor, you have an interview at 2
Eleanor Ill cancel it. I want to see Gregand I think Ill have some more of this...this delicious
salad. Carlos, tomorrow I want to learn this recipe. Meet me in the kitchen at 9.
Abigail Its really good...yours is a lot better, you know. Can I have some of it, please? What is
this stuff?
Eleanor Fantastic...
Abigail Can you pass me the wine, please? Thanks.

LEXICAL

Stockxchng/Brano Hudak

Stockxchng/Pablo Barrios

Part 3

chance / the bus. Then compare


it to the verb to lose.
Taking decisions: You know
what? / Ill cancel it. / I want
to.../ Ill have some more...

BOX

As far as I remember

Host


A bit cheesy

Lucky

To rent


Dressing

Used for stating what you think is true when you think there
may be facts that you do not know, remember, etc
A person who introduces and talks to the people taking part in a
television or radio program.
Lacking style or good quality and slightly silly
Fortunate
To pay money regularly to use a house, room, office, etc. that
belongs to someone else
A mixture of liquids such as oil and vinegar that you pour over salads

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01

LEXICAL AND GRAMMAR AWARENESS

TEXT INVESTIGATION
TG (Lexical and Grammar
Awareness)
1. DURATION: 1218
minutes
2. MAIN OBJECTIVE:
Teach students the
difference between
Intensifiers and
Quantifiers and present
questions with How much
and How many.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. In
Activity A, help students
to reach their conclusions
by reading the examples
and asking the right
questions, such as: Which
words do the words in
bold relate to? / What are
their functions?
In Activity B, follow the
same procedure. Tell
students how to identify
uncountable nounsthey
do not have plural form
and let them reach their
own conclusion as you
and the group answer the
questions one by one. At
the end of the activity,
highlight the fact that you
can have questions with
How many or How much
in any verb form and that
the concept of countable
and uncountable varies
from one language to
another. Yet, dont go
much further into that for
now not to miss the focus.
There will be a moment to
go deeper into that topic.
3.2.Correction Technique:
Group Correction
3.3. Link: Refer back to
the Lesson Goal and show
students that descriptions
usually help the narration
and introduce the Subject
Matter, which is a
description of lifestyles.

A. Intensifiers and Quantifiers


How does it feel to be such a famous person?
Its pretty tiring...
Eleanor has a very serious boyfriend.
Its absolutely spectacular...
Its really good.
a) What do the words in bold have in common?
They express degree. In the examples, they are all used to intensify adjectives.

GRAMMAR NOTE

INTENSIFIERS

Used to express degree, especially


with adjectives and other adverbs
very

really

pretty

definitely

absolutely

extremely

Now take a look at the following set of sentences:


Eleanor interviews a lot of people on her show.
Eleanor doesnt have much time in her schedule.
Abigail would like to have some salad.
b) What do the words in bold have in common?
They are used to express quantity and they are all connected to nouns.

GRAMMAR NOTE

Quantifiers
Used with nouns to express quantity

Countable
Uncountable

MANY, A FEW (positive aspect), FEW (negative aspect)


MUCH, A LITTLE (positive aspect), LITTLE (negative aspect)
A LOT OF
SOME (refers to part of a whole)
I like some authors.I dont like some authors.

Countable and
Uncountable

ANY (refers to a whole or absence)


I like any fruit juice.I dont like any fruit juice.

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B. How much and How many


a) Classify the following nouns as Countable (C) or Uncountable (U).

()
U

water

()
U

space

()
C

weekends

()
U

time

()
C

babies

()
C

men

b) Complete the sentences with one of the nouns from the previous activity.
weekends
How many
a month do you work?
time
How much
do you spend with your kids?
babies
How many
are there in her kindergarten classroom?
water
How much
is there in the fridge?
men
How many
are working in the building at the moment?
space
How much
is there in your computer?

c) Fill in the blanks according to the questions you completed.


countable
uncountable nouns.
We use how many for
nouns and how much for
after
The position of the noun we are asking about is always immediately
how
much or how many. Then the question follows in any verb form.

02

SUBJECT MATTER
Lifestyles
Circle the words that you think best describe Eleanors lifestyle.
Busy

Religious

Healthy

Unsure

Adventurous

Carefree

Caretaker

Competitive

Successful

Dangerous

Party girl

Unhealthy

Lonely

Athletic

Relaxed

Elegant

TG (Subject Matter)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Improve students
vocabulary of the subject
and prepare them for the
next activity.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1.
3.2. Vocabulary
Investigation: Do not
disregard the ones
which do not apply to
Eleanor. Make sure they
understand each one of
them. Explore possible
lexical groups and
collocations.
3.3. Correction Technique:
Group Correction
3.4. Link: The activities
are naturally linked.
Do the Game Time as
a continuation of the
Subject Matter.

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03

GAME TIME
TG (Game Time)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE:
Encourage students to express
opinion using the vocabulary
covered.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 6. We are now moving
the focus to the students.
This is supposed to be a light
activity with students talking
about themselves. Make
sure you interact with their
answers. Encourage students
to use intensifiers and as many
adjectives as they need. Close
the activity by highlighting the
fact that we use intensifiers to
express degree of adjectives
in English.
3.2. Correction Technique:
Rephrasing
3.3. Link: Tell your students
that you are now going to read
an email in which someone
is narrating current events.
Highlight that when narrating,
we are probably going to
use: Chunks to give opinion;
Intensifiers + Adjectives or
Adverbs; Quantifiers + Nouns

Use chunks to give opinion and the adjectives to describe your own lifestyle. If you want to be
emphatic, you can also use some intensifiers.
Giving Opinion
I think...

I believe...

I guess...

In my opinion...

Id say that...

I consider myself...

Answers will vary.

DISCOURSE MOMENT

Emails to friends

Debate with your teacher and classmates.


A. Content
Imagine the following situation: two American friends work together at an English course in a foreign
country. One of them moves back to the U.S.A. and is writing an email narrating the current events.
a) What text register do you expect to find? Formal or informal?
Informal.

b) What kind of topics do you expect to be mentioned in the email?


News about the country, family, and friends.

B. Language
a) What kind of greeting and farewell do you expect to find in this email?
Students personal answer

b) What verb form do you expect to find to describe ongoing situations?


Present Continuous.

c) What verb form do you expect to find to express states or facts?


Simple Present.

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C. Now read the email and then identify the following information:

ken@twc.com

Whats up?

Ken,
Whats up? Everything is going pretty good up here. Its fucking freezing. But
everything is going well, besides the regular family bullshit. Vito is walking
now. Hes 10 months. Hes cool. Veronica is going through the immigration
bullshit now. Right now she is staying home with Vito all day, but shes
studying English at an English school up here on Sundays, there are a lot of
Brazilians at her course, so thats cool. She will work at a Brazilian law firm in
Newark, NJ. Hows Ludmilla, your daughters, the course? Tell everybody I said
whats up, except Nancy, and tell Yuri I said congratulations on his new baby.
Talk to you soon,

TG (Discourse Moment)
1. DURATION: 1520
minutes
2. MAIN OBJECTIVE:
Identify verb forms,
vocabulary, and grammar
used in informal written
texts.
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and
4. Use Picture 1 for the
pre-reading. Then arrange
students in groupstry
not to have more than
three students per
groupand ask them
to read the email and
identify the information
together. Walk around the
class helping the groups if
necessary. Then go back
to Picture 1 and correct
the activity together with
the whole group.
3.2. Correction Technique:
Group Correction

Kevin

a) Greeting and farewell


Whats up? / Talk to you soon.

b) Examples of informal language (besides greeting and farewell)


pretty good / fucking freezing / hes cool / bullshit

c) Examples of sentences in the Simple Present


Its fucking freezing. / Hes 10 months. / ...thats cool. etc.

d) Examples of sentences in the Present Continuous


Everything is going pretty well. / Vito is walking now. / Veronica is going through the immigration bullshit now.

e) Examples of intensifiers and quantifiers


pretty good. / fucking freezing / a lot of Brazilians

f) What topics are mentioned in the email? Do they meet your expectations?
News about the country, family, and friends.

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ACTIVITIES
TG (Activity 1)
1. DURATION: 812
minutes
2. MAIN OBJECTIVE:
Practice Quantifiers.
3. HINTS:
3.1. Chat: Chat in between
the questions to get
them to give you more
information.
3.2. Setting / Problem
Solving: Picture 12. Take
advantage of this setting
to show your students
that quantifiers are also
a matter of perspective.
What is a lot for one may
be some or even few for
others.
3.3. Correction Technique:
Self-correction

01 How Much and How Many


Answer the following questions using a lot of, not much/many, any, some, (a) little, (a) few.
Students creativity.

a) How much bread do you eat at breakfast?

b) How many bottles of beer do you drink on the weekend?

c) How much sugar do you put in your coffee?

d) How much salad do you eat a week?

e) How many glasses of water do you drink a day?

f) How much does a kilo of sirloin cost?

g) How many slices of pizza do you usually eat?

02 Text Cohesion
TG (Activity 2)
1. DURATION: 810
minutes
2. MAIN OBJECTIVE:
Explore text reference and
chunks used to express
opinion.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1.
3.2. Correction Technique:
Group Correction

Read the following text and answer the questions.


He wrote a song and everybody is picking the song up. Even other bands are playing it
and they are making more records. Because of its political content, the Republican Party
is pretty worried about it. Some of the network radio people are not playing it. In some
cases, they are trying to ban the song completely from the radio. But its too late. The
song is already doing its damage.
1. He in He wrote a song refers to:
(a) the teacher
(b) the author of the text
(c) the singer

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2. It in Even other bands are playing it refers to:


(a) the song
(b) the band
(c) the singer
3. Its in Because of its political content refers to:
(a) the song
(b) the band
(c) the singer
4. They in they are trying to ban it refers to:
(a) the Republican Party
(b) the bands
(c) network radio people
5. It in But its too late can be explained by:
(a) The radio
(b) The right moment to ban the song
(c) The Republican Party

Assignments

NOTES

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 14.

CLOSING: During your


Closing, don't forget to
tell students to keep
on practicing at Wise
Up Online. It's the first
class of Basic 3, so ask
them to give you some
feedback on how the
class was.

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COMPLEMENTARYCLASS
ACTIVITIES
TG (Activity 1)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE:
Practice different Question
Words.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 16. Collect
answers. There is more
than one possibility for each
blank. Dont forget to ask
students to contextualize
the questions.
3.2. Vocabulary
Investigation:
To be in charge To be
responsible, to have control
over something or someone.
To come vs. To go Go
there/Come here.
To keep a secret/objects/
up
To get to places/a
present/up.
3.3. Correction Technique:
Group Correction
3.4. Link: Mention the
interview they watched
online. Call students
attention to the fact that
current narrations are part
of everyday conversations.
Whenever we are talking
to friends, there is usually a
narration.

TG (Activity 2)
1. DURATION: 1215 minutes
2. MAIN OBJECTIVE:
Comprehension of dialogues
and identification of current
narrations in everyday
conversations.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 16. Start the activity
by having a summary of
the program and talking
about Patricia Clark. Debate
her personality traits with
the group and collect their
opinions. Then correct the
activity. Collect different
answers and have a board
closing. Encourage students
to defend their points of view
in case they have different
opinions. Its nice to start
calling students attention to
functions such as irony and
sarcasm. Make sure they
understand how the Lesson
Goalnarrating current
eventspermeates most kinds
of interactions.
3.2. Correction Technique:
Group Correction
3.3. Link: Highlight the fact that
Josh, when narrating events,
uses both the Simple Present
and the Present Continuous,
then present the next activity.

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01 Question Words
Fill in the blanks with the correct question word.
What / How / Where / When / Why / Who

What / How
a)
about Johnny?
Where / When / Why / How are we going?
b)
What / Where / When
c)
is this thing?
How / When / Why
d)
am I in charge again?
How / Where / Who
e)
are you?
Who
f)
is on the phone?
How / When / Why
g)
are you coming back?
How / Where / Who
h)
are the kids?
How / When / Why
i)
are you coming to see me?
How / Why
j)
does she keep secrets from him?
How / When
k)
do I get to the hotel?

02 I Wonder why...
Watch I Wonder Why at Wise Up Online and answer the following questions:

a) How does Patricia name Josh Harpers occupation?


She says he is a Fortune Cookie Writer.

b) What does he claim to be?


He says he is a Fortune Writer.

c) Where does Joshs inspiration come from?


From life.

d) Does Patricia agree with Josh when he says that what he does is creative copying?
No, she thinks he steals other peoples ideas.

e) Why does the fortune Find someone as gay as you are need to be updated?
Because gay has a double meaning nowadays.

f) How many fortunes does Josh write a day?


Around 30.

g) What is the Unknown Fortune Master?


Its a book about Joshs life.

h) Can you identify the moments of the interview in which there are narrations?
When Josh talks about the way he works, his inspiration, his daily routine, his assistants routine.

03 Simple Present and Present Continuous

I (am being) up at nearly seven in the morning because I cant sleep. I cant
sleep because I (am trying try) to figure out how to balance my money with
my expenses. Right now I (handle am handling) everything, but soon I will
have the added costs of my cell phone bill, car insurance, and student loans,
and I (am going go) crazy. But this new extra job I (have am having) is
great. I (am organizing organize) my financial life and I (am not having
dont have) time to waste all of my money. The problem is that this month,
I (spend am spending) about US$350 more than I make. Thats too much.
I only (make am making) about US$12,000 a year, and plan to pay off my
debts anytime in the near future.


TG (Activity 3)
1. DURATION: 710 minutes
2. MAIN OBJECTIVE: Review
of the Simple Present and the
Present Continuous focusing
on appropriateness.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1.
3.2. Output Awareness: Take
advantage of the activity to
carry out an overall review
of Simple Present and the
the Present Continuous
structures and functions. Use
board support.
3.3. Vocabulary Investigation:
They are probably going to
have some doubts about
vocabulary. Take advantage
of that to investigate them.
3.4. Correction Technique:
Group Correction

285

classroom activities
DISCOURSE PROJECT
TG (Discourse Project)
1. DURATION: 2025
minutes
2. MAIN OBJECTIVE:
Create a short narration
using the elements
studied.
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and
2. Start the activity by
recollecting the context
together with students.
Remind them that
Ken and Kevin are two
American friends that
used to work together
at an English course in
a foreign country. Then
debate the introductory
topics with the whole
group. The introduction
shouldn't take longer
than 57 minutes, but
make sure you have board
record of topics, chunks,
and expressions to be
used by students. Then
arrange students in pairs
and ask them to write the
narration. As they do the
activity, you should walk
around visiting each pair
and solving their doubts.
Correct their production
as they work.
3.2. Correction Technique:
Group Correction (when
visiting the groups)

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Narrating Current Events

Do you remember the topics mentioned by Kevin in the email he sent to Ken? Debate with your group:

Topics mentioned by Kevin


Possible topics to be mentioned by Ken in his answer
Register in Kens email
Vocabulary in Kens email
Verb forms in Kens email

Now, in pairs, write an answer to Kevins email.

SOCIAL AND CULTURAL AWARENESS professions and women


EARNINGS DIFFERENCES BETWEEN WOMEN AND MEN
What is the earnings gap?
When we talk of comparing womens earnings with mens earnings, we find that no matter
how we measure them, womens earnings are below those received by men. Very often mens
earnings are used as the yardstick to measure womens, and we say, womens earnings are
a percentage of mens. The earnings gap is the difference between this percentage ratio and
100 percent.
It is also used to compare the earnings of other races and ethnicities to those of white males,
a group generally not subject to race-based or sex-based discrimination.
How large are the earnings differences?
2006 Median Annual Earnings by Race and Sex
Race/Gender

Earnings (US$)

Wage Ratio (%)

White men

47,814

100.0

White women

35,151

73.5

Black men

34,480

72.1

Black women

30,398

63.6

Hispanic men

27,490

57.5

Hispanic women

24,738

51.7

All men

42,210

All women

32,649

Wage gap

77.4

TG (Social and Cultural


Awareness)
1. DURATION: 1218
minutes
2. MAIN OBJECTIVE: Use
linguistic elements to
debate social and cultural
issues.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 6.
Organize the classroom
and present the content
of the text. Check if they
understand the concept,
if they happen to know a
place where it happens,
and the like. Then read the
text yourself pausing after
each paragraph to check
students understanding.
Use the follow-up
questions to promote the
debate. Call students
attention to how races are
divided in the chart. Ask
them if the classification
applies to their countries.
3.2. Correction Technique:
Rephrasing

1. According to the text, what is earnings gap? How is it measured?


The difference between womens and mens earnings.
By using mens earnings as a yardstick to measure womens earnings, which is a percentage of mens.

2. In your opinion, why do some groups earn less than white males?
Students creativity.

3. Do you think that the table presented depicts the earnings gap in your country?
Students creativity.

287

PHONOLOGICAL AWARENESS PHONE CALLS


A. Pre-listening
What is a business agent? How do you picture the life of a person that has this occupation?
Students creativity.

B. Vocabulary Game
You are going to listen to a business agent speaking on the phone.
He is going to use the following expressions. In your opinion, what
do they mean? When are they used on phone calls?
a) Wait...
Interrupting the call for a moment.

b) Hi, Ben. Its Sugar.


Picking up the phone, greeting.

c) Okay, hold on.


Interrupting the call for a moment.

d) Just a moment.
Interrupting the call for a moment.

e) Your wife is on the line.


Warning that somebody is waiting.

f) Ill call you back.


Hanging up the phone, saying that youll call again (probably to give an answer).

C. Understanding
a) Sugar is negotiating contracts with three different clients at the same time. Who are they?
Jennifer, Ben, and Rod

b) As he is talking to his clients, his secretary calls him. What does she say?
That Sugars wife is on the line.

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Stockxchng/Celal Teber

TG (Phonological
Awareness)
1. DURATION: 1217
minutes
2. MAIN OBJECTIVE:
Focus on interruptions in
informal spoken language.
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and
15. Do Activities A and B
as pre-listening activities
using Picture 1. You may
even use the picture to
help the pre-listening
part by asking students
about possible topics
that the person would be
solving over phone. Before
you play the passage,
read the questions in
Activity C together with
students. They must be
aware that Sugar is the
business agent and that
he is talking to three
clients and his secretary
at the same time. Play the
passage the first time and
check what students have
understood. Then play it
two more times following
the same procedures. Its
really very important that
you adjust comprehension
after each time you play
the passage.
3.2. Output Awareness:
Play it more than twice
if you have time. If
they have problems
understanding it, have a
brief pause every time
the character switches
phone calls. That will give
them time to write and
help them understand the
dialogue.
3.3. Correction Technique:
Group Correction

c) Does Sugar succeed in closing the deals?


Yes, he does. All three clients say yes to him.

D. Language
a) Are the conversations formal or informal?
Informal.

b) What is Sugars intention when he says I gotta cough or I need to cough?


To interrupt the conversation.

MISTAKE ANALYSIS

CORRECTING MISTAKES

Correct the underlined sentences in the dialogue.


Don I know we are having problems here and I think is serious. But I analyze all the documents and
I dont find the mistake.
I think they are serious. / I think its serious.

Karl T
 heres too many informations in these documents. Thats why you are not seeing the
problem.
There is too much information in these documents. Thats why you dont see the problem.

Don Help me, Karl, please! I could kill me now!


I could kill myself now.

Karl Hold on. Let me take a look at them...Well, I believe exists a way of solving it...
Well, I believe theres a way of solving it...

Assignments

1. Prepare Unit 14.


2. ResearchTake a look at the Research section in Complementary 14.
3. Visit Wise Up Online to do the extra activities related to Lesson 13.
4. Written AssignmentWrite an email to a close friend of yours who has
moved to another city. You havent talked to this friend for one year, so
you need to share what is going on in your life.

TG (Mistake Analysis)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Explore possible mistakes
in the grammar patterns
covered so far.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1.
3.2. Correction Technique:
Group Correction
CLOSING:
Remind students about
the importance of
preparing Complementary
Activities. Also, let them
know that in this module
they will learn different
verb forms. Be sure to
make these things very
clear especially because
you might have new
students in this group.
Dont forget to explain to
students the topic of their
Written Assignments and
talk to them about their
importance.

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