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06 /
LESSON
SIX
THE
CHEF
121
06
LESSON
six
TG (Content Focus)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE: Check
general understanding of
the text by identifying its
chronological sequence
(number 1); check students
capacity to find contextual
information that is not given,
but suggested in the text
(number 2).
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and 2/4.
Use Picture 1 for Activity 1.
Then use Pictures 2 or 4 for
Activity 2 (depending on the
number of students). Activity
2 is a new element in your
students repertoire. Help
them perceive the contextual
constraints of a dialogue
one line or word helps
predicting the others.
3.2. Correction Technique:
Activity 1In case of
disagreement, use the text as
a source.
Activity 2Use Rephrasing
to deal with inapropriateness
or mistakes. Youll probably
have to shape students
language production.
UNIT PREPARATION
CONTENT FOCUS
The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
1. The events are out of order. Number them according to the story.
Eleanor is in doubt about the type of cuisine.
Eleanor loves Marcys idea.
2
()
Marcy suggests Mediterranean food.
5
()
Eleanor is confident and happy.
4
() George tells Eleanor about the new restaurant in town.
()
1
3
()
2. Eleanors dialogue with Marcy is incomplete. In your opinion, what did Marcy say?
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leanor
Marcy
Eleanor
Marcy
Eleanor
No, no, no. I dont want a French chefMy French is horrible! I want something
Marcy
Eleanor
Marcy
Eleanor
youre my best friend. Your ideas are just great. Listen, lets do lunch next week, okay?
FORM FOCUS
a) Listen to the CDUnit 06.
b) Identify the sounds of the underlined letters.
c) List words that you have difficulty pronouncing in the Pronunciation Box.
Eleanor
George
Eleanor
George
What?
Eleanor
PRONUNCIATION
BOX
TG (Form Focus)
1. DURATION: 58
minutes
2. MAIN OBJECTIVE:
Raise students awareness
of pronunciation patterns.
Focus on the sounds /g/
and /j/.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Start
the activity by writing
on the board the words
which have underlined
letters and have students
read them out loud.
Call students attention
to the correct way of
pronouncing them. It
works as an overall view
of the sounds covered
in Basic I. After that,
have students read the
extract paying attention
to the pattern. Bear in
mind that activitys aim
is 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.
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DICTATION
a) Listen to the CD and transcribe the text.
b) Compare it to the Text and check spelling.
THE CHEF
Eleanor
George
Eleanor
George
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Eleanor
George
Eleanor
George
125
UNIT PREPARATION
FOLLOW-UP
THE CHEF
Stockxchng/ Ross Brown
TG (Text)
1. DUARTION: 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
has been divided into three parts, as indicated by
the brackets. Have different students read different
parts.
Keep board record of mispronounced words.
Investigate vocabulary and correct pronunciation
after each part.
3.2. Chat: Talk about places to go in the city like
restaurants, bars, and nightclubs. Ask students to
provide information about their style and location.
3.3. Vocabulary Investigation: All vocabulary
investigations should start by eliciting students
previous knowledge about the subject. Then add
new words and expressions.
Part 1
Agreeing: Youre right. / I agree with you. / Thats
it.
Questions about preference What type of food or
What kind of food / movies / bars / restaurants /
dessert / drinks do you prefer?
Adjectives for food: healthy /
unhealthy / fattening / light /
heavy /yummy / yucky /
delicious / disgusting
Eleanor I dont know, Marcy! Maybe Italian? Yeahyoure right. Italian food is too fattening.
Invitations: Lets do lunch. /
No, no, no. I dont want a French chefMy French is horrible! I want something
How about lunch / Why
dont we have lunch?
different, but with style. What type of food do you prefer? Oh, thats interesting.
/ Would you like to have
Mediterranean...Its very healthyseafood, saladsOh, darling, youre my best
lunch?
Part 2
friend. Your ideas are just great. Listen, lets do lunch next week, okay? I love you!
Time reference (present):
Bye! Okaynow I need to find a chef specialized in Mediterranean food.
tonight / today / this
afternoon / this morning /
George
Eleanor, dont wait for me to have dinner. I have an interview tonight at the Spanish
this evening / right now / at
Garden bistro.
this moment
Meals: dinner / lunch /
Eleanor
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Part 1
Part 2
Part 3
LEXICAL
BOX
Fattening
Healthy
Best friend
Lets do lunch
Chef
Bistro
Town
Specialty
01
TEXT INVESTIGATION
Identify the following sentences in the text and choose the alternative that explains the words in bold.
1. Eleanor Which type of food do you prefer?
(a) place
(b) object
(c) option
(d) person
2. Eleanor Your ideas are just great!
George Their specialty is Mediterranean food.
Eleanor The perfect person to help me write my recipes.
(a) doubt or certainty
(b) possession
(c) preference
(d) reference
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TG (Subject Matter)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Relate the topic from the
Text to students reality.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 6.
3.2. Output Awareness:
If students are silent,
provide some examples.
Ask questions to help
them express their ideas.
3.3. Chat: Run the activity
in a chat-like atmosphere.
3.4. Correction Technique:
To keep the chat-like
atmosphere, use
Rephrasing.
GRAMMAR NOTE
This isMYhouse.
WHAT
This isYOURhouse.
WHERE
This ishishouse.
WHO
This isHERhouse.
HOW MUCH/MANY
This isITShouse.
WHICH
This isOURhouse.
WHY
This isYOURhouse.
HOW OFTEN
This isTHEIRhouse.
WHEN
SUBJECT MATTER
In this lesson, George is going to a professional meeting at a restaurant. Where do you usually go
when you have
a) a romantic date? Answers will vary.
b) a get-together with friends after work?
c) a formal business lunch?
128
Valeria Obregon/Stockxchng
Naoko McCracken/Stockxchng
Neil Gould/Stockxchng
Sava Marinkovic/Stockxchng
03
GAME TIME
In this lesson, there are some sentences that express politeness, such as: Oh, darling, youre my best
friend. Your ideas are just great. and Can you please repeat that?
The following ten sentences can be divided into two five-line dialogues that take place at a hotel
front desk. One is quite polite and the other really impolite. Identify them and organize the dialogues.
Good evening, sir. How may I help you?
There is a line. Cant you wait?
Asshole!
OkayIts a suite for two nights. Could you, please, fill out this form?
Here are your keys. Have a pleasant evening.
TG (Game Time)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE: Work
on lexical registerimpolite
and polite sentences.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 2. Visit them
to help with vocabulary and
clear up doubts.
3.2. Speech: Explain the
expressions using intonation
patterns.
3.3. Correction Technique:
Give cultural reference to
justify issues regarding
politeness and impoliteness.
Group Correction.
3.4. Link: Continue exploring
hotels focusing on requests
and move on to the next
activity.
Impolite dialogue
A - Hey, youI need my room.
B - There is a line. Cant you wait?
A - Fuck off! I dont wait! Im a guest here!
B - I dont give a damn. Respect the fucking line.
A - Asshole!
129
DISCOURSE MOMENT
TG (Discourse Moment)
1. DURATION: 1520
minutes
2. MAIN OBJECTIVE:
Engage students in
Transactional Talks
and explore common
sentences and situations
in service encounters
related to hotels.
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and
4. Start the activity by
exploring the picture
and move on to the
first part of the activity
(requests). Do not provide
grammar explanations
for the structure with
Modal Verbsfocus on
the meaning and use
in context. After that,
arrange students in
groups for the second part
of the activity. All groups
should present their
dialogues.
3.2. Correction Technique:
Use Group Correction
and Rephrasing (dialogue
moment).
at a hotel
1. What are the usual things you ask for when you stay at a hotel?
d) You want a specific type of room (with a view / with a type of bed)
130
3. Now, in groups, decide when the following sentences should be used: check-in or checkout. After
that, create two four-line dialogues.
a) How much is the room? Check-in
b) Could you fill out this form? Check-in
c) How did you like your stay? Checkout
d) Is there a fitness center in the resort? Check-in
e) How would you like to pay? Checkout
f) Where is breakfast served? Check-in
g) I would like a transfer to the airport. Checkout
DialogueCheck-in
DialogueCheckout
Free answer
131
ACTIVITIES
TG (Activity 1)
1. DURATION: 1015
minutes
2. MAIN OBJECTIVE:
Improve students
listening skills and identify
polite sentences in service
encounters.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 15. Play
the passages once and
have students fill in the
blanks. Play the dialogues
again and get to know
students opinion about
the contexts. Students
have already studied other
service encounters. They
are aware of possible
typical expressions that
are used, its part of their
previous knowledge; even
if they dont know the
expressions in English,
there is a predictable
script to be followed.
3.2. Correction Technique:
Start a debate and collect
information in order to
reach a conclusion. Use
Group Correction.
01 dialogues
A. Listen to the following dialogues and complete them.
Dialogue 1
help you
A:Can I
?
thank you
B:Oh, no .
Im just browsing.
Dialogue 2
A:Do you have these shoes in size seven?
the black or the brown
B:Yes, do you want
ones?
How much
A:I wanna try the black ones on.
do they cost?
US$228,00
B:They are .
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ASSIGNMENTS
COMPLEMENTARYCLASS
ACTIVITIES
01 credit card APPLICATION FORM
A. Fill in the following credit card application form.
Personal Information
All fields marked * are required.
yes
no
yes
yes
no
no
yes
no
yes
no
TG (Activity 1)
1. DURATION: 1518 minutes
2. MAIN OBJECTIVE: Show
students a different text type
(form) and practice the use
of Question Words.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Check if
students have understood
what the form is requesting
in each item. Picture 2. Then,
at a second moment, ask
students to start asking each
other the questions they
prepared at home.
3.2. Correction Technique: In
the first part, give teachercentered explanations.
Students might need some
cultural or social background
to understand the type of
information requested.
Then, while dealing with
the questions, use Group
Correction.
Who:Who
is your mother?
do you live?
Where: Where
133
A. Watch Tie the Knot at Wise Up Online and identify information about the following topics:
a) Ninas food
Its disgusting.
b) The dogs
They are hungry.
c) Ninas desires
a facelift, a silicone implant, a week spa treatment and new clothes
classroom activities
DISCOURSE PROJECT
a timetable
134
GRAMMAR NOTE
TG (Discourse Project)
1. DURATION: 1520
minutes.
2. MAIN OBJECTIVE:
Provide students with
possible sentences
and expressions used
in service encounters.
Develop students
capacity to extract
information from a
timetable.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Before
asking students to do the
activity, set the situation:
someone is arriving
at an airport. Explore
the situation and the
timetable vocabulary.
Picture 4. Divide them
into groups of three or
four to do the activities.
3.2. Speech: Use body
language and intonation
to help students picture
the situation.
3.3. Vocabulary
Investigation: Before
doing the activity, explore
the vocabulary presented
in the timetable by linking
them to the situation:
arriving at an airport to
catch a flight.
3.4. Correction Technique:
In case of an incorrect
answer, ask the student to
show where he/she has
found this information.
That will help you solve
the misunderstanding.
Self-correction.
PREPOSITION ON
135
T
()
F
()
F
()
T
()
C. Put the events in order and identify who would use the following sentences: attendant, captain, or
passenger.
Attendant
3 :
a) ()
We have some delicious chicken with tomato sauce. Or, if you
prefer something lighter, green salad with rice and mashed potatoes!
Attendant
5 :
b) ()
Thanks for flying TSA.
Attendant
1 :
c) ()
Welcome aboard. Third row right...
Captain
4 :
d) ()
Ladies and gentlemen, this is your captain speaking. We will have
to land at La Guardia Airport. JFK Airport is closed.
Maria Herrera/Stockxchng
Passenger
2 :
e) ()
Oh, excuse me...Hm, excuse me, Miss. I think youre sitting in my
seat...
TG (Research)
1. DURATION: 1015
minutes
2. MAIN OBJECTIVE:
Organize information in
English.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 6. Even
if your students have
interviewed people in
Portuguese, they had to
organize the information
in English.
3.2. Chat: The activity
should be carried out
as a chat with students.
Vary the questions from
one student to the other
comparing their results,
but make sure everyone
gets the chance to present
some.
3.3. Output Awareness:
During the chat moment,
accept short answers. If
possible, rephrase them;
do not let it sound as a
correction.
3.4. Correction Technique:
Rephrasing
3.5. Link: Tell students
that they are going to
listen to some airport
announcements and
extract some information
from them.
136
RESEARCH INTERVIEWS
Interview three people and ask them what time they...
People
01
02
03
...wake up.
...go to work.
...have lunch.
...arrive home.
...take a shower
...go to sleep.
In general, people wake up at , go to work at , have lunch
at around , arrive home before , take a shower
at , go to sleep after .
AIRPORT ANNOUNCEMENTS
Ryan Tamayo/Stockxchng
PHONOLOGICAL AWARENESS
TG (Phonological
Awareness)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE:
Identify core information in
announcements.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 14. Start
the activity by asking
what information is
commonly found in airport
announcements. Play each
announcement two times.
3.2. Output Awareness:
Have students create an
announcement. This will
help them create a mental
picture of what they are
about to listen to.
3.3. Correction Technique:
Group Correction
LISTENING TRANSCRIPT
Announcement 1
Transocean Airlines informs
that flight 2304 to Las Vegas
is on schedule and is now
boarding at gate 13.
A. What are some of the common announcements in airports? List topics, words and expressions
used.
Announcement 2
Flight 5978 to Tokyo is
delayed due to heavy traffic.
Boarding will start in thirty
minutes at gate 7A.
Students criativity
B. Youll listen to two airport announcements and identify the following information:
Announcement 1
Announcement 2
137
TG (Self-evaluation)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Students self-analysis.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Explain
the activity before doing
it. After that, let students
free to share their results.
SELF-EVALUATION
YOUR DEVELOPMENT
Mark 15 according to what you think about your development in this module.
1
Weak
2 Regular
3 Good
4 Very good
5 Excellent
A. How is your use of the following?
1. Verb To Be + Definite/Indefinite Articles:
() 1
() 2
() 3
() 4 () 5
2. Adjectives + Alphabet:
() 1
() 2
() 3
() 4
() 5
() 4
() 5
2. Opening/Closing Conversations:
() 1
() 2
() 3
() 4
() 5
3. Personal Descriptions:
() 1
() 2
() 4
() 5
() 3
138
Final Grade
Between 5040 points = 5
ASSIGNMENTS
NOTES
CLOSING:
Focus on students
answers in the Selfevaluation section.
Also, provide them with
general feedback on their
production during the
module and give them
useful advice for the
exams. Remind them to
do Review 56 exercises
and to prepare themselves
for the exams.
139