162

08 / THE
SECOND
GUEST
LESSON
EIGHT

163

08
LESSON
EIGHT

LESSON GOAL: Service EncountersAt the Doctors and At the Gym

UNIT PREPARATION
TG (Content Focus)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Check students
understanding of Unit 8
using the Simple Present.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Use
the title of the text as an
openingWhat is your
opinion about George and
the situation he is facing?
3.2. Chat: Get to know
how students relate to the
characters lifestyles and
preferences.
3.3. Correction Technique:
Group Correction

CONTENT FOCUS

The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
1. Answer the questions using complete sentences in the Simple Present.
a) What does Eleanor have for the summer?
Eleanor has a cook for the summer.

b) How does George arrive?

George arrives home very nervous with a woman in his arms.

c) What does Eleanor find in Abigails bag?

Eleanor finds a compilation of plays by Tennessee Williams and some cheap beer coasters.

d) Who does George call?

George calls Sam.

164

2. Use the following words to classify Eleanors and Georges personalities according to the video.

trendy
sexy

arrogant
efficient

busy
discreet

talkative
sweet

competent
snobbish

elegant
vain

Eleanor: trendy, talkative, elegant, sexy, sweet, vain.

George: arrogant, busy, competent, efficient, discreet, snobbish.

FORM FOCUS
a) Listen to the CDUnit 08.
b) Identify the sounds of the underlined letters.
c) List words that you have difficulty pronouncing in the Pronunciation Box.

George

What else is there in her bag?

Eleanor

A compilation of plays by Tennessee Williams

George

...Tennessee Williams...

Eleanor

...and some cheap beer coasters. Thats it.

George

Okay, okay. Take care of her, Im gonna go get my things upstairs.

PRONUNCIATION

TG (Form Focus)
1. DURATION: 57
minutes
2. MAIN OBJECTIVE:
Raise students awareness
of pronunciation patterns.
At this level, well be
focusing on letters and
phonemesmostly
American pronunciation.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Check
students awareness of
words with /th/. Call
students' attention to
the fact that this sound
doesn't exist in their
mother tongue, but cool
them down. Address
difficulties producing
the sound in a playful
way. Check what
difficulties they had in the
Pronunciation Box.
3.2. Correction Technique:
Use choral repetition
to practice and correct
pronunciation.

BOX

165

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

THE SECOND GUEST

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

166

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

Eleanor

George

(on the phone)

167

UNITCLASS
UNIT PREPARATION
FOLLOW-UP

168

FORM FOCUSPronunciation Box

tHE SECOND GUEST

Eleanor

Its weird, Marcy, isnt it? I called the Bistro. Its a giftfor the summer. Isnt it just
fantastic? I have my cook now! He is preparing me ajuice, a very special juice.
(Noise of a door closing) Wait a minute, I guess George is backjust a moment.
(George comes in with a woman in his armsshe seems to be unconscious) George...
Oh, my God! George, what is going on?
Just help me out with her.
Oh, gosh! Marcy, Ill have to call you back. Bye. What...What is going on, George?
A car accident, all right?!
Ill call an ambulance.
No. No.
No?
No. I am a doctor, all right?! Just look in her bag. I need to know her name.
...look in her bag...
Yes, look in her bag...Hurry up!
Her name is Abigail Carpenter.
What else is there in her bag?
What else?
What else is there in her bag?

kevin Dowey/Stockxchng

TG (Text)
1. DURATION: 1015
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 3 parts, as indicated
by the brackets. Have
different students play the
characters roles in each
part.
Keep board record of
mispronounced words.
Investigate vocabulary and
correct pronunciation after
each part.
3.2. Chat: Talk about being
a driver (if students drive,
if they are good drivers)
and unexpected situations
(you can list the top five
unexpected situations).
3.3. Vocabulary
Investigation: All vocabulary
investigations should
start by eliciting students
previous knowledge about
the subject. Then add new
words and expressions.
Focus on strong
collocations.
Part 1
Have dinner, an opportunity
Wait a moment, all day
long, for me
Call you back. / Call you
later. / Call you soon. / Call
you immediately.
Part 1
Part 2
Look in her bag / Look for
things / Look at you
Take care of her, the
children, the house
Get my things, in trouble,
sick
Part 3
Trust me, my words, my
love
Know me, the answer, a
country, a person
Want a scandal, a problem,
a fight, a discussion, an
argument
3.4. Correction Technique:
Group Correction with
boar support. Take notes
of students pronunciation
mistakes on the board while
they are reading, After that,
have them practice the Part 2
correct pronunciation.

CONTENT FOCUSCorrection of follow-up

activities 1 and 2

George
Eleanor
George
Eleanor
George
Eleanor
George
Eleanor
George
Eleanor
George
Eleanor
George

Eleanor
George
Part 2

Eleanor
George
Eleanor
George
Eleanor
George
Eleanor
George

Part 3

Eleanor

George

A compilation of plays by Tennessee Williams

Tennessee Williams...
...and some cheap beer coasters. Thats it.
Okay, okay. Take care of her, Im gonna go get my things upstairs.
GeorgeIm not a doctor
Take care of her!
Im not a doctor, George.
Take care of her.
Im not a doctor, George!
Take care of her!
George...okay, relaxeverything is gonna be all right. Youre gonna be finehe, hes
an excellent doctorthe best in FloridaHead Director of the Miami Medical
Centeryes, yesvery competent and efficientmy brotheran excellent person.
Trust me, Abigail! Oh, Im sorry, you dont know meIm Eleanor Elliot. Nice...Nice
to...(Abigail moves) Ah! George! Nice...nice to meet you...Okay, George, George,
George...
(on the phone) Im in trouble, Sam. I need your help. A car accidentdriving while
talking on the phone. I dont want a scandal, you understand!? I need you to bring
some things to my house, now!

LEXICAL

BOX

Weird
Strange
Wait a minute/just a moment To interrupt someone or to ask for more time
Help me out
Used to ask for somebodys help
Gosh! Oh, my God!
Expressions of surprise
(Ill) take care of (it)
I will be responsible for it
Take a look at
To look
What else...?
Asking for more information
A play
A story performed in a theater
Head Director
The director who is in charge of a company
Trust me
Believe me

01

TEXT INVESTIGATION

LEXICAL AND GRAMMAR AWARENESS

A. While confirming information, its very common to use tag questions, as in: Its
weird Marcy, isnt it? How would you try to confirm the following statements?
a) Her name is Abigail Carperter,

isnt it

b) George is back,

isnt he

c) He is preparing me a juice,
d) You dont know me,

isnt he

do you

e) George works at the Miami Medical Center,

f) Eleanor has a TV program,
g) I am a doctor,

arent I

doesnt she

doesnt he

?
169

TG (Lexical and Grammar

Awareness)
1. DURATION: 812
minutes
2. MAIN OBJECTIVE: In
Activity A, raise students
awareness of functions
in a context. In Activity
B, your objective is to
present Tag Questions. In
Activities C and D, your
aim is to call students
attention to the role of
Pronounsthey always
refer to something in the
textand present Object
Pronouns.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Explore
Tag Questions and
Pronouns with students.
Use the Grammar Note to
finish Activities C and D.
Call students attention
to the difference between
Possessive Adjectives and
Possessive Pronouns.
3.2. Output Awareness:
Focus on contextualized
meaning. Raise their
awareness of the fact that
the choice of functions
and pronouns can only be
properly established in a
context.
3.3. Correction Technique:
Group Correction
3.4. Link: Mention
the Lesson Goal and
relate it to the next
topics (questions about
lifestyle and leading a
healthy life, and doctors
appointment).

B. Based on the sentences you have just completed, how is the tag question formed?
You form tag questions by using the auxiliary verb of the main sentence as in the following pattern. The subject of the same sentence is usually
substituted by a pronoun:
Main sentence (affirmative) tag question (negative) / Main sentence (negative) tag question (affirmative)

C. Find these sentences in the text and identify who the words in bold are referring to.
a) ...just help me out with her.
me refers to George
her refers to Abigail
b) Take care of her, Im gonna get my things upstairs.
her refers to Abigail
I refers to

George

c) You dont know me.

you refers to Abigail
me refers to Eleanor
d) I need you to bring some things to my house, now.
I refers to

George

You refers to Sam

e) I need your help.
I refers to

George

Your refers to Sam

D. What is the difference between the words in bold in the sentences?
The subject pronoun replaces the subject of a setence. The object pronoun replaces the object of a verb or a preposition. The possessive
adjective refers to possession and is used before nouns.

170

GRAMMAR NOTE
SUBJECT PRONOUNS

OBJECT PRONOUNS

Singular

Plural

Singular

Plural

I
You

We
You

Me
You

Us
You

He
She
It

They
They
They

Him
Her
It

Them
Them
Them

POSSESSIVE PRONOUNS

POSSESSIVE ADJECTIVES

Singular

Plural

Singular

Plural

Mine
Yours

Ours
Yours

My
Your

Our
Your

His
Hers
Its

Theirs
Theirs
Theirs

His
Her
Its

Their
Their
Their

02

SUBJECT MATTER

Ivan Prole/Stockxchng

Do you lead a healthy life? Fill in this chart and make a self-evaluation.

TG (Subject Matter)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE: Get
students to talk about
their lives regarding
healthy activities.
3. HINTS
3.1. Setting / Problem
Solving: Picture 18.
Students should do it
by themselves. Walk
around solving vocabulary
doubts. This should be a
preparation for the next
activity.
3.2. Correction Technique:
Self-correction
3.3. Link: Use the next
activity as a continuation
of this one.

171

TG (Game Time)
1. DURATION: 1218 minutes
2. MAIN OBJECTIVE: Get
students to experience
Interactional Conversations.
3. HINTS
3.1. Setting / Problem
Solving: Picture 2 during the
interview. Picture 7 during
the presentation.
3.2. Output Awareness:
Students may provide simple
sentences such as "It's not
good." / "It's terrible." When
expressing their opinions.
Help them to improve, for
example: I think it's not a
good habit. / I believe it's not
good for his health.
3.3. Correction Technique:
Self-correction. You might
ask questions to help your
students correct themselves
while talking. In case your
students make mistakes
about topics they havent
studied, use Rephrasing.
3.4. Link: Tell your students
they are now going to
reproduce a dialogue that
takes place at a doctors
office.

ALWAYS

USUALLY

OFTEN

RARELY

NEVER

Eat fruit and

vegetables
Eat fattening food
Play sports
Have a checkup
Go to the dentist
Sleep well
Work on the
weekends
Spend time with
your family
Spend time with
your friends

03

GAME TIME
Interview one of your classmates and find out about his/her unhealthy habits. After that, present at
least three unhealthy habits your classmate has and give your opinion about them.
Does

(your classmates name) have unhealthy habits?

What do you think about them?

TG (Discourse Moment)
1. DURATION: 1218 minutes
2. MAIN OBJECTIVE: Have students experience different real-life
conversations about health.
3. HINTS
3.1. Setting / Problem Solving: Use Picture 1 for Activity A, but bear in mind
that this is just a way of generating some interaction and not breaking the
class flow. In this first part of the activity, you will
probably have to provide most of the answers. The goal here is to expose
students to proper
vocabulary to write the dialogue in Activity B, so its important to keep board
record of all the symptoms and prescriptions and any possible collocations.
In activity B, use Pictures 2 and 9. Even though its a short dialogue, help
them prepare the written follow-up and make sure all dialogues are corrected
before the presentation. If possible (depending on the number of students or
time constraints), have all the pairs present.
3.2. Output Awareness: In Activity A, students will be tempted to switch to
Portuguese since they are not familiar with the target vocabulary. Be strict
about that and encourage them to use body language. As you analyze the

172

AT THE DOCTORS
Adam Ciesielski/Stockxchng

DISCOURSE MOMENT

symptoms and prescription, think about

possible sentences and questions used by
patients and doctors. Have them written
on the board. This will help students in the
second part of the dialogue.
3.3. Vocabulary Investigation: Brainstorm
and investigate common verbs used in
doctor's talk such as: feel / have /
get / do. Provide collocations
related to the topic and have them written
on the board.
3.4. Correction Technique: Rephrasing
(Activity A) and Group Correction for the
group work (Activity B).
3.5. Link: Ask them to describe a doctors
office after their presentations. Then work
on someones workplace and house.

A. Pretend you are doctors. Together with your classmates, think of the symptoms and/or
prescriptions for the following situations:
a) Pregnancy morning sickness, swollen feet, backache...

b) Stomachache aches, vomits, regurgitation / antacid drugs, avoid alcohol, gum and acid food.

c) Stress aggressiveness, lack of patience, difficulty sleeping / have some time off, sleeping pills

d) Backache aches all over your body / physical therapy, anti-inflammatory drugs, painkillers, massage therapy

e) Itches

sore skin / put ointment on

f) Stuffed nose difficulty breathing/ nose drops

B. Now, in pairs, play the role of the doctor or the patient and make up a dialogue about one of the
situations mentioned in the previous activity.
Students creativity.

ACTIVITIES

01 DESCRIPTION OF PLACES
Take a look at the picture. In pairs, write a paragraph that describes the place and Eleanors routine.
Use There is/are, adjectives, prepositions of place, and the Simple Present plus adverbs of place.

TG (Activity 1)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE: Practice
description of places and
review There is/are in an
interactive way.
3. HINTS
3.1. Setting / Problem Solving:
Picture 4. Explore the picture
and give students some ideas/
hints before they start. It's
the first time students have
to combine description and
narration, so they may have
some difficulties.
3.2. Output Awareness:
Students may make more
mistakes than you expect while
writing the text. Praise them
for the effort. Remember that
learning is cyclical.
3.3. Vocabulary Investigation:
Explore the picture as much as
you can. Take advantage of the
activity to review Prepositions
of Place. Use board support.
3.4. Correction Technique:
Prefer Rephrasing with board
support.

173

TG (Activity 2)
1. DURATION: 36
minutes
2. MAIN OBJECTIVE:
Practice Possessive
Adjectives and Possessive
Pronouns.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1.
3.2. Correction Technique:
Group Correction

02 PRONOUNS
Complete the dialogue with the appropriate Possessive Adjective or Pronoun.
A:

Relax, thats

problem. (we)

B:

No, its not

A:

If its

B:

Hey! You cant interfere in

my

life!!! ( I )

A:

Kate, this is not only about

your

life! (you)

our
yours

your

. Its just

mine

problem, its

mine

. (you / I)
too. (you/I)

03 PREPOSITIONS AND TIME

TG (Activity 3)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Practice Prepositions of
Time.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Remind
students about the use
of On, In, and At as
Prepositions of Time:
Onweekdays and dates
Inmonths, years, and
seasons
AtSpecific time
3.2. Chat: Ask students
more questions about
their daily routines so that
they can use prepositions.
3.3. Vocabulary
Investigation: Work on
expressions with the
Prepositions of Time.
3.4. Correction Technique:
Self-correction or Group
Correction

A. Complete the first blanks with the days of the week and mark how often you do the activities
listed on the left.

Monday

Wednesday Thursday

Tuesday

Friday

Saturday

Sunday

Have
English
classes
Work

Sleep
late

B. Now complete the following sentences.

CLOSING: Remind
students about the
research for next class.
Talk about Activity 1
mentioning that they are
already able to produce
short paragraphs.
Highlight the importance
of writing as a tool
to improve fluency in
English. Students can
review grammar topics,
sentence organization,
and raise their awareness
of word uses and
collocations.

174

a) On
b) I work from

(and)

I have English classes.

to

c) On
d) On

Assignments

. / I work on

I sleep late.
(pl.) and

(pl.) I dont have English classes.

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. ResearchBring it next class.

COMPLEMENTARYCLASS

TG (Activity 1)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Improve discursive perception regarding service encounters
(transactional conversation).
3. HINTS
3.1. Setting / Problem Solving: Picture 16. Elicit possibilities, but draw their
attention to appropriateness.

ACTIVITIES
01 USEFUL EXPRESSIONS AND SENTENCES
What are some of the possible expressions or sentences a customer or an employee could use in the
following situations?
a) At a shoe store:
How may I help you? / Do you need something special?
Do you have these in black? / Anything else?

b) At a doctors office:
How are you? / How do you feel? / You need to take some medicine.
Do you have an appointment?

c) Ordering food at a restaurant:

3.2. Vocabulary Investigation:

If necessary, present words
students need.
3.3. Correction Technique:
Group Correction or Playing the
Fool (especially what concerns
appropriateness).
TG (Activity 2)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE:
Focus on students general
understanding of the Simple
Present in context.
3. HINTS
3.1. Setting / Problem Solving:
Picture 1. Warm up the activity
by asking students what Black
Friday is and give details about
it. You may give students some
social and cultural background
about the topic.
3.2. Chat: Ask students about
shopping, favorite stores, and
what they usually buy.

Can I see the menu? / What are the specials?

What do you suggest? / Ill have the...

02 My Life as a Shrink

Watch My Life as a Shrink at Wise Up

Online and do the following tasks.

a) List the delusions that Mark is under.

He sees numbers. He hears voices saying sale. He sees
bills dancing and laughing at him. He hears his credit card
shouting. He hears the prices of all the products he has at home.

b) Whats the doctors opinion about Mark?

He has a post Black Friday trauma.

c) What does the doctor prescribe?

He tells Mark to break his credit card and only leave the house without cash.

175

TG (Activity 3)
1. DURATION: 1220
minutes
2. MAIN OBJECTIVE:
Practice Question Words
in the Simple Present.
3. HINTS
3.1. Setting / Problem
Solving: Picture 16.
Question Words in the
Simple Present tend to
be a difficult topic for
students. Use board
support to help them.
3.2. Output Awareness:
Pay attention to the use
of the auxiliary verb. They
may also have difficulties
with the questions with
Who.
3.3. Chat: This might be
a long activity but, if you
have enough time, chat
throughout the activity in
order to break the tension.
Ask them about plays,
restaurants, scandals.
3.4. Speech: During
your chats, try to use
the vocabulary studied
in the unit, especially
collocations about habits
and routine.
3.5. Correction Technique:
Group Correction with
board support

03 Question Words
Create questions for the following sentences:
a) Eleanor receives a gift from the Spanish garden bistro.
What does Eleanor receive?
Who receives a gift from the Spanish Garden Bistro?
b) Eleanor finds a compilation of plays by Tennessee Williams in Abigails bag.
What does Eleanor find in Abigails bag?
Who finds a compilation of plays in Abigails bag?
c) George needs to know the womans name.
What does George need to know?
Who needs to know the womans name?
d) George talks to Sam about the accident.
What does George talk to?
Who talks to Sam about the accident?
e) George doesnt want a scandal.
What doesnt George want?
Who doesnt want a scandal?

classroom activities

176

DISCOURSE PROJECT

answering a questionnaire

When you enroll at a gym, you have to answer a Lifestyle and Health Questionnaire. Take a look at
the following one and answer it according to your lifestyle.
Cheryl Empey/Stockxchng

TG (Discourse Project)
1. DURATION: 1217
minutes
2. MAIN OBJECTIVE: Use
the studied patterns in a
real-life questionnaire.
3. HINTS
3.1. Setting / Problem
Solving: Picture 6. Each
student should fill out
their own questionnaire,
but run it as a group
activity, reading each
topic with them and giving
them time to answer.
3.2. Correction Technique:
Self-correction

Lifestyle & Health Questionnaire

Name
Female Male
Date of birth://
Height:Weight:
Do you smoke?YesNo
Allergies?YesNo
If yes, which one(s)?
Do you exercise?YesNo
List the medication you take:

HEALTH CONDITIONSDo you have?

High blood sugar
Hypoglycemia

High cholesterol

High blood pressure

Heart arrhythmia

Palpitations

Chest congestion

Asthma

Shortness of breath

Cough

Nausea

Unclear vision

Diabetes

Dark urine

Incontinence

Painful urination

Diarrhea

Constipation

Do you feel
Depressed?Anxious?Stressed?

research

ways of expressing possession: s

A. Is it correct to say the following sentences? If not, what is the correct way?
a) ( I )Thats Ralph problem.
b) ( C )Joess and Lucys bikes are blue.
d) ( C )She lives in Marks new apartment.
e) ( I )Mr. Wang children are at school.
f) ( C )Where are Helen and Bryans children?
g) ( C )They have a meeting with Joannas parents.
h) ( C )That bag is Lucys. Where are Joes and Marcys?
i) ( C )These arent James reports.
j) ( C )The mens room is upstairs.
B. Based on your research, how is the Possessive Case used in English?
Possessive Case: singular noun add s / plural noun or proper names ended in s add ( ) / irregular plural + s
Joes and Lucys bikes = Two different bikes.
Joe and Lucys bike = one bike that belongs to both.
Proper names ended in s = add ( ) or (s)
When a noun ends in -s, you can add just an apostrophe ( ) or ( s). The latter is more common.

TG (Research)
1. DURATION: 1015
minutes
2. MAIN OBJECTIVE:
Teach Possessive Case,
leading students to get to
their own conclusions.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Keep
board record of the
answers. After correcting
the first part, ask students
questions to lead them to
perceive patterns: "When
do you use 'S? Is there
any situation in which you
don't have to use only
the (')? List them. These
questions will help you
close the grammar topic
at the end of the activity.
3.2. Output Awareness:
Encourage all your
students to talk and share
their research results
with the rest of the group,
even if their answers are
not correct. Use Activity
B to close the grammar
debate.
3.3. Correction Technique:
Group Correction

177

LISTENING TRANSCRIPT
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induces relaxation, promotes
healing, and helps maintain
optimal health. Oasis Massage
Center offers high-quality
massages by trained massage
therapists.
Quick Stress Relief, 30
minutes, US$ 55.
Enjoy the full benefits of
this relaxing back and neck
massage.
Tension Reduction, 40
minutes, US$ 65.
A unique approach to
eliminate the destructive
effects of accumulated stress.
Reflexology, 30 minutes,
US$ 45.
A combination of pressure and
massage on the reflex points
of feet and hands combined
with personally chosen
essential oils. An ideal therapy
for many aches.
Aromatherapy Massage, 60
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A unique blend of essential
oils combined with a classic
massage designed to nurture
the body, mind, and spirit.

178

Stockxchng

PHONOLOGICAL AWARENESS massages

Stockxchng

TG (Phonological
Awareness)
1. DURATION: 1520
minutes
2. MAIN OBJECTIVE:
Check students capacity
to identify information in a
listening activity. Focus on
general understanding.
3. HINTS
3.1. Setting / Problem
Solving: Start the activity
by exploring the parts
of the body in the box.
Then explore possible
verbs and adjectives
related to massage and
write them on the board.
This will help students
predict the passage
contentmental pictures
help understanding.
After that, play each
massage type twiceone
for understanding and
another for correction.
Focus on the fact that
they need to focus on the
general understanding
and that it's common and
expected that they will
not understand all the
words.
3.2. Speech: Solve their
vocabulary doubts by
giving them simple
synonyms or antonyms
that would fit the
passage context. Dont
provide too many
possibilities in order not
to miss the goal.
3.3. Correction Technique:
Group Correction

A. Parts of the Body

shoulder

neck

head

elbows

hand

back

chest

thigh

legs

knee

feet

ankle

wrist

waist

face

chin

B. Listen to the passage and identify the information about each of the massage types.
OASIS MASSAGE CENTER

Massage Type:
Duration:
Price:
General Description:

quick stress relief

30 minutes

US$ 55
back and neck massage

Massage Type:

Reflexology

Duration:

30 minutes

Price:

US$ 45

General Description:

pressure and massage on the

reflex points of feet and hands

Massage Type:
Duration:
Price:
General Description:

tension reduction
40 minutes
US$ 65
eliminate effects of stress

Massage Type:

Aromatherapy

Duration:

60 minutes

Price:

US$ 75

General Description:
oils combined with classic massage

MISTAKE ANALYSIS

SIMPLE PRESENT

In movies you may sometimes see mistakes in conversations to better portray the way people talk.
Take a look at the following dialogue and correct the mistakes.
Man You live here?
Boy I no live here. My mother
Man Your mother live
Boy Yeahshe do
Man Its a nice place to live.
Boy She dont likeShe say it is dangerous in the night.
Man Do you live here?
Boy I dont live here. My mother does.
Man Your mother lives here
Boy Yeahshe does.

TG (Mistake Analysis)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Raise students awareness
of common mistakes
about the use of the
Simple Present.
3. HINTS
3.1. Setting / Problem
Solving: Picture 1. Explore
the idea that in songs and
movies they may hear
mistakes and misuses.
You may list some
famous ones in songs as
examples.
3.2. Correction Technique:
Group Correction
CLOSING
Analyze your students
performance, especially
in the Mistake Analysis
activities and, if
necessary, recommend
some activities for them
to review. Remind them
about their assignments.

Man Its a nice place to live.

Boy She doesnt like itShe says its dangerous at night.

Assignments

1. Prepare Unit 09.

2. Visit Wise Up Online to do the extra activities related to Lesson 08.

NOTES

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