03 / I

HATE
SICK
PEOPLE
LESSON
THREE

57

03

LESSON
THREE

Lesson Goal: To Exchange Personal Information

UNIT PREPARATION
TG (Content Focus)
1. DURATION: 57
minutes
2. MAIN OBJECTIVE:
Help students to
perceive and organize the
chronological aspect of
the text.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Its
very important to draw
students attention to
Georges emotional
aspects during the
conversation. Help
students to understand
the sequence of events.
Afterwards, call students

58

CONTENT FOCUS

The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
Watch the video and then complete the following exercises:
1. In your opinion, who is Mr. McCoy?
a) Georges friendanother doctor
b) Conrad Slovskys patientprobably a journalist
c) Conrad Slovskys doctor
d) A phone operator
2. Select the sentence that best describes Georges emotions in each of the following pictures:
Students' personal answer
a) Thats great.
b) Pneumonia...Oh, my gosh!
c) How do you spell it?
d) Let me introduce myself.
e) I hate sick people.

(Content Focuscont.)
attention to the notion of
places, and explore the
prepositions in / at / on
as a pre-teaching activity.
3.2. Correction Technique:
Group Correction

59

FORM FOCUS
TG (Form Focus)
1. DURATION: 58
minutes
2. MAIN OBJECTIVE:
Raise students' awareness
of pronunciation patterns
of the English language.
Focus on the sounds /t/
and /d/.
3. HINTs
3.1. Setting / Problem
Solving: Picture 1. Start
the activity by writing
the words which have
underlined letters on the
board and have students
read them out loud.
Call students attention
to the correct way of
pronouncing them and
pronounce each of the
sounds. Make it clear that
the /t/ and /d/ sounds
are similar to the way
they are pronounced in
Portuguese, but, almost
as if they had a blow of
air after them. They are
considered plosive sounds
(made by completely
stopping the flow of air
out of your mouth and
then suddenly letting
it out). Then have
students read the extract
paying attention to this
pattern. Bear in mind
that this activity aims
at awareness, so dont
expect your students
to perform it perfectly.
Learning is cyclical and
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.

60

a) Listen to the CDUnit 03.

b) Identify the sounds of the underlined letters.
c) List words that you have difficulty pronouncing in the Pronunciation Box.

George Y
 our discretion is greatly appreciated. Come visit me at my office to talk

about a possible investment in your clinic. Sincerely (to himself) I hate sick
people.

PRONUNCIATION

BOX

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

I HATE SICK PEOPLE

George

61

UNITCLASS
UNIT PREPARATION

FOLLOW-UP

FORM FOCUSPronunciation Box

I hate sick people

Haakon Birkeland/Stockxchng

CONTENT FOCUSCorrection of follow-up activities

1 and 2

George MmThats true, Mr. McCoyI have a

Part 1

Part 3

62

collection of African and Asian lethal viruses.

An interview? Thats great. Today? Thats all
right. At the Spanish Garden Bistro, around 9
p.m. Im sorry, can you repeat that, please? Is
there a problem with your voice? Yes, you are
coughingOh, I seea cold or flu? Are you
sure? PneumoniaOh, my goshYes, I see
who is your doctor? Conrad SlovskyHow
do you spell it? S L O V S K Y...Oh, I
know him. He lives in South BeachWe go to
the same club. Excellent doctor. Yes...See you
at nine, then. Have a nice day. (on his personal
computer) PneumoniaOkaylets see hereI
dont have...Oh, there you go...Okay, Conrad
Slovskyemail addressGreatDear Dr.
Slovsky, let me introduce myself. Im George
Elliot IIIHead director of Miami Medical
Center. I would like some information about
the health of one of your patientsAndrew
McCoy. Your discretion is greatly appreciated.
Come visit me at my office to talk about a
possible investment in your clinic. Sincerely.
(to himself) I hate sick people.

Part 2

LEXICAL

BOX

Lethal viruses
Interview
To Cough
A Cold
Flu
To spell
Head director
Health
I would like
To hate
Sick

Viruses with the capacity to kill

A conversation in which a journalist asks someone questions
To force air out of your throat
Mild illness that makes you sneeze a lot
(Influenza) Stronger cold
To write or say each letter of a word
The top director
The condition of someones body
Polite way to say you want something
Opposite of to love
Not in good health

01

TEXT INVESTIGATION

LEXICAL AND GRAMMAR AWARENESS

1. Identify two uses of the verb To Be in the text.

Thats true. / Are you sure? / Who is your doctor?

2. Identify the opening and closing of the email in the text.

Dear Mr. Slovsky / Sincerely

3. Identify two prepositions of place in the text.

At / In

4. Identify two uses of Imperatives in the text.

Have a nice day / Come visit me at my office

GRAMMAR NOTE

Imperatives

Close the door.

Dont close the door.

Open the book.

Dont open the book.

Come in.

Dont call me.

Please, talk to Mary.

5. Identify personal information about Conrad in the text.

a) What is his last name?
His last name is Slovsky.

b) Where does he live?

TG (Text)
1. DURATION: 15-18 minutes
2. MAIN OBJECTIVE: Improve
students pronunciation and
investigate the meaning of
words and expressions.
3. HINTS
3.1. Setting / Problem Solving:
Picture 1. Divide the texts into
three parts and have different
students read different parts.
Keep board record of
mispronounced words.
Investigate vocabulary and
correct pronunciation after
each part.
3.2. Output Awareness: Have
students spell their names and
family names.
3.3. Chat: Get to know your
students favorite restaurants
and their locations. Work on
neighborhoods and addresses.
3.4. Vocabulary Investigation:
All vocabulary investigations
should start by eliciting
students previous knowledge
about the subject. Then add
new words and expressions.
Focus on adjectives that can

be used in introductions and

descriptions.
Part 1
Expressing opinion: Thats
great/wonderful/awesome/
incredible/terrific/terrible/
horrible/awful/disgusting.
Location: At a place / On a
street / In a neighborhood.
Time: around 9 p.m./a.m., at 9
p.m., before/after 9 p.m. After
that, work on hours and explain
the difference between midday
and midnight.
Part 2
Question words: Who is your
doctor? / What is your doctors
name? / Where is his office? /
When is his birthday?
Adjectives and Professions:
Excellent doctor / famous
doctor / well-known doctor /
polite doctor / impolite doctor /
responsible doctor / calm
patient/doctor and other
professions. Use students
professions.
Farewells: Have a nice day/
pleasant evening/wonderful
weekend/great holidays. See
you. / Take care. / Bye. /
Goodbye.
Part 3
Introductions: (formal) Let me
introduce myself... / I would
like to introduce myself... / Its a
pleasure to introduce you to
Introductions: (informal) This is
my friend / This is
Requests: I would like... / I
want... / I need
Expressing likes and dislikes: I
hate sick people. / I love... / I
like... / I dont like... / I dislike...
/ I adore...
3.5. Correction Technique:
Group Correction with board
support.

He lives in South Beach.

63

TG (Lexical and Grammar

Awareness)
1. DURATION: 1012 minutes
2. MAIN OBJECTIVE: Call
students attention to discrete
linguistic elements used in
the text and investigate their
possibilities.
3. HINTS
3.1. Setting / Problem
Solving: Picture 2 or Picture
4, depending on the number
of students. If you have a
large group, use Picture 4.
Its very important to explain
the activity before having
students work in groups or
pairs. Visit the pairs and help
them out, but encourage
them to try by themselves.
Use the Grammar Note
before students do activity 4.
3.2. Output Awareness: Have
students share some of their
knowledge after each number
by eliciting the complete
conjugation of verb To Be and
its negative and interrogative
forms (activity 1), other ways
to open and close emails
(activity 2), ways to express
where they work and live
(activity 3), imperatives used
for classroom communication
(activity 4). You should also
provide some examples.
Keep board record of the
information.
3.3. Chat: Have students
share personal information
about themselves while
correcting activity 5.
3.4. Correction Technique:
Group Correction
3.5. Link: Present the idea of
sharing personal information
used in the last activity in the
Output Awareness moment
(where they live / where they
work) and move on to the
next activity.

TG (Subject Matter)
1. DURATION: 8-10 minutes
2. MAIN OBJECTIVE: Work
on the idea of exchanging
personal information.
3. HINTS
3.1. Setting / Problem
Solving: Picture 8. You should
select three students to
conduct an interview.
3.2. Vocabulary Investigation:
Use their answers to
investigate vocabulary of
numbers and prepositions
of time.
3.3. Chat: Ask students about
their personal information
and their families to keep a
chat-like atmosphere.
3.4. Correction Technique:
Use Self-correction or
Rephrasing, depending on
the type of mistake. If the
mistake refers to a topic
students havent studied yet,
use Rephrasing.

64

c) Where is he from?
He is from Miami.

d) What does he do?

He is a doctor.

Simple Present

GRAMMAR NOTE
I am
I am from
I work at
I live in
She is
She is from
She works at
She lives in

02

SUBJECT MATTER
In the text, we can find information about Conrad. Take a look at some common questions used to
exchange personal information. Used them to get to know your classmates better.

What is your name?

My name is... / Im
What do you do?
Im a/an
How old are you?
I amyears old.
When is your birthday?
Its on May 12th. / Its in May.

03

GAME TIME
In pairs, find out where your classmate works and lives. After that, complete the following sentences
and present them to the class. Personal answers.
a)

lives in a(n) in on .

b) works at on .

TG (Game Time)
1. DURATION: 58 minutes
2. MAIN OBJECTIVE:
Improve students
descriptive skills by
exploring the use of the
verbs to live and to work.
3. HINTS
3.1. Setting / Problem
Solving: Picture 2. Have
students complete it in pairs.

imperativeS

DISCOURSE MOMENT

We use Imperatives in many different situations: to call someones attention, to ask friends favors,
to give commands. Your teacher uses lots of Imperatives during class. In pairs, use the verbs in the
following box to complete them.
a)

Pay

attention.

b)

Look

at me.

c)

Listen

Picture 7. Have students

present their sentences to
the class.
3.2. Chat: Ask some
questions about students
house/apartament/
neighborhood/workplace.
Ask Yes/No questions.
3.3. Correction Technique:
Group Correction

to the CD again.

do
d) Please,
your homework.
speak
e) Guys, dont
Portuguese.

f)

Take

a look.

Open
g)
your book.
get
h) Dont
nervous. Relax!

i)

Repeat

after me.

j)

Come

in.

Pay

Listen

Do

Come

Speak

Open

Get

Take

Repeat
Stockxchng

Look

TG (Discourse Moment)
1. DURATION: 10-12 minutes
2. MAIN OBJECTIVE: Raise
students awareness of some
uses of the Imperative using
the classroom as a starting
point.
3. HINTS
3.1. Setting / Problem Solving:
Picture 2. Try to have different
pairs from the previous
activities so that students can
work with other classmates,
creating partnership among
them. Students should
notice that we use a lot of
imperatives. Even if they
havent been presented to
these sentences, they have
probably already heard them.
3.2. Output Awareness: It is
interesting to get students
to perform some of the
situations in the classroom to
check their understanding and
use of stress and intonation.
3.3. Correction Technique:
Play the Foolshow the
meaning that students might
convey if they choose an
inappropriate verb.
3.4. Link: Brainstorm students
favorite commercials and list
some Imperatives.

65

ACTIVITIES
TG (Activity 1)
1. DURATION: 15-18
minutes
2. MAIN OBJECTIVE:
Get students to exchange
information among
themselves giving them
a semantic control of the
Simple Present.
NOTE: Whenever you
present a new structure,
you might prefer to stick
to its semantic aspects.
In other words, you want
students to interact with
it as a fixed expression
giving little or no attention
to its structural variants.
3. HINTS
3.1. Setting / Problem
Solving: Picture 8. Ask
your students to collect
at least one piece of
information from another
student. The best way
to do it is by asking your
students to stand up and
move around asking the
questions. Explain how to
ask questions.
3.2. Output Awareness:
Demand appropriate
questions from your
students and ask them to
answer using the possible
ways to do it, preferrably
complete answers.
NOTE: The issue of giving
complete answers or not
might be a bit tricky at
this moment.
Sometimes a complete
answer might sound
arrogant, impolite.
Nonetheless, students at
this moment are being
presented to sentence
level. You might present
other short informal or
colloquial sentences
during the activity. At
the end of the class, talk
about this issue in their
mother tongue.
Explain why youre
requesting complete
answersraise students
awareness of the fact
that sometimes they may
sound unrealistic.
3.3. Correction Technique:
Prefer Rephrasing with
board support. Avoid a
detailed explanation of
the Simple Present.
3.4. Link: Tell your
students they are now
going to work on a brief
Interactional Talk and
identify the use of the
Simple Present and
Imperative.

01 EXCHANGING INFORMATION
A. When you exchange personal information, you use questions in the Simple Present.
Do you live in Paris?
Affirmative
Yes, I live in Paris.
Yes, I do.
Yes or Yeah.

(complete answer)
(short form)
(informal)

Negative
No, I dont live in Paris.
No, I dont.
No.

(complete answer)
(short form)
(informal)

B. Fill in the chart and answer your teachers and classmates questions.
Yes

No

Have pets
Have a car
Have a motorcycle
Have children
Drink beer
Play sports
Read newspapers
Like to travel
Like to study English

Yes, I do. / No, I dont.

a) Do you have pets?

Yes, I do. / No, I dont.

b) Do you have a car?

you have a motorcycle? Yes, I do. / No, I dont.

c) (have a motorcycle) Do

Do you have a bike? Yes, I do. / No, I dont.

d) (have a bike)
Do you have children? Yes, I do. / No, I dont.
e) (have children)

66

Do you drink beer? Yes, I do. / No, I dont.

f) (drink beer)
Do you play sports? Yes, I do. / No, I dont.
g) (play sports)
Do you read the newspapers? Yes, I do. / No, I dont.
h) (read newspapers)
Do you like to travel? Yes, I do. / No, I dont.
i) (like to travel)
Do you like to study English? Yes, I do. / No, I dont.
j) (like to study English)
Do you like to dance? Yes, I do. / No, I dont.
k) (like to dance)

02 ROLE-PLAYING
In pairs or groups, create a short dialogue based on the following script (questions):

Guidelines
name
age
profession
origin
address
habits (sports)
diet habits (food)
unhealthy habits (smoke, drink. and others)

SXC/Stockxchng

At the Doctors

Answers will vary.

TG (Activity 2)
1. DURATION: 8-12 minutes
2. MAIN OBJECTIVE: Have
students experience questions
and answers while exchanging
personal information.
3.HINTS
3.1. Setting / Problem Solving:
Pictures 4 and 9. Start the
activity by exploring the
common topics discussed
when someone goes to
the doctor. Link the topics
students brainstormed with
the dialogue guidelines.
Arrange students in two or
three groups and have them
create the dialogues and then
present their work. Visit the
groups to help them with
vocabulary doubts. Keep
board record of mistakes and
misuses for feedback.
3.2. Correction Technique:
Write the mistakes and
misuses on the board and
use Group Correction.
Give especial attention to
appropriate sentence order.

CLOSING: It should be done

in students mother tongue.
Highlight the importance of
doing the Complementary
Activities. Its the chance
they have to check if they
understood the topics and list
possible questions and doubts
for the following class.

Assignments

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 04
about prepositions: in, on, under, among, between, beside, behind, in front
of, near, and far from.

67

COMPLEMENTARYCLASS
ACTIVITIES
TG (Activity 1)
1. DURATION: 1518 minutes
2. MAIN OBJECTIVE: Check
students understanding
and command of the Simple
Present with the verb To Be.
Train patterns.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 11. Students
may forget the article when
writing the sentences in the
singular. Check the general
pattern for the plural forms
in the Grammar Note.
3.2. Chat: Chat with students
during the activity: Are you
a happy person? / Whats
the opposite of happy? / Are
you hungry/thirsty/starving?
3.3. Correction Technique:
Group Correction. Check
the use of the Indefinite
Articles when changing
sentences from the plural to
the singular.

01 simple present
Complete the sentences using the verb To Be in the Simple Present. Afterwards, change them to the
plural/singular, negative, and interrogative.
am
a) I
happy this way.

Pl: We
are happy this way.
Neg: I am not happy this way.
Int: Am
I happy this way?
are
b) You
an idiot!

Pl: You
are idiots!
Neg: You
are not an idiot.
Int: Are
you an idiot?
is
c) She
an American actress.

Pl: They are American actresses.

Neg: She is not an American actress.
Int: Is she an American actress?
is
d) He
28 years old.
are 28 years old.
Pl: They

Neg: He
is not 28 years old.
Int: Is he 28 years old?
is
e) It
a good idea.
are good ideas.
Pl: They

Neg: It is not a good idea.

Int: Is it a good idea?
are
f) We
hungry.

Sing: I am hungry.
Neg: We are not hungry.
Int: Are we hungry?

68

are students of great potential.

g) You

Sing: You are a student of great potential.

Neg: You are not students of great potential.
Int: Are you students of great potential?
are
h) They
famous all over the U.S.A.

Sing: He/She is famous all over the U.S.A.

Neg:

They arent famous all over the U.S.A

Int: Are they famous all over the U.S.A?

GRAMMAR NOTE

PLURAL

General Ruleadd s
carcars / dogdogs / appleapples
Words ending in ch, sh, s, x, z, o: add es
watchwatches / dashdashes / busbuses / quizzquizzes /
potatopotatoes

TG (Activity 2)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE:
Focus on students
general understanding of
situations.
3. HINTS
3.1. Setting / Problem Solving:
Picture 1. Warm students
up by writing on the board
the sentence Nina meets
Oscar. Use this sentence
to explore the situation and
work on the true or false
exercise. Students probably
wont understand the whole
conversation, but they just
need to focus on the general
understanding. Close the
activity by exploring the
use of adjectives students
identified in the dialogue
(collocations, antonyms, and
synomys).
3.2. Chat: Ask Yes/No
Questions about Ninas and
Oscars feelings and general
mood: is Oscar nervous? /
Is Nina talkative? / Is Nina
straight to the point? Review
adjectives.

Words ending in f/fe: drop the f(e) and add ves

wifewives / knifeknives / wolfwolves
Words ending in consonant + y: drop the y and add ies
babybabies / candycandies

Irregular Plural
manmen
womanwomen
childchildren
personpersons or people
mousemice
footfeet

02 tie the knot

Watch Tie the Knot at Wise Up Online and do the following task:

69

1. Mark True (T) or False (F).

a) Nina likes the fact that Oscar is from Peru.

()
T

b) Nina doesnt like the fact that Oscar is divorced.

()
T

c) Nina invites Oscar for dinner.

()
F

d) The meeting is at nine.

F
()

e) Oscar accepts the invitation.

()
T

f) Oscar is nervous because he has one hour to cross the city.

()
T

g) Oscar loves Ninas name.

()
F

2. Identify adjectives used in the scene.

interesting, intelligent,nice, fantastic

03 Questions in the simple present

TG (Activity 3)
1. DURATION: 8-12 minutes
2. MAIN OBJECTIVE: Have
students use basic questions
with the Simple Present.
3. HINTS:
3.1. Setting / Problem Solving:
Pictures 1 and 2.
3.2. Output Awareness:
Students will be dealing with
questions using Do you /
Whats?
Work on this difference. If they
still have difficulties, use board
support to explain again.
3.3. Chat: After correcting the
questions, divide the class
into pairs. Students should ask
each other the questions.
3.4. Correction Technique:
In the first part, use Group
Correction. In the second
part, as youre visiting the
pairs, prefer Rephrasing. You
can close the activity with
an overall Group Correction/
Review based on common
mistakes.
3.5. Link: Mention the Lesson
Goal and tell your students
that they have just practiced
some questions and answers
in the Simple Present that are
likely to be featured in
Interactional Conversations
and that now, they are going
to see some sentences in
the Imperative that are also
likely to appear in this type of
discourse.

70

Take a look at the following information and create questions using the Simple Present.
Questions

GENERAL PROFILE

Whats your name?

First Name: Mark

Whats your last name?

Last Name: Brown

Do you have children?

Children: yes, 2 boys

Do you have pets?

Pets: no

Do you play sports?

Sports: yes, football

Do you have a hobby?

Hobby: yes, photography

Do you smoke?

Smoking: no

Do you drink?

Drinking: yes, regularly

classroom activities
DISCOURSE PROJECT

using imperatives

Some Imperatives are often used in everyday conversations. Take a look at the following and decide
where they are used.
Have a seat.

Wait a second.

Never mind.

Take a look.

Come in.

Keep in touch.

Have a nice day.

Take care.

Turn off the lights, please.

Pay attention.

Dont worry.

Do your homework.

At home with your

parents
Turn off the lights, please.

On the phone with a

friend
Have a nice day.

Take care.

Never mind.

In the classroom

At work with a client

Take a look.

Have a seat.

Pay attention.

Come in.

Do your homework.

TG (Discourse Project)
1. DURATION: 15-20 minutes
2. MAIN OBJECTIVE: Identify
the uses of expressions in
a context and reproduce
context.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 2. Arrange students in
pairs for the first part of the
activity. After correting that,
change pairs for the second
part.
3.2. Output Awareness:
There arent new expressions
in this activity, so students
shouldnt have difficulties
understanding them. But
some of them accept more
than one option; work on the
possibilities and their settings.
3.3. Correction Technique:
As students are presenting
their dialogues, correct
grammar mistakes but also
pay attention to inappropriate
constructions of dialogues
some dialogues might lack
sociolinguistic competence,
cultural perception of
politeness and others. In. In
this case, use Rephrasing.

Dont worry.

In pairs, select one of these situations and create two-line dialogues with the examples.

SOCIAL AND CULTURAL AWARENESS

Fumiko Ariyoshi

english-speaking countries

John MacEoin

Harsha Azmi

TG (Social and Cultural

Awareness)
1. DURATION: 1518 minutes
2. MAIN OBJECTIVE: Improve
vocabulary and develop
intercultural perception.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 2. Avoid the same
pairs. Get each pair to select
a character. After they have
completed the task, have the
pairs write a paragraph with the
information (discourse level).
3.2. Output Awareness: Break
students preconception of the
otherwhile learning a new
language, students must be open
to the unexpected and avoid
preconception about what an
American is like, an Australian, a
British, and others.
3.3. Chat: Get students to ask
each other questions about
these topics. You might not have
time to get them to ask all of
the questions. You may let them
free to pick the question and
the person so that the activity
becomes more personal.
3.4. Correction Technique: Group
Correction

71

Michael Chandos

Thomas Makeba

Kate OConnor

Select one of the characters and write some information about him /her using your imagination. They
are all from English-speaking countries. Personal Answer
Nationality:
Marital Status:
Profession:
Pets:
Sports:
Hobby:
Favorite Food:
Paragraph

PHONOLOGICAL AWARENESS

phone calls

Listen to two phone calls and fill in the gaps with the names spelled out.
Dialogue 1 HelloAh, no, shes not here right now. Can I take a

message? Sorry?

K-a-r-l Z-i-e-g-l-e-r. / Karl

Okay, Karl. Ill give her the message.

Dialogue 2 Of course Im upset...No no no...this is not the cake I ordered.

I need a chocolate cake right now. My last name?

M-c-P-h-e-r-s-o-n.

Mrs.
72

McPherson

margarit ralev/Stockxchng

TG (Phonological
Awereness)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Check
students capacity to deal
with spelling in context.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 15. Play the
whole dialogue once, dont
stop after each letter. Check
the answers. In case of
doubt, play it a second time.
3.2. Correction Technique:
Group Correction. Check
what sounds they still have
problems identifying. They
may have difficulties with
K-Q; G-D; N-M; O-U; E-I-A.

A STEP AHEAD

QUESTION WORDS

Link the questions with their purpose.

1. How are you?
2. Who is your favorite actor?
3. What is the matter?
4. Where do you live?
5. Which one do you prefer?
6. When are you moving to the U.S.A.?
2
()
Identifying people
6
()
Time
1
() Manner
5
()
Giving limited options
3
()
Identifying things
4
() Location

Assignments

NOTES

1. Prepare Unit 04.

2. ResearchTake a look at the Research section in Complementary 04.
3. Visit Wise Up Online to do the extra activities related to Lesson 03.

TG (A Step Ahead)
1. DURATION: 510
minutes
2. MAIN OBJECTIVE:
Identify Question Words.
3. HINTS
3.1. Setting / Problem
Solving: Picture 18.
3.2. Output Awareness:
Allow students some time
to do the activity. Some
Question Words may be
unfamiliar to them, but
they should be able to
identify what they convey.
3.3. Correction Technique:
Group Correction

CLOSING: Remind
students about the
tasks, emphasizing the
importance of visiting
the Wise Up Online
page. Show them some
activities they can find
there: video classes,
students experience,
activities, forums, and
communities. Highlight
the importance of
preparing classes and
how it helps to improve
students general
understanding of the
topics. Make it clear that
having doubts during
Class Preparation is
normal and that they
should bring them to
class.

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