120

06 /

LESSON
SIX

THE
CHEF

121

06
LESSON
six

LESSON GOAL: Brief Transactional Talks

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?

122

leanor

I dont know, Marcy! Maybe Italian?

Marcy

Eleanor

Yeahyoure right. Italian food is too fattening.

Marcy

Eleanor

No, no, no. I dont want a French chefMy French is horrible! I want something

Marcy

Eleanor

Thats interesting. Mediterranean. Its very healthyseafood, saladsOhDarling,

Marcy

Eleanor

I love you! Bye.

different, but with style. Which type of food do you prefer?

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

A chef specialized in Mediterranean food?

George

Yeshes staying in Miami for the summer.

Eleanor

The perfect person to write my recipes.

George

What?

Eleanor

Oh, nothing. Just give me the address of the

bistro. Because what Eleanor Elliot wants,

Eleanor Elliot gets.

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.

123

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

124

Eleanor

George

Eleanor

George

125

UNIT PREPARATION

FOLLOW-UP

CONTENT FOCUSCorrection of follow-up

activities 1 and 2

FORM FOCUSPronunciation Box

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

Ohis that a new restaurant in town?

breakfast / snack / brunch
Town / city / village /
George
Yes, they have a new chef called...Enrico, Enrico Al...Alccover from Spainanyways
metropolis
their specialty is Mediterranean food.
Types of food: Italian /
French / Brazilian /
Eleanor What? Can you please repeat that?
Mediterranean / Southern /
Chinese / Japanese food
George
What?
Part 3
Expressions: Can you please
Eleanor A chef specialized in Mediterranean food?
repeat that? / Can you say
George
Yeshes staying in Miami for the summer.
that again? / What did you
say? / I beg your pardon? /
Eleanor The perfect person to write my recipes.
Im sorry?
Duration: for/ during the
George
What?
summer / winter / spring /
fall / weekend / day
Eleanor Oh, nothing. Just give me the address of the bistro. Because what Eleanor Elliot
The perfect / ideal / best /
wants, Eleanor Elliot gets!
worst person
3.4. Correction Technique:
Group Correction with board
support.

126

Part 1

Part 2

Part 3

LEXICAL

BOX

Fattening
Healthy
Best friend
Lets do lunch
Chef
Bistro
Town
Specialty

Considered to make people get fat easily

Good for your health
The favorite friend
An invitation for lunch
A cook
A small, informal restaurant or bar
City
Special food or product that is always very good in a restaurant, for
example

01

TEXT INVESTIGATION

LEXICAL AND GRAMMAR AWARENESS

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

TG (Lexical and Grammar

Awareness)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Review
Question Words and introduce
the concept of possession.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 1. Review other Question
Words and their uses while
introducing which. Write them
on the board.
3.2. Chat: While working on
which, ask questions about
preferences they have.
3.3. Output Awareness: Before
explaining Possessive Adjectives
and whose, check what your
students know about them. Refer
to the Grammar Notes.
3.4. Correction Technique: Group
Correction

127

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

POSSESSIVE ADJECTIVES AND QUESTION WORDS

This isMYhouse.

WHAT

question about things

This isYOURhouse.

WHERE

question about location

This ishishouse.

WHO

question about people

This isHERhouse.

HOW MUCH/MANY

question about quantity

This isITShouse.

WHICH

question about options

This isOURhouse.

WHY

question about reason

This isYOURhouse.

HOW OFTEN

question about frequency

This isTHEIRhouse.

WHEN

question about time

WHOSEquestion about possession

Whose + noun + verb + pronoun?
Whose phone number is this?
Whose + verb + pronoun + noun?
Whose is this phone number?
02

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

d) a relaxing afternoon with your family?

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.

Hey, youI need my room.

I dont give a damn. Respect the fucking line.
Fuck off! I dont wait! Im a guest here!
I have a reservation. My name is Harold Miller.
Of course.
Polite dialogue
A - Good evening, sir. How may I help you?
B - I have a reservation. My name is Harold Miller.
A - OkayIts a suite for two nights. Could you, please, fill out this form?
B - Of course.
A - Here are your keys. Have a pleasant evening.

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!

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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?

Take a look at the following typical sentences used to make requests:

I would like...
Can you...?
Could you...?
Would you...?
2. In pairs, create typical requests for the following situations at a hotel:
a) Youre hungry in your room.

b) You need to call a cab.

c) You want to wake up at a specific time.

d) You want a specific type of room (with a view / with a type of bed)

130

Answers will vary.

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 .

A:Oh! Damn! Thats a rip-off!

Dialogue 3
its after six
were closed.
A:Sorry, ,

B:Five more minutes?

you can
A:All right,
come in!

B. ContextWhere do those dialogues take place?

They take place in a shop.

C. PolitenessCan you identify polite sentences in those dialogues?

Can I help you? / Thank you / Sorry

CLOSING: Close the class

by calling their attention
to service encounters and
possible scripts. Show
them that they know a
lot just because of their
world knowledge and
what they must master
is the language and when
to use it. They are able
to recognize the context.
Cool them down.

132

ASSIGNMENTS

1. Prepare Complementary Activities 01 and 02. 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 06.

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.

B. Create some questions based on the information in the application.

your name? / Whats your middle name? / Whats your marital status?
What: Whats

Who:Who
is your mother?
do you live?
Where: Where

/ Where do you work?

133

02 tie the knot

TG (Activity 2)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE:
Develop students capacity
to understand dialogues and
give opinion.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Start the
activity by asking students
their opinion about the last
episode. Interact with their
answers and then move on
to the activity itself.
3.2. Output Awareness: In
B, students have to express
their opinionsthey are
probably going to present
broken sentences. Help
them form complete
sentences.
3.3. Vocabulary
Investigation: Explore the
adjectives used in the
answers of letters a and
b by forming lexical groups
and strong collocations.
Keep board record of them.
3.4. Correction Technique:
Use Group Correction for
letters a,b and c and
Rephrasing for letter d.

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

d) Oscars favorite activities

Watch football and drink beer

B. In your opinion, what factors are important for a happy marriage?

Free answer

classroom activities

DISCOURSE PROJECT

a timetable

THE TIMETABLE OF DEPARTURE FROM JHULYANY AIRPORT

(J)-Jhulyany Airport (7 miles from Kyiv)
All times local
This timetable is subject to change without prior notice.

134

Days of the Week

Mon Monday
Tue Tuesday
Wed Wednesday
Thu Thursday
Fri Friday
Sat Saturday
Sun Sunday

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

We use the preposition ON to refer to the days of the week:

On Monday. On Tuesdays and Thursdays.

A. Answer the following questions based on the timetable.

a) Where is the airport? Its in Jhulyany.
b) What time does the airplane to Donetsk depart? It departs at 09:40.
c) Which airplane is it? Its a YAK-40.
d) What time does it arrive? It arrives at 10:45.
e) On which days of the week can you fly to Donetsk? You can fly to Donetsk from Monday thru Friday.
f) What is the flight number? Its 36304.

135

B. Classify the following sentences as True (T) or False (F).

a) Flights 7D3552 and 7D3558 use the same plane.
b) Flight 36304 operates every day.
c) Flight 7D3558 takes one hour.
d) Flight 6U339 operates only on the weekends.

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

Answers will vary.

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

Flight number: 2304

Destination: Las Vegas
Gate: 13
Flight status: on schedule

Announcement 2

Flight number: 5978

Destination: Tokyo
Gate: 7A
Flight status: delayed

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

3. Imperatives + Possessive Adjectives:

() 1
() 2
() 3
() 4 () 5
4. Questions with DO/DOES + Question Words (Who/What/Why/Where/When):
() 1
() 2
() 3
() 4 () 5
5. There is/are + Prepositions of Place:
() 1
() 2
() 3
() 4 () 5
B. How well can you perform the following?
1. Introducing and Greeting People:
() 1
() 2
() 3

() 4

() 5

2. Opening/Closing Conversations:
() 1
() 2
() 3

() 4

() 5

3. Personal Descriptions:
() 1
() 2

() 4

() 5

() 3

4. Service Encounters (restaurant / seeing a doctor / hotel / stores / airports):

() 1
() 2
() 3
() 4
() 5
5. Requesting/Giving information in general: directions, location, people in charge, price, time of
events:
() 1
() 2
() 3
() 4
() 5

138

Final Grade
Between 5040 points = 5

Well done! Keep up the good work!

Between 3930 points = 4

Very Good! Keep practicing!

Between 2920 points = 3

Good! But you have to dedicate a bit more.

Between 1910 points = 2

RegularYou have to study a lot more.

Between 0901 points = 1

WeakNot goodTalk to your teacher.

ASSIGNMENTS

NOTES

1. Visit Wise Up Online to do the extra activities related to Lesson 06.

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