3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TG
Main objective: Break emotional barriers, guide students in understanding the text and explain
grammar topics.
3 Setting: Pictures 6 and 13 3
Duration: 15-20
Hints:
• Start the class using setting 6 and asking students´ names, professions and area of work. This
4 brief chat should be in students´ mother tongue. Then, provide students with some expressions
4
that will help them communicate in English during class time such as: “How do I say.... in English?”
“What does, (word in English) mean?” , “Repeat, please”, “I got it”. You may add others
5 according to your students´ interests. Have them 5
written on the board.
• Debate with students the importance of using English while in the school. Help students overcome
6 their fears. It’s an important moment to change students` mindset. It’s better to make mistakes 6
while trying than use their mother tongue all the time.
• Then, keep using setting 6 for the text activity. Divide the text into three or more moments, if
necessary, and get different students to read each part:
7 PART 1: From “Our story…” to “… TWC Organization.” 7
PART 2: From “The villains…” to “…irresponsible secretaries.”
PART 3: From “The heroes…” to “…the janitor security guard.”
8 • After each part, check pronunciation, understanding and clear up vocabulary doubts. 8
FIRST: Correct pronunciation using the command “Pay attention, you say (correct pronunciation
of the word)”. Request choral repetition. SECOND: Check understanding. Tell your students they
should answer with either YES or NO. Ask the questions below:
9 PART 1: “Is the story about money? Is the story about love? Is the story about passion? Is Henry
9
a baby? Is Henry a doctor?”

10 PART 2: “Is Michelle a good wife? Is Ted a doctor? Is Ted the owner of TWC Organization? Is Mrs.
1

11 Taylor a manager? Is Mrs. Taylor a dangerous wife? Are Mrs. Taylor and Mrs. Ripley good 1
secretaries?”
PART 3: “Is Claire ugly? Is Claire stupid? Is Claire sexy? Who is Claire? Is Bill a doctor? Is Bill an
important person?”
12 THIRD: Explain Vocabulary. 1

13 • CLOSING: Who is in the story? (use the picture from the book on page 19) 1
• To finish the Reading Activity, ask your students some questions like “Are you Claire? / Are you
intelligent? / Are you a dangerous wife? / Are you a doctor? / Is she Claire? / Is he Henry? / Is he a
14 •
manager? / Is she a secretary?” Go for YES and NO answers.
(Setting 13) After the text, go for TOPIC TIME presenting Verb To Be (see Topic Time Guide).
1
Follow the steps: CONTEXT (presentation), STRUCTURE (all pronouns in the affirmative,
negative, interrogative), USE (presentation), EXAMPLES (sentences about the students) and
15 STUDENT’S TURN (students create examples). Use the box on page 19 to help your presentation. 1
• REMINDER: Explain Vocabulary, but do not go for Vocabulary Time during the text. Since your
main goal is to break emotional barriers, slow down and use the circle as a means of helping
16 student’s gain confidence. 1

17 1

18 1

19 1

20 2

21 2

22 2

23 23

24 24

25 25

26 26

27 2

18
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Activity 1: c) is f) are
a) am d) is g) are
b) are e) is h) are
3

10

11

12

13

14

15 TG
Main Objective: Check students’ understanding of Verb
to Be.
16 Setting: Picture 23
Duration: 5-7
Hints:
17 • Use the exercise to check Verb To Be / Personal
Pronouns.
• In case of mistakes, use the ‘Try again’ command. If
18 necessary, use ‘Not Exactly’.
• Do not go for Vocabulary Investigation.

19

20

21

22

23

24

25

26

27

19
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TG
Main objective: Check students’ use of Verb to Be at a sentence level.
Setting: Picture 4
3 Duration: 12-15 3
Hints:
• Present the example given calling their attention to the pattern (affirmative, negative and
4 interrogative). 4
• Then arrange students into pairs and ask them to fill in the blanks and afterwards present their
answers.
5 • Do not go for Vocabulary Time. 5
• In case students get blocked, set a model on the board.
• In case of mistakes, use the ‘Try again’ command. If they can’t rephrase, use ‘Not Exactly’.
6 6

7 are not Are you 7

8 8
he is not Is he

9 9
is not Is he
10 1

11 is not Is it 1

12 1
are not Are we

13 1
are not Are you
14 1

15 are not Are they 1

TG
Main objective: Have students produce SVC sentences using Verb to Be + investigate
16 professions and adjectives. 1
Setting: Pictures 27,7 and 1
Duration: 8-10
17 Hints: 1
• The words in bold should be substituted for students’ own information. (Setting 27)
• Set a model before asking them to perform it. (Setting 7 ) Let each student
18 make a brief presentation using the words. In case students remain silent, 1
you may either set new models or break it into parts.

19 • Close tha activity investigating some professions related to the ones given (Setting 1). 1
• Word’s family – secretary, boss, manager, supervisor – student, teacher, coordinator – lawyer and judge – businessman,
businesswoman, salesman, saleswoman, salesperson.
20 • In case of mistakes, use the ‘Try again’ command. In case they make too many mistakes, use the ‘Rephase command’. 2

21 2

22 2

23 23

24 24

25 25

26 26

27 2

20
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

6 TG
Main objective: Improve students´ understanding
of SVO.
7 Setting: Picture 8
Duration: 5-7
Hints:
• Ask the questions following the order given.
8 It helps to review Pronouns and Verb To Be.
By following the order you may spot specific
problems or misunderstandings.
9 • Run the activity until it reaches an automatic
level. Ask for complete answers. Warn them
that a short answer is possible and sometimes
10 preferable but you want them to try the whole
sentence.
• Since your goal is to check and train patterns,
11 while asking questions, use words they have
already been presented to in the unit.
• In case of mistakes, use the ‘Try again’
12 command.

13

14

15

16

17

18
TG
Main Objective: Check students’ command of Verb to
19 Be form.
Setting: Picture 23
Duration: 8-10
20 I am a … Hints:

• Use the activity to review Pronouns and Verb To Be.

21 • Do not focus on chat or vocabulary investigation.
She is a …

• At the end of the activity, get students to give you the

22 negative, and interrogative plural forms of the correct
They are a … sentences.
23 • In case of mistakes, use ‘Not Exactly’ with board
Correct support.

24
We are the …
25

It is a …
26

I am a …
27

21
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TG
Main objective: Check students’ control of SVC sentence, chat and investigate vocabulary.
Setting: Pictures 3, 23 and 1
3 Duration: 10-15 3

4 Hints: 4
• Have students compare their answers in groups. Give them two minutes to do so.
(Setting 3) Then, start the correction. (Setting 23)
• Use the activity to check students’ professions – keeping board record of
5 the words. If possible, ask about their brothers’ / sisters’/ husbands’ / wives’
5
professions. Keep board record of extra vocabulary. (Setting1)
6 • Be careful with your attitude while chatting: look in students’ eyes, make sure your 6
a) We are not nurses.
intonation is right, use simple vocabulary and body language. Ask for complete answers.

7 b) Are they economists? 7

• In case of mistakes, use the ‘Try again’ command.

8 c) I am not a janitor. 8

9 d) He is not an architect. 9

10 e) Are you journalists? 1

f) It is not a company.
11 1
g) Is it a problem?
12 1
h) She is not a lawyer.
13 1
i) Is he a manager?
14 1

15 1

16 1
TG
17 Main objective: Check students´ control of SVC 1
sentences and engage them in brief controlled chats.
Setting: Picture 17 B
18 Duration: 8-10 1
a) Bill isn’t a man with a good heart. Hints: /
Is Bill a man with a good heart?
19 • Talking time. Get each student to present one
1
of the sentences.
• Mix the correction of the activity with chats.
20 Start the activity asking a few questions 2
b) Claire isn’t a very intelligent manager. using the adjectives given and others. Select
21 Is Claire a very intelligent manager? 2
“easy” ones. Have them written on the board:
HONEST, CALM, NERVOUS, BEAUTIFUL,
22 SEXY, PRACTICAL. 2
• In case of mistakes, use the ‘Rephrase’
c) Michelle and Ted are not dangerous people. command.
23 Are Michelle and Ted dangerous people? 23

24 24
d) Henry is not an important man in the company.
25 25
Is Henry an important man in the company?

26 26

27 e) Ms. Taylor and Ms. Ripley are not organized secretaries. 2

Are Ms. Taylor and Ms. Ripley organized secretaries?
22
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

6 Our story is about corruption, crime and justice in the OLS company.
TG
Main objective: Check students’ capacity to create
coherent texts.
7 Setting: Picture 7
Duration: 8-10
Hints:
• Divide the text into parts and ask specific
8 students to make a presentation. Advise
Elton Ferguson is the president of OLS hotel chain. them to buy a dictionary. A good pick is the
“Password Dictionary”, Martins Fontes, 1995.
9 Students should get used to looking up words
they do not know. Investigation is an important
part of the learning process.
10 • In case of mistakes, use ‘Not Exactly’.
• Ask them to write a similar composition
Sarah is his ambitious sister. changing the adjectives. It should be handed
11 in to you in the following class.

Arnold Charleston is the commercial Manager of OLS and Sarah’s husband.

12

Ms. Jackson and Ms. Kidman are two crazy secretaries.

13

14

15 Virginia is the new pretty, creative and determined manager… and I… I am Fred, the bell boy.

16

17

18

19

20

21 TG
Main objective: Explain a Grammar Topic – basic use of articles.
Setting: Picture 13
22 Duration: 8-10
Hints:

23
• Call TOPIC TIME before running the activity. Follow the steps: CONTEXT +
STRUCTURE + USE + EXAMPLES + STUDENT’S TURN. Use the Topic
24 Time Guide as a reference.
• First, explain the difference between a/an and the and then go for a vs an.
• In case of mistakes, use ‘Not Exactly’.
25

26
a

27
an

23
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

a
3 3
an
TG (Activity 2)
4 a Main objective: Engange students in conversations and Investigate 4
Vocabulary.
Setting: Pictures 6 and 1
5 a Duration: 8-10 5
Hints:
an • TALKING TIME. (Setting 6) The activity is a chat that focuses on testing
6 students’ free use of Sentence Order + Verb To Be. 6
• In case of mistakes or short answers, use the ‘Try again’ or the
a ‘Rephrase’ command.
7 • In case of silence, set models. 7
• Keep board record of unexpected vocabulary. Finish the activity going
an
for a brief Vocabulary Investigation of adjectives. (Setting 1) Add new
8 adjectives to form new questions. As a follow-up activity, ask students to 8
∅ write sentences linking professions and adjectives: “Teachers are patient
and nice. Firemen are hardworking and brave. Writers are creative.”
9 9

10 1

11 1

12 1

13 1
Yes, I am a hard-working person. / No, I am not a hard-working person.
14 1
My city is calm / dangerous
15 1
My father is… and my mother is…

16 1
Yes, I am a determined person. / No, I’m not a determined person.

17 Yes, he / she is creative. / No, he / she is not creative.

1

18 Yes, my friends are honest people. / No, my friends are not honest people. 1

19 Yes, the president is an ambitious person. / No, the president is not an ambitious person. 1

20 Yes, I am a nervous person. No, I am not a nervous person. 2

Yes, my best friend is a responsible person. / No, my best friend is not a responsible person.
21 2

22 2

23 23

24 24

25 25
Main objective: Improve students’ use of SVC
sentences.
26 Setting: Pictures 7, 1,4 and 9 26
Duration: 35-40

27 Hints: 2
• Start the class collecting your students´ sentences about professions and adjectives – (Setting 7).
• To start the activity, call Vocabulary Time. Clear up vocabulary doubts. Then, write on the board
24 possible complements (word’s friends) for the adjectives.
• Word’s friends: beautiful day, girls, dress – handsome man, boy – expensive and cheap trip, bike
– lovely person, day – noisy person – poor and rich person, country – old person, story – young
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

E.g. I am an old woman. person – new story.

She is not a computer analyst. • Then, show your students how the activity works by creating
Is he a responsible dentist? one or two sentences.
3 • Next, arrange students into pairs and ask them to create 5
sentences in the affirmative (Setting 4). Check them out. In case
of mistakes, use the ‘Try again’ command.
4 • Afterwards, change the pairs asking for 5 more sentences in the
negative. Check them out. Ask for interrogative sentences.
• At the end of the activity, go for TALKING TIME, asking your
students to stand up and interview each other using the
5 adjectives in the book and on the board about their mothers,
brothers, sisters, fathers and others. Use simple questions
following the pattern given. Your goal is to review vocabulary
6 and train structures. Finish the activity with a brief presentation
of each student. At this moment, in case of mistakes, use the
‘Rephrase’ command.
7

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

25
 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TG
Main objective: Improve students´ descriptive skills.
Setting: Picture 3
3 Duration: 15-20
Hints:

• The goal of the activity is to get students to write brief descriptions.

4 • Read Bill’s description, explain the vocabulary and set the
sentence pattern. Get students to create the sentences in groups
following the pattern given.
5 • As each group presents a character, ask questions about them
(students) and their friends.
• In case of mistakes, use the ‘Try again’ or ‘Rephrase’
6 command.

7
Closing: Remind students to prepare Unit 2 at home. Review the steps of unit preparation and check difficulties
8 students have had.

9
Claire is not tall and she is not short. She is a thin, outgoing and charming
woman. She has black hair and blue eyes. She is nice.
10

11

12

13
Michelle is a tall, thin and sexy woman. She has blond hair and blue eyes. She is nasty.

14

15

16

17

18
“Henry is a tall, elegant old man. He has blond hair and a blond beard. His eyes are not blue.
19 He’s is rich.

20

21

22

23

24

25

26

27

26