110

24 / ITS
ELEANORS
BIRTHDAY

LESSON
TWENTYFOUR

111

24

LESSON
TWENTY-FOUR

Lesson Goal: Soften Emphasize Messages

UNIT PREPARATION
TG (Content Focus)
1. DURATION: 812 minutes
2. MAIN OBJECTIVE: Check
and improve students
understanding of the text
by asking them to identify
sentences that support their
opinion.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Use this
activity as an opportunity
to chat with students.
Highlight the fact that they
should support their ideas
with extracts from the text.
3.2. Correction Technique:
As there isnt a correct
or incorrect answer, use
Rephrasing and Playing the
Fool to deal with students
language production.

CONTENT FOCUS

The Unit Preparation stage is divided into two moments: CONTENT and FORM. Each one is
composed of different activities.
1. True or False? If its false, write the part from the text that supports your opinion.
a) Peter is not going to Eleanors party.
()
T
b) Margot believes that Peters drawings are childish.
()
T
c) Eleanor doesnt mind if Greg is not coming to the party.
I am not the type of woman who can go to parties alone.
()
F

d) Eleanor didnt have to do much to prepare the party.

I spent the last few weeks making the final preparations
()
F

e) Greg doesnt apologize for his absence at the party.

Im truly sorry. It really causes me great pain not to be able to be with you tonight.
()
F

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FORM FOCUS
a) Listen to the CDUnit 24.
b) Are the sounds of the underlined words stressed or unstressed?
c) List words that you have difficulty pronouncing in the Pronunciation Box

TG (Form Focus)
1. DURATION: 37 minutes
2. MAIN OBJECTIVE: Raise
students awareness of stress.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 1. All underlined
words are unstressed since
they do not carry meaning.
It is very important to
emphasize that stress
usually follows meaning.
If necessary, compare the
sentences: I have a problem.
(unstressed article) / It is a
problem. (stressed article).
In the second sentence, the
speaker probably wants to
emphasize the seriousness
of the problem. The stressed
words in this extract are: not
talk, right now, take care, you,
and favor.
3.2. Correction Technique:
Use choral repetition
to practice and correct
pronunciation.

Peter I knowbut lets not talk about it right nowI meanIm

almost standing up on my own. And, I can take care of

myselfbut would you do me a favor?

PRONUNCIATION

BOX

113

UNITCLASS
UNIT PREPARATION

FOLLOW-UP
TG (Text)
1. DURATION: 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. Divide the text into
three parts, as indicated by the
brackets, and assign different
roles to students for them to
play in each part.
Keep board record of
mispronounced words.
Investigate vocabulary and
correct pronunciation after
each part.
3.2. Chat: Talk about famous
weddings and honeymoons. If
students arent married, take
the chance to use the Modal
Verb Would.
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 language chunks and
expressions with Modal Verbs.
Part 1
I can take care of myself. / I
can handle it. / I can manage
it.
Would you do me a favor/give
me a hand/help me out?
Ill see you at the party. / Ill
see you later. / Ill see after
the / Ill see in a while.
Part 2
ComparisonThey are just
like/look like/quite similar to
Where the hell/the heck/in
Gods name is he?
He clearly states... / He makes
it clear that... / He highlights
that...
Part 3
Superlativesthe most Part 1
famous/charming/intelligent/
brilliant
Im truly/deeply/extremely
sorry
Will you marry me? / Will you
accept my proposal? / Will
you come with us?
3.4. Correction Technique:
Group Correction with board
support. Take notes of your
students pronunciation
mistakes on the board
while they are reading and
afterwards, practice them with
the whole group.

Peter

114

FORM FOCUSPronunciation Box

ITS ELEANORS BIRTHDAY

Stop it, dude.

Eleanor Oh, Im really sad youre not going!

Peter

Ill be fine.

Eleanor But, its the first time since, you know, the accident and
Peter

I knowbut lets not talk about it right nowI meanIm almost standing up on my own.

And, I can take care of myself... but would you do me a favor?

Eleanor Of course, what is it?

Peter

Smile. I love when you smile.

Eleanor Hey! Stop it, dude.

Peter

Oh, stop you!

George (on the phone) Marcy...Would you...Listen...I...would really appreciate it if you would call your

Abigail
Margot
Abigail

Part 2

CONTENT FOCUSCorrection of follow-up activity

Margot

friend Eleanor and tell her that we are extremely lateI knowI know...listen to me, Marcy...
dont you think shes overdoing it a little bit this time? Mm...right! He said hed be at the
party at eleven sharp. Listen, Marcy, Ill see you at the party, all right? Bye!
Eleanor looks really beautiful tonight, doesnt she?
Yes, she does.
And, how are things going with Peter?
Wellhes not talking to me since our last argument. Butlook at theseI found them in
his drawer.

Abigail Drawings?
Margot Yeslook at his linestheyre just like a kids drawing
Abigail Yeah, youre right.
Margot These drawings, which I found by mistake, are helping me understand hima lot better.
Abigail Wow! Hes really worried that he might not surf again. Take a look at this one.
Eleanor George, are you out of your mind? Because I would have to be crazy to go to my own
Part 2

Part 3

birthday party without my boyfriend.

George Eleanor...
Eleanor Dont even try to convince me to go. This is going to be such a scandal. Where the hell
is he, huh?
George You know Greghe has businesses all over the worldlast week I read an interview in
which he talks about his future and he clearly states that he could not live without you.
Eleanor Im not the type of woman who can go to parties alone. Make something up! After all,
youre the one who is extremely gifted in inventing stories, arent you? I spent the last
few weeks making the final preparations. People from all over the world are going to
be there, the most famous, the most charmingI spent fourteen hours yesterday just
to select the damn flowers, the damn photographersthe whole damn setting! This is
unbelievable, its too muchI think Im going to faint
Abigail Hurry, hurry! Before you faint, before you faintturn on the TV. Your boyfriend is on
national broadcast!
Eleanor Wait! Wait!
Abigail Hurry!
Greg
(on TV) Im a man who doesnt have a home. My time is fully dedicated to my work.
However, I need to stop for a few moments to say something very important to the
woman of my life: Eleanor Elliot. Eleanor, Im truly sorry. It really causes me great pain
not to be able to be with you tonight. I know how much this party means to you. But
I hope you accept two things. First,my apologies, which are true and sincere. Please,
forgive me! Second, and most dear to me, I hope you accept my marriage proposal. Will
you marry me, Eleanorthe only love of my life?
Eleanor OhMyGod! Somebody, get me something to drinkLook, GeorgeIm shaking.
This is better than his presence, George. Check with my agent if he has a copy of this
transmissionbecause I want it on during the whole party. Isnt it great, Peter? Eleanor
Elliot is getting married!

LEXICAL

BOX

By mistake Accidentally
To make up To invent an explanation for something, especially in order to avoid being
punished or embarrassed
To be gifted With an impressive natural ability
Hell / Damn Used when you are annoyed about something
To faint
To suddenly become unconscious for a short period of time
Truly
Used for emphasizing that you really mean what you are saying
Most dear Really important

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01

TEXT INVESTIGATION
TG (Lexical and Grammar
Awareness)
1. DURATION: 13-17 minutes
2. MAIN OBJECTIVE: Present
the Modal Verb Would and the
Relative Pronouns Who and
Which.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 1. Students have
been studying Would since
the basic modules in texts
and classroom interaction.
The activity will serve more
as an awareness moment.
Concerning Relative Pronouns,
dont go any further than Who
and Which. By now, all they
need to know is that theyre
used to join two sentences
avoiding repetitions.
3.2. Correction Technique:
Group Correction

LEXICAL AND GRAMMAR AWARENESS

a) Identify, in the text, the sentences with Would.

But, would you do me a favor?
I would really appreciate...
Because I would have to be crazy to go to my own birthday party without my boyfriend

b) What do they express?

Hypothesis.

GRAMMAR NOTE

WOULDHYPOTHETICAL IDEAS AND OFFERS

The Modal verb Would is used to express hypothetical ideas. It is also used to make
offers.
I would like some sugar in my coffee.
Do you want coffee? / Would you like some coffee?
I do! / I would love it!
c) Identify, in the text, sentences with Who being used to link two sentences.
Im not the type of woman who can go to parites alone.
After all, youre the one who is extremely gifted...
Im a man who doesnt have a home.

GRAMMAR NOTE

RELATIVE PRONOUNS

WHOpeople
1. Greg spends a lot of time working.
2. Greg doesnt have a home.
Greg, who spends a lot of time working, doesnt have a home.
WHICHthings, animals, and places
1. Margot found the drawings by mistake.
2. The drawings help Margot understand Peter.
The drawings, which Margot found by mistake, help her understand Peter.
TG (Subject Matter)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Get
students to defend their
opinion about hypothetical
situations.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 2. Have
students debate in pairs and
voice their conclusions.
3.2. Output Awareness:
Make sure students use
Would in their discourse
production.
3.3. Correction Technique:
Rephrasing

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02

SUBJECT MATTER

Eleanor Dont even try to convince me to go. This is going to be such a scandal!

In the text, Eleanor was about to deal with a huge scandal. Take a look at the following situations and,
in pairs, decide which one would be the worst one to face and what you would do. Be prepared to
defend your opinion.

() A pop star who found in the newspaper that he/she had been cheated on.
() A parent whose son wrote a biography accusing him/her of being irresponsible and
neglectful.
() A politician accused of corruption by his/her own family.
() A millionaire accused of fraud and tax evasion.
Justify your opinion:

03

Jason Ralston

GAME TIME

Based on the situation you have considered the most difficult one in the previous activity, imagine
that you have to give a press conference about the subject. As you prepare your text, make sure you
are emphatic and straight to the point.

TG (Game Time)
1. DURATION: 812
minutes
2. MAIN OBJECTIVE:
Have students experience
discourse with an
emphatic tone.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 2.
Keep the same pairs
and run the activity as
a continuation of the
previous one.
3.2. Output Awareness:
Take notes of words,
expressions, and
structures used to be
emphatic. Use them in
your link.
3.3. Correction Technique:
Rephrasing
3.4. Link: Tell students
they are now going to
analyze a speech and
identify the strategies
used to soften up and
emphasize the message.
Remind them of the
fact that they have been
studying modality
throughout Intermediate
1 and that it plays a major
role in softening up and
emphasizing messages.

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DISCOURSE MOMENT
TG (Discourse Moment)
1. DURATION: 12-15
minutes
2. MAIN OBJECTIVE:
Highlight the use of
Relative Pronouns,
Register, text reference in
spoken discourse.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Read
the text together with
students calling their
attention to the moments
in which the speaker
praises and thanks others.
Make sure they notice the
emphatic tone of these
passages (underlined
parts of the text).
3.2. Chat: Talk about
movies students like and/
or hate. Ask them to
support their opinion.
3.3. Correction Technique:
Group Correction

a speech

A. Read Tim Robbins speech when he won the Oscar for best supporting actor in 2004 and do the
activities that follow.
Oh, boy. Wow. Thank you so much. Members of the Academy, this is really a lovely,
lovely honor. Id like to thank my fellow nominees, who are all spectacular and I want to
work with all of you in a movie at some point. Dennis Lehane, Brian Helgeland for the
writing of this amazing script. Clint Eastwood, youre so great. Youre such an amazing
director. Thank you. Its due to you, sir. My fellow cast members, Sean Penn, Kevin
Bacon, Marcia Gay Harden, Laura Linney, Laurence Fishburne. The crew, which was
fantastic, Toni Howard, Lisa Kasteler, Alan Horn, Bruce Berman, Jeff Robinov, and from
Warner Bros., Joe Hyams, Judie Hoyt, Rob Lorenz. My mom and dad, Dave Delgabi,
Terry, hang in there. Susan, I love you so much. Eva, Jack, Miles. Thanks for being there
for me. Susan, thanks for being the best friend. I would like to say one more thing, In this
movie, I play a victim of abuse and violence and if you are out there and are a person
that has had that tragedy befall you, there is no shame and no weakness in seeking help
and counseling, it is sometimes the strongest thing that you can do to stop the cycle of
violence. Thank you. Thank you Tim Robbins (2004)

B. Identify, in the text, features of oral speech.

Lexical choice: Oh boy / Wow / use of 1st person (sing/pl) / Repetition.

C. Identify, in the text, words or expressions used to emphasize and thank.

Thank you so much / really a lovely, lovely honor / my fellow nominees, who are all spectacular / Youre such an amazing director. / Its due to
you. / the crew, which was fantastic / I love you so much. / the best friend one can have / I want to work with all of you / for the writing of this
amazing script / youre so great /

D. Identify the reference of the pronouns in bold.

a) this the fact that he won the Oscar.
b) who my fellow nominees
c) you Clint Eastwood
d) which the crew

ACTIVITIES
01 speeches
Rewrite the paragraphs using Relative Pronouns.
This evening for me is dedicated to my mother. My mother spent 45 days
in the hospital. And Id like to say thank you to all the nurses, doctors, and
friends. They took good care of her. I love you, mom. Thank you.

118

This evening for me is dedicated to my mother, who spent 45 days in the hospital. And Id like to say thank you to all the nurses, doctors, and
friends who took good care of her. I love you, mom. Thank you.

Good evening. Thank you for this great honor tonight to be here. Thank you to
the Academy. I would like to say thank you, first of all, to Martin Scorsese. I love
Martin Scorsese very, very much. And I want to say thank you to all the entire art
department. The art department made it all possible for us. Thank you.

Good evening. Thank you for this great honor tonight to be here. Thank you to the Academy. I would like to say thank you, first of all to
Martin Scorsese, who I love very, very much. And I want to say thank you to all the entire art department, which made it all possible for us.
Thank you.

Assignments

NOTES

1. Prepare Complementary Activities 01 and 02. Note that you have to

watch a video at Wise Up Online to do Activity 02.
2. ResearchBring it next class.

TG (Activity 1)
1. DURATION: 1015
minutes
2. MAIN OBJECTIVE: Get
students to use Relative
Pronouns in a text.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 2. Tell
your students that, in
order to do the activity,
they need to find some
information that repeats
itself. Do an example
with them using the first
paragraph to serve as a
model. Then they must
connect the sentences
using the pronouns. Make
sure they know it wont
happen throughout the
whole paragraph.
3.2. Output Awareness:
If they have doubts, use
board support and do the
first paragraph together
with them.
3.3. Correction Technique:
Group Correction

CLOSING: Remind your

students that if they want
to have their compositions
back before the test, they
should hand them in until
next class.

119

COMPLEMENTARYCLASS
ACTIVITIES
01 hypotheses
a) What would you do if you had a million dollars?

Students personal answer.

b) What would you do if this was the last day of your life?

TG (Activity 1)
1. DURATION: 1015 minutes
2. MAIN OBJECTIVE: Get
students to talk about
hypothetical situations.
3. HINTS:
3.1. Setting / Problem Solving:
Picture 6.
3.2. Output Awareness:
Focus on their oral skills.
Keep their eyes off the book.
3.3. Chat: Lead the activity as
a group chat.
3.4. Correction Technique:
Self-correction or Rephrasing

TG (Activity 2)
1. DURATION: 1518 minutes
2. MAIN OBJECTIVE: Raise
students awareness of
grammar topics in contexts.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. Start the
activity by talking about
students attitudes at work;
if they control themselves
or if they are bad-tempered.
Then move on to the
questions analyzing the plot.
Keep board record of the
information. Afterwards,
explore the awareness part
of the exercise, reviewing
Modal Verbs, Pronouns, and
Ways to Give Emphasis.
3.2. Correction Technique:
Group Correction
3.3. Link: Remind your
students that they are
studying strategies to
emphasize statements and
now they will take a look at
how to soften them up.

c) What would you do if you could change your life right now?

d) What would you do if you were the president of your country?

e) When and where would you go if you could time travel?

02

ARE YOU READY TO ORDER?

Watch Are you ready to order? at Wise Up Online and do the tasks that follow.

Answer the following questions:

a) Linda says that today is a special day for her. Why?
Because its her last day at the restaurant.

b) Why is Linda so polite to customers?

Because she took calmodrill, a medicine that makes you feel calm for at least 2 hours.

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B. Find examples of sentences with the following Modal Verbs:

a) Can / Could
I did what I could. / I did less than I could. / Could you say that again? / Believe it or notI can be that person.

b) Must / Should
You must try the All-best burger. / You should see your face right now / You must pick one or the other.

c) May / Might
you may list other adjectives such as impolite and rude / May I take your order, please? / It might take 5 to 6 minutes.

d) Will / Would
Dont worry. Ill clean it. / Ill change it for you. / That would be a pleasure! / How would you like to pay?

C. Identify the reference of the pronouns in bold in the following sentences:

a) Im just a thirty-something, middle-class American who is stressed out, shorttempered,
intolerant
Linda / a thirtysomething middle class American

b) you may list other adjectives such as impolite and rude, which I really wont take into
consideration.
Which may be referring to the adjectives mentioned or to the fact that the person might list adjectives to describe her.

c) May I take your order, please?

the costumer

d) Is that clear?
what I said previously

D. Identify sentences that show emphasis at the beginning of the video.

Im awfully happy. / Im quite sure I did my best. / I really wont take into consideration. / ...today is my last goddamn day at this filthy
restaurant that I deeply despise.

121

classroom activities
TG (Discourse Project)
1. DURATION: 20-25
minutes
2. MAIN OBJECTIVE:
Encourage students to
use Modal and Lexical
Modality to soften up
criticism in written
discourse.
3. HINTS:
3.1. Setting / Problem
Solving: Pictures 1 and
2 (for letterb). Walk
around helping them.
3.2. Output Awareness:
Encourage them to use
the expressions presented
in the text.
3.3. Chat: Before you get
to letter b, chat about
things their friends do that
usually upset them.
3.4. Speech: Call their
attention to the fact
that politeness doesnt
necessarily mean
formality.
3.5. Correction Technique:
Self and Group Correction

DISCOURSE PROJECT

softening CriticismModals and Lexical Modality

Read the following email.

Hey, I dont want you to feel bad about it, but you sort of have your way
of rejecting people. Just after I got the photos, I was looking forward to
sending them to you. I tried to call you many times and emailed you a few
times, but I never heard from you. Im sorry to say, but I found it somehow
very rude of you. I know youre very busy and stuff, but I was just kind of
upset that I did all that work and you dont really seem to care about it. One
last thing I seriously dont want you to feel bad at all, just let me know
what your intentions are next time.

a) What kind of words and expressions are used in the text to soften criticism?
I dont want you to feel bad about it, but you sort of have your way of rejecting people.
Im sorry to say, but I found it somehow very rude of you.
I was just kind of upset...
You dont really seem to care about it.
I seriously dont want you to feel bad at all...

b) In pairs, write a polite subtle email criticizing attitudes or comments that a friend of yours made
during a party at your place. Students creativity.

122

RESEARCH

INTERVIEWS

Interview three friends and find out what they would like to do at the moments mentioned if they had
the chance to choose it.
In the morning

In the afternoon

In the evening / At night

On the weekends

DINING
Stockxchng\Andrew Jabs

PHONOLOGICAL AWARENESS

TG (Research)
1. DURATION: 1015
minutes
2. MAIN OBJECTIVE:
Encourage students to
raise hypotheses using
the structure they studied
in the lesson.
3. HINTS:
3.1. Setting / Problem
Solving:
Picture 6.
3.2. Chat: Lead the activity
as a group chat. Highlight
the most common
answers and have
students to get to general
conclusions.
3.3. Output Awareness:
Make sure students
use Modal Verbs,
especially Would, in their
presentations. In case
they dont, rephrase their
sentences.
3.4. Correction Technique:
Self-correction or
Rephrasing
TG (Phonological
Awareness)
1. DURATION: 10-15
minutes
2. MAIN OBJECTIVE:
Raise students awareness
of groups of words that
are spoken as one sound.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 15. You
should read the dialogue
first with students. Then
play the dialogue part
by part asking them
to identify connected
speech. Afterwards, get
students to read it.
Part 1 Are you hungry?
to I think there is some
meat in the freezer.
Part 2 I would like
chicken to What have
you got?
Part 3 There is a carton
of juice in the fridge to
the end.
3.2. Correction Technique:
Group Correction

A. Is it difficult for you to decide what to have for dinner? What do you usually have? What would
you like to have?
Students personal answer

123

B. Listen to the dialogue and take notes of how the sentences are pronounced, paying special
attention to sounds that are spoken together.
Uncle

Are you hungry?

are you is spoken together / hungry is stressed

Nephew What have you got?

The whole sentence is spoken together

Uncle

What do you want?

The whole sentence is spoken together

Nephew What have you got?

The whole sentence is spoken together

Uncle

I think there is some meat in the freezer.

I think / there is some meat / in the fridge (three groups)

Nephew I would like chicken.

The whole sentence is spoken together

Uncle:

What would you like to drink?

The whole sentence is spoken together

Nephew What have you got?

Uncle

What do you want?

The whole sentence is spoken together

The whole sentence is spoken together

Nephew What have you got?

The whole sentence is spoken together

Uncle

There is a carton of juice in the fridge.

There is / a carton of juice / in the fridge (three groups)

Nephew I would like Coke.

The whole sentence is spoken together

Uncle

Youre not really hungry, are you?

Youre not really hungry / are you? (two groups)

Nephew It depends on what youve got.

TG (Self-evaluation)
1. DURATION: 510 minutes
2. MAIN OBJECTIVE: Help
students identify their
learning styles and ways of
organizing their knowledge.
3. HINTS:
3.1. Setting / Problem
Solving: Picture 1. This
activity should be carried out
as a chat. They should feel
free to talk about their lives
and share experience.

124

It depends on / what youve got (two groups)

SELF-EVALUATION

HOW DO I STUDY?

Students personal answer

a) I save some time out of my day to study.

() always

() usually

() rarely

() never

() sometimes

b) I follow all the steps of Class Preparation.

() always

() usually

() rarely

() never

() sometimes

c) I do all the homework, including the Research and the Written Assignments.
() always

() usually

() rarely

() never

() sometimes

d) I do the online activities.

() always

() usually

() rarely

() never

CLOSING: Remind students

that the Oral and Written
exams are coming up.
Highlight the importance
of studying, redoing
activities, and taking a look
at the Written Assignments
corrected.

() sometimes

e) I take notes. Afterwards, I use them to learn new vocabulary.

() always

() usually

() rarely

() never

() sometimes

f) When Im studying at home, I take notes of my doubts and clear them up in class.
() always

() usually

() rarely

() never

Assignments

() sometimes

1. Visit Wise Up Online to do the extra activities related to Lesson 24

2. Written AssignmentTake a look at all your Written Assignments and
the mistakes you made. Its time for a good review.

NOTES

125