UNIVERSITY OF EL SALVADOR

WESTERN MULTIDISCIPLINARY CAMPUS

ENGLISH LANGUAGE DEPARTMENT
INTENSIVE INTERMEDIATE ENGLISH I-2016

CLASS TUTORING
URBAN LIFE
By MEd. Juan Francisco Hidalgo Sandoval and Licda. Mercedes Dueas

UNIT 8: URBAN LIFE: --TALKING ABOUT THE COST OF SOMETHING, ATTRACTING SOMEONES
ATTENTION, CHECKING AND CONFIRMING INFORMATION, APOLOGIZING, EXPRESSING
OBLIGATION, UNDERSTANDING INFORMATION ON A MAP, ASKING FOR, GIVING AND
FOLLOWING DIRECTIONS, BRAINSTORMING IDEAS, MAKING FUTURE PLANS, AND DESCRIBING A
PLACE
TARGET STRUCTURE: HAVE TO (AFFIRMATIVE), NEAR FUTURE (GOING TO)

GENERAL OBJECTIVE: At the end of the lesson, students SWBAT use the near future
tense(going to) and Have to in the affirmative form in various real life contexts 1
SPECIFIC OBJECTIVES: At the end of the lesson, SWBAT:
Check and confirm information about the cost of something.
Apologize and express obligation.
Talk about environmental problems and ways to prevent them.
Talk about future plans and actions using the auxiliary going to effectively.

MATERIALS: Markers, eraser, board, copies, CDs, CD player, overhead projector, Pioneer
Elementary Book, appendixes.

I- Warm up: Twenty questions (10 min)

Materials: get five different objects or words to class.

The game starts with one player thinking of an object. The person who thought of the object lets
the other players know whether the object is a animal, plant, or mineral. Then the other players
ask questions that can be answered with a "yes" or "no" in an attempt to identify the object. In
total the players are allowed to ask a total of twenty questions.

If the question cannot be answered with a definite "yes" or "no" then "sometimes" and "sort of"
can be acceptable answers. Players can take turns each asking a question or as a group they can
confer and ask a group question. At any point if players think they know the answer they can
guess the object, but if they are wrong the guess counts as a question.

If a player correctly guesses the object it becomes their turn to think of the next object and the
game continues. If the players cannot guess the object correctly within the twenty questions the
object chooser reveals the answer and gets to choose another object.

II- Presentation (20min, appendix 1))

Have students read and repeat the conversations.

Make some comprehension questions or yes no questions to students about it.
Have some students performing the conversation.

A: This bus goes all the way to Santa Anita mall, right?
B: Yes, it'll take us there.
A: Are you positive?
B: I always catch this bus.
A: How long is this bus ride?
B: It only takes half an hour.
A: Where do we get off at?
B: We can get off the bus right behind Macy's.
A: There's a stop right next to the mall?
B: Yeah, it's right in the parking lot.
A: That's cool. 2
B: Yes, I know.

Minutes later.

A: Are you sure that this bus will take us to Santa Anita mall?
B: Yes, it will.
A: You know that for a fact?
B: Yeah, I catch this bus all the time.
A: Is it a very long bus ride?
B: It's about thirty minutes long.
A: Do you know where we get off at?
B: There's a bus stop right behind Macy's.
A: Really, there's a bus stop right by the mall?
B: There's a bus stop in the mall parking lot.
A: That's convenient.
B: Absolutely.

III. Grammar Section (20 min, appendix 2)

FORM
When we use going in a phrase to talk about the future, the form is composed of three
elements: the verb to be conjugated to match the subject + going + the infinitive of the main
verb.
Subject + to be (conjugated) + going + infinitive

She is going to leave.

I am going to stay.

Affirmative

He is going to jog.

Negative

He is not going to jog.

Interrogative

Is he going to jog?

Negative Interrogative

Isn't he going to jog?

Function
The use of going to refer to future events suggests a very strong association with the present.
The time is not important, it is later than now, but the attitude is that the event depends on
something in the present situation that we know about. Going is mainly used to refer to our 3
plans and intentions or to make predictions based on present evidence. In everyday speech,
going to is often shortened to gonna, especially in American English, but it is never written that
way.

Using "going" for plans and intentions

Examples:

Is Freddy going to buy a new car soon?

Are John and Pam going to visit Milan when they are in Italy?

I think Nigel and Mary are going to have a party next week.

We are going to have dinner together tomorrow.

Aren't you going to stay at the library until your report is finished?

Using "going" for predictions

Examples

He's going to be a brilliant politician.

I'm going to have a hard time falling asleep.

You're going to be sorry you said that.

Is it going to rain this afternoon?

Arent they going to come to the party?

Have to as Obligation

We often use have to to say that something is obligatory,

For example:

Children have to go to school.

Note that we can use the have to expression in all tenses, for example: he has to, he had to, he
has had to, and he will have to

Structure of have to

Have to is often grouped with modal auxiliary verbs for convenience, but in fact it is not a modal
verb. It is not even an auxiliary verb. In the have to structure, "have" is a main verb.

The basic structure for have to is : Subject + auxiliary verb +have + to-infinitive
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Affirmative She has to work.
Negative She does not have to work.
Interrogative Does she have to work?

CONTROLLED PRACTICE

1- Listening activity (track 73, 20 minutes, appendix 3)

Have students listen, read and repeat the conversation.

Conversation: Why is Jorge unhappy?

Jorge: Oh, no! Look at this grade. Thats it. Im going to improve my English.

Matt: How? What are you going to do?

Jorge: Well, first, Im going to study every day.

Matt: Oh, sure!

Jorge: I am! And Im going to get a summer job in the U.S.

Matt: Oh, yeah? And are you going to get an American girlfriend, too?

Jorge: Yes, I am. So Im not going to speak Spanish at all. Only English.

Matt: They sound like good ideas. Dont worry about it now, anyway. Im going out with some
friends tonight. Do you want to go?

Jorge: Sure that sounds fun. What time are you going?

Matt: Well, were going to a Chinese restaurant for dinner first, so were meeting at Lennys at
7:30.

Jorge: Ok, great. Listen, I have to go. Im going swimming with Julio.

Matt: Ok. Have fun.

Jorge: Thanks. See you at Lennys.

Check pronunciation and vocabulary with the students.

Have students practice the conversation.
At last, have students answer these questions:

1- Whats the topic of the conversation?

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2- What is he going to do to improve English.

3- What time are they going to see each other later?

4- Where are they going to meet at 7:30?

5- What is Jorge going to do with Julio?

2- Speaking and writing activity (25 minutes, appendix 4)

Have students work in pairs to guess activities for each picture. Then, they can compare
sentences with some other classmates. Finally students can write their own sentences using
going to.

1- 2- 3-
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4- 5- 6-

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

7- 8- 9- 10-

_______________________________________________________________________________
_______________________________________________________________________________ 6
_______________________________________________________________________________
_______________________________________________________________________________

4- Reading (page 78, track 47, 25 minutes)

Answer the survey questions. Then discuss in pairs.

TRANSPORTATION SURVEY

1- How do you get to work/school?

2- How long does it take?

3- Do you like using public transportation?

4- How often do you take a cab?

Finally, listen and read the conversations from the book. Where is each conversation taking
place? Which words/phrases helped you decide?

Check new words and have some students performing the conversations. Finish this activity
completing page 79.

5- Pair work (20 min, appendix 5)

Complete the sentences with the missing part. Use going to

Example: I have the flu. I am going to rest at home.

1- I am hot.
__________________________ have a shower.
2- We are tired.
__________________________ go to bed early.
3- He is thirsty.
__________________________ have a drink.
4- They are bored.
__________________________ watch television.
5- My sister is ill.
__________________________ take some tablets.
6- You are hungry.
__________________________ get some food.
7- It is very cold.
___________________________ snow.
8- I have got a toothache.
___________________________ see the dentist.
9- It's dark. They can't see. 7
___________________________ put on the light.

*Change the sentences below into questions.

Example: Frank and Rohan are going to see him tomorrow.

Are Frank and Rohan going to see him tomorrow?

1- Ellen and Harry are going to watch TV tonight.

_______________________________________________________________
2- We're going to go to the dentist's next week.
_______________________________________________________________
3- She's going to have a party for her birthday.
_______________________________________________________________
4- I'm going to eat that cake.
__________________________________________________________________
5- Bill's going to wear a suit to the wedding.
__________________________________________________________________
6- Ann's going to make a sandwich for dinner.
__________________________________________________________________
7- It's going to rain soon.
__________________________________________________________________
 8- You're going to phone Phil tomorrow.
__________________________________________________________________
9- We're going to take an umbrella.
__________________________________________________________________
10- I'm going to stay at home tonight.
__________________________________________________________________

*Exercise. Chose have to / has to or don't have to / doesn't have to.

1. Every man ________________ do military service in my country. It's obligatory.

2. When do we ________________ pay for the next term?
3. Policemen _______________wear a uniform.
4. A pilot _________________train for many years.
5. Does Susan ____________work long hours?
6. I ___________ get up early on Sundays. I can stay in bed.
7. You ____________ have a visa to come to Ukraine.
8. You ____________ to do it if you don't want to.
9.My daughter ________________ to cook, because I cook for the whole family.
10.We ____________ pay. It's free.

SEMI-CONTROLLED PRACTICE 8
1- SPEAKING ACTIVITY (30min, appendix 6)

SIMULATIONS

Ask students to form pairs

Have pieces of papers with the situations below and give one to each pair
Tell them they have certain time to prepare the situation
After students come to the front to perform the situation assigned
At the end, give feed back

SITUATION 1

STUDENT A: You met a really beautiful girl on Facebook 2 months ago, and you became really
good friends. You talk to her every day; you know everything about her and now you want to
know her personally but she lives in a city far from your house, a place you do not know.
Anyways, you take the challenge and you are going to go to that city. You are going to meet her
in the park. When you get to the city, you are going to be lost because you do not know the
place, but someone is going to help you.
STUDENT B: You are in the market of your hometown when suddenly you see someone who is
clearly lost because of his face. You supposed that person is not from that place so you ask if you
can help and the person replies that he is looking for the park, so you give him direction to get
there.

SITUATION 2

You and your fiend are going to have a trip this coming weekend, so you make plans for it.
Where are you going to go? Who are you going to go with? What are you going to eat? Are you
going to cook? What time are you going to meet?

SITUATION 3

If you have the opportunity to go to one place in the whole world where would you go?

Imagine you are there; tell your pair how you imagine that place is.

2- READING AND LISTENING ACTYVITY (25min)

BOOK TIME (page 82)

Green ideas for a green lifestyle CD2 Track 56
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Draw students attention to the title of the text and the pictures accompanying it
Ask students to tell you what is the text about
Play the CD once but tell them to close their books
Ask what they have understood
Play the CD again and tell them to underline any unknown word
Clear doubts with the new words
Play the CD again
Ask some students to read a paragraph of the text
Give feedback on pronunciation

3- WRITING ACTIVITY (20 min)

Read the text below twice

Have students answer the questions
If students cannot answer give them the script
 QUESTIONS

1. Do you think Mr. Matthews should lose his job?

2. Have you ever faced a storm of criticism? What do you think its like?
3. Why do you think Mr. Matthews did not fully answer journalists questions?
4. Do you think the British Prime Minister should have done more to help this problem?
5. What are the best and worst things about air travel?
6. How would you pass the time if you had to spend three days at an airport?
7. What advice would you give to stranded passengers?
8. Why do you think the airport said no to British Army volunteers?

This is the listening accompanying this exercise. Only for teachers

If students cannot answer, then, present the script:

Travel chaos at British airport

Londons Heathrow Airport is at the center of criticism for its virtual shutdown during recent

heavy snow in England. Heathrow is one of the worlds busiest airports, yet it failed to deal

with snow fall of 9centimeters, even 3 days after the snow fell. Airport authorities cancelled
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more than 3,200 flights, leaving thousands of frustrated passengers stranded in the terminal

buildings. The situation is made worse as the Christmas holiday season is one of the busiest

times of the year for air travel. What has been frustrating travelers most is the lack of flight

information and basics like food and water. Passengers who have spent days sleeping on the

airport floor are perplexed as to why only one third of flights are leaving, mainly long haul,

when there has been no snow for three days.

Colin Matthews, chief executive of British Airports Authority, is facing a storm of criticism

over this problem. Mr. Matthews could not give any real answers to journalists questions

about themes. He said in an interview with BBC radio: "I am really sorryWe are going to

crawl over every aspect of these last few days when we've got every passenger in the right

place. Britains Prime Minister David Cameron has added his worries that the airport should

not come to a standstill because of snow. He said: I'm frustrated on behalf of all those
 affected that it's taking so long for the situation to improve.Mr. Cameron offered the help

of Britains Army to help clear the snow from the runways, but the airport declined, saying

they already have 200 volunteers.

FREE PRACTICE

1- SPEAKING ACTIVITY (20min, appendix 7)

Have students work in groups of three

Assigned each group an image (the ones below)
Tell them that they have to say everything they can about that image
They have to say one sentence per each member using the word in the image
Ask some of them to share with their classmates

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2- READING AND WRITING ACTIVITY (25min, appendix 8)

Ask students what they know about Italy, Pisa especially

Try to brainstorm them
Present them with the following article
Ask them to read it once silently
Ask some of them to read it out loud
Tell them to write 10 Wh-questions from it

Pisa, Italy

A one hour train journey from Florence, Pisa is

home to the famous leaning tower that everyone
should see once. I've been fortunate to see it and
climb it twice - the first time in September 1975 and
the second time in August 1989. On the first
occasion, I was with my first wife Carole. She
decided not to climb the tower, so I said that I
would wave to her from each level. What I had
realized was that the exit shifts position from
not
level 12
to level, so one has to walk around to view
someone in a fixed location on the ground, and there are no railings except on the top-most level
- so it was an increasingly scary exercise. On the second visit, I was with my present wife Vee and
she is crazier than me, so she unnerved me by walking around each level in her bare feet. In fact,
the internal climb is challenging enough: the 300 steps are worn, the walls lean, and the passage
is narrow and two-way.

We do not know who designed this beautiful structure, but we do know that construction started
in 1173 and took almost two centuries. The lean became so dangerous that, shortly after my last
visit, the tower was closed to visitors. It took 12 years to find a way of halting the lean, before the
tower reopened at the end of 2001, but now one has to be with a guide and access is limited to
the top floor. The tower is located in Piazza dei Miracoli which is also home to the Cathedral
(consecrated in 1118) and the Baptistery (begun in 1152) plus the elongated Camposanto (begun
in 1278). These four constructions are architectural jewels that make the square impossible to
forget, once observed.
3- LISTENING ACTIVITY (15min)

BOOK TIME (page 84) CD2 Track 59,60

Ask students to look at the pictures and tell you what they show
Ask questions in the rubric
Play the CD once and have students listen carefully
Play the CD twice and ask them to work in exercise b
If necessary, play the CD one more time
Check the answers with the class

WARM UP (30min)
Have students work in pairs
Ask them to describe the most interesting place they have visited
Tell some of the students to share with the class

HOMEWORK (40min)

Have students in groups of 4 make a story on Being GREEN in their own

neighborhoods.
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Ask them to make collages using recycled materials and post them around the
class on their next English class.

Praise all of the works and make them feel responsible for their environment
situation.

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