Q3: Would you say the man following the car was violent? Would you be scared of him? These answers depend on the students and how they see what happened.
4. Vocabulary look •These 5 items are in the story. If the students know what they mean, they think of how they can explain them, especially in terms of how they relate to something in the story. If they aren’t familiar with them, they look at the sentences and the context they are in and try to figure them out. * to clean up one’s act (line 1) * to mess / screw something up (line 79) * to be taken aback (line 95) * to take somebody up on something (line 104) * to play something by ear (line 131)
•After going over the pronunciation, give the students a few minutes to do the task. (They can confer in pairs if they like.) Then ask different individuals to communicate the meaning.
5. Post Story Discussion
• Suggested themes for discussion. – choose one or more: (#1 is on the Student Handout) 1 What motivated the following actions?: a) the placing of the colourful reminders b) renting a tux for the final exam c) the woman buys the protagonist a drink d) the waiter kicks the two people out of the bar e) the man following the woman f) the protagonist looking for the woman after she drove away
What would you have done in each of these situations, assuming you had the same motivational factors? 33