• Read the lesson title. Review that fandom refers to being part of a group of people who admire a particular sports team, celebrity, TV program, etc.
• Read the social media message aloud. Ask, What is a championship game? (a competition to find which player or team is the best in a particular sport) What type of championship game might he be referring to?
(some sport such as baseball, hockey, basketball, etc.) Refer Ss to the photo on page 17. Ask, Do you think the fans are going wild here?
• Write #psyched on the board. First elicit the meaning of psyched. (to be really excited about something) Then point to the hashtag and ask, Do you use hashtags on social media? How do you use them? Why?
CULTURE NOTE A hashtag is the symbol #. A hashtag labels content, which makes it easy to quickly find content on that topic. It is considered an effective marketing tool for businesses. It can also be used to add an entertaining comment to a post, such as #embarrassing.
1 BEFORE YOU LISTEN
• Read the question aloud. Give Ss time to discuss in pairs.
• Bring the class together and have Ss share. Ask, Is anyone here a huge fan of something? What might indicate that someone is a huge fan? (For example, wearing clothing with a team’s name or
distinguishing sign)
• Have Ss look at the notes in the text. Ask, What are these notes for? (They are questions for an interview with a sports psychologist.)
• Have Ss preview the bold vocabulary before listening.
Tell them to circle any terms they are unfamiliar with, such as raw emotion (a strong natural feeling that isn’t controlled). In pairs, have them compare their previous knowledge.
• Say, Listen to the words that are commonly used to talk about fandom. Play the audio and pause after hooked.
• Say, Now listen to the questions. Play the rest of the audio.
• Have Ss define the terms in small groups. Go over the answers as a class. You can also have Ss refer to the definitions in the glossary on page 156.
• For more vocabulary practice, refer Ss to the exercise on page 129.
LANGUAGE NOTE Focus Ss’ attention on raw in raw emotion. Elicit that raw in reference to food means uncooked. The adjective raw can also be used to describe non-food items as being in a natural untreated state, such as raw wood. Raw emotions are basic emotions, out in the open. When fans show raw emotions, that means they don’t control them. They may scream for joy when their team gets a point or argue with a stranger if their team loses.
OPTION Make a cloze exercise with the text from 1B by replacing the target vocabulary with blanks. Pass out the exercise. Tell Ss to fill in the blanks with the words that they hear as they listen. Play the audio.
Then have Ss check their answers.
2 LANGUAGE CHOICES
• Write the following sentences on the board:
1. The teacher let the Ss read the book.
2. The teacher made the Ss read the book.
3. The teacher had the Ss read the book.
4. The teacher got the Ss to read the book.
Call on Ss to read each sentence aloud. Ask, Is the meaning the same in each one? (no) In pairs, have Ss interpret differences in meaning.
• Call on a volunteer to read the information in the note.
Point to the sentences on the board and ask, Does the teacher cause the Ss to read the book in each one? (yes)
• Say, In this exercise, you will use the example sentences to analyze more deeply the meanings of different causative verbs. In pairs, have Ss take turns reading the example sentences. Then have them match the verbs to how they are used. Circulate and monitor. Ask guiding questions, for example, What does the subject of the sentence cause to happen?
• Bring the class together and go over the answers. Ask Ss which example sentence helped them choose the correct answer.
• Read the instructions aloud. Give Ss a few minutes to sort the causative verbs into the two groups.
• Then bring the class together and call on Ss to share.
EXTENSION In pairs, have Ss make up sentences for each causative verb, paying attention to the verb + object + infinitive form or the verb + object + base form.
EXTENSION Put Ss into groups of three. Tell them to discuss the questions the interviewer has prepared for the sports psychologist. Circulate and assist as needed. If Ss don’t know an answer, encourage them to speculate.
help get have make, require
allow, let
verb + object + base form: let, make, have, help
5 TRY IT YOURSELF
MAKE IT PERSONAL Look at your notes from 4C. What are you a big fan of? How does your passion affect how you act? Take notes.
DISCUSS In pairs, discuss your notes from 5A.
EVALUATE In small groups, make connections between your experience and the information presented in the podcast. Present your findings to the class.
3 PRONUNCIATION
02-09 Listen. Read the pronunciation note.
02-10 Listen. Notice the stress in the underlined phrases. Then listen and repeat.
1. Winning the tournament made the team cheer loudly.
2. Even though she’s not a fan, she actually helped me find tickets.
02-11 Listen. Mark the stressed verbs in the underlined phrases with a dot.
A: That game was close. It got me so nervous.
B: Me, too. But that first goal after halftime was cathartic. It helped me relax.
A: I noticed. Before that, you had your eyes covered. You’ve got to have faith.
B: Yeah. But our mistakes in the first half are what made me lose faith.
4 LISTENING
02-12 Listen. What is the topic of the podcast?
02-12 Read the Listening Skill.
Listen again for phrases that guide a conversation. Write the name of the speaker.
1. Let’s start off with…
2. We’ll come back to that later.
3. Moving on,…
4. And on a related note,…
02-12 Listen again. Take notes in the chart.
Field of science What science says Psychology
Sociology Physiology
PAIRS REACT Think about the fan you discussed in 1A. How can his or her actions be explained by research in psychology, sociology, and physiology?
LISTENING SKILL Listen for phrases that guide a conversation Speakers sometimes use phrases to guide a conversation. They may do this to keep a conversation on topic, to switch to a new topic, to elicit specific information, or to stay within time limits.
For example: Let’s start off with…; Now let’s turn to…; Another important aspect is…; Moving on,…; On a related note,…; We’ll come back to that later.
Stress in causative verb phrases
The second verb in a causative verb phrase is usually stressed more than the causative verb.
The object is also usually stressed if it is not a pronoun: Watching sports makes my heart race.
The causative verb may be stressed if the speaker wants to emphasize causative meaning:
I wanted to be there, but they made me leave.
UNIT 2 21 I CAN TALK ABOUT FANDOM.
UNIT 2 T-21
3 PRONUNCIATION
• Bring Ss’ attention to the pronunciation note. Elicit or review that stress is the emphasis given to specific syllables in a word or specific words in a phrase or sentence.
• Play the audio for the note. Then write the second sentence on the board: I wanted to be there, but they made me leave. Place the dot over leave instead of made so that it is different from the stress shown in the book. Call on a volunteer to read the sentence with the new stress. Then ask another volunteer to read the same sentence in the book. Discuss how the focus of the sentence changes when the stress changes.
• Tell Ss to notice the stress in the underlined phrases.
• Play the audio. Have Ss listen and repeat.
• Read the instructions. Play the audio.
• Have Ss compare answers with a partner.
• Call on volunteers to read the conversation to the class. Tell Ss to listen to the stress they put on words.
Then discuss as a class.
EXTENSION On the board, write: allow, let, have, help, require. In pairs, have Ss think up five sentences with these causative verbs. Then have them fill in stress dots. Remind Ss that the emphasis can vary depending on context. Alternatively, ask Ss to fill in stress dots for the example sentences on page 20.
4 LISTENING
• Tell Ss they are going to listen to a podcast. Read the target question.
• Play the audio. Have Ss listen.
• In pairs, have Ss discuss the target question. Go over the answer as a class.
EXTENSION In pairs, have Ss use the audio script to find words that were taught in 1B. Tell them to underline the sentences and review the meaning of the new vocabulary words.
TEACHING TIP For extra support, Ss can follow the audio script as they listen.
• Ask Ss to look at the Listening Skill box. Read the title and the skill.
• Then read the first example in the box. Ask Ss to repeat. Do the same for the other examples.
• For the second listening of the podcast, tell Ss to listen for the specific phrases and identify the speaker as either AJ or Mickey.
• Play the audio. Have SS listen and complete the exercise.
• Go over the answers as a class.
• For the third listening, have Ss listen for details. Copy the chart on the board.
• Play the audio. Have Ss complete the exercise
individually. You may need to play the audio additional times and pause so Ss can write down answers. Then let Ss compare their charts in pairs.
• Invite volunteers to add their answers to the chart on the board. Elicit corrections.
• Read the instructions. In pairs, have Ss apply the information they learned in the interview to analyze the fan they mentioned in 1A.
• Circulate and help Ss make connections between psychology, sociology, and physiology and the fan’s behavior.
• Bring the class together and have pairs share.
5 TRY IT YOURSELF
• Ask the target questions. Tell Ss to think of something they are a fan of that reflects these observations. If Ss are not big fans of a team or a performer, invite them to think of an activity they do with other people that evokes similar emotions and responses, such as working for a political campaign or volunteering.
• Have Ss discuss in pairs. Circulate as Ss work.
• Bring the class together and invite all Ss to share.
• Read the instructions. Combine pairs into small groups and have them discuss their findings and
analyze further.
• Bring the class together and have volunteers share.
EXTENSION Invite Ss to write a short email to a friend about a specific situation where they felt the physiological effects described in the interview.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:
✓ using the vocabulary to talk about fandom
✓ using causative verbs
✓ using stress with causative verb phrases
✓ using phrases that guide a conversation
EXIT TICKET Without looking at their notes, ask Ss to give you a short oral summary of the science behind fandom. Tell Ss to use the target vocabulary from 1B and phrases to guide the conversation. Listen and take notes on areas for review and extra practice in later lessons.
•
•
•
Possible answer:
the science behind being a sports fan
Fans are happier about their own lives when they’re cheering for their favorite teams. Because fans identify with teams, they have higher self-esteem. Being a fan is similar to being in love. Humans don’t distinguish between themselves and those they love. Fans don’t want to lose a part of themselves, so they remain with their team whether the team is winning or losing.
Humans have an inclination toward being in groups.
The camaraderie between fans of the same team helps fans feel less depression, alienation, and loneliness.
Because of what happens in the brain, fans have a rush of adrenaline, a faster heartbeat, and faster breathing.
Mirror neurons in the brain make fans feel like a member of their favorite team.
Mickey Mickey
AJ AJ
www.frenglish.ru
1 BEFORE YOU LISTEN
PAIRS THINK How open-minded are you when encountering opinions different than your own? Rate yourself
from 1 (not open-minded at all) to 10 (very open-minded). Discuss.
02-13 VOCABULARY Read the words and listen to the sentences. Do you know these words?
plagued with (something) pay attention to (something) ignorance
misinformation an evolutionary trait swayed into believing
fi lter prioritize a tendency
reinforce exploited by (something)
>> FOR PRACTICE, PAGE 130 / DEFINITIONS, PAGE 157
2 LANGUAGE CHOICES Active versus passive reporting
Read the example sentences. Notice the different ways to report information. Label the example sentences active or passive. Then complete the rules in the chart with Active or Passive.
Example sentences
1. a. active Studies have shown that misinformation spreads quickly on social media.
b. It’s been shown that misinformation spreads quickly on social media.
c. Misinformation has been shown to spread quickly on social media.
2. a. Researchers at Harvard have found that negative headlines get more attention.
b. It has been found that negative headlines get more attention.
c. Negative headlines have been found to get more attention.
3. a. They say social media content is fi ltered by algorithms.
b. It is said that social media content is fi ltered by algorithms.
c. Social media content is said to be fi ltered by algorithms.
Active versus passive reporting
• reporting creates distance between the speaker and the information being reported.
• reporting structures can hide the source of information if the source is obvious, unimportant, or unknown.
• reporting includes the source of information.
>> FOR PRACTICE, PAGE 130 What reporting verbs are used in the example sentences in 2A? What other reporting verbs
are commonly used in active and passive reporting structures? Make a list.
LESSON 3
EDGAR VELA
@EdgarV
This talk about bias on social media sounds interesting. I always see the same kinds of news articles in my social media feed!
DISCUSS BIAS LESSON 3 DISCUSS BIAS
• Read the lesson title. Write bias on the board. Review that a bias is an unfair personal opinion for or against someone that influences your actions. Point out that bias often stems from your experience: I have a bias against that university because it didn’t accept my son.
• Call on a volunteer to read the social media message aloud. Ask, Why do you think that Edgar always sees the same kinds of news articles in his social media feed? (Social media follows what sites you visit and provides you with similar content.)
LANGUAGE NOTE Focus on the difference between bias and stereotype. Review the meaning of
stereotype (a preconceived idea about of a group of people). Say, Name a stereotype about millennials discussed in Lesson 1. (Millennials are irresponsible.) Ask, Can you think of an example of a bias against millennials? (Mel has a bias against millennials because both her adult kids have moved back home.) Point out that bias can also be used as a verb (The information may bias the jury). Biased is the adjective form, meaning influenced by bias. Explain that to be biased against something means you have a negative opinion and that to be biased toward something means you have a positive opinion.
1 BEFORE YOU LISTEN
• Draw a horizontal line on the board. On one end write 1. not open-minded at all and on the other end write 10. very open-minded. Write in numbers 2 to 9.
• Read the instructions aloud. Model the activity. Say, I’m pretty open-minded. I think I’m an 8. I like to try new things. I always want to learn something new. Call on Ss to make statements about themselves.
• Elicit what other word including minded could be used instead of not open-minded at all. (closed-minded) EXTENSION Say, Think about the least open-minded person you know. Describe what kinds of things he or she does or says. (For example, My grandfather is not open-minded. He always has to be right. It’s really frustrating.) Have Ss share in pairs or small groups.
• Have Ss preview the vocabulary before listening. Tell them to circle any terms they are unfamiliar with. In pairs, have them share and compare their
previous knowledge.
• Say, You will hear the vocabulary words with example sentences. Play the audio. Then say each word again and have them repeat.
• In small groups, have Ss define the terms. Remind Ss to use context clues from the example sentences to help them understand the meaning. Play the audio again if necessary.
• Go over the definitions. You can also refer Ss to the definitions in the glossary on page 157.
• For more vocabulary practice, refer Ss to page 130.
2 LANGUAGE CHOICES
• Read the title. Ask, What does reporting mean?
(sharing or conveying information) What are some examples of reporting verbs? (say, believe, expect) Call on a volunteer to read the first example sentence.
Ask, How do we know it is active? (The subject studies performs the action of showing.)
• Read the instructions and have Ss label sentences 1b and 1c. (Each sentence is passive.) Ask, Does either sentence have an agent? (no) Why not? (Studies is not specific and thus is not important to the meaning.)
• Tell Ss to do the rest of the exercise individually and complete the rules.
• Bring the class together and go over the answers. Ask Ss which example sentence helped them choose the correct answer. Offer feedback as needed.
• Focus Ss’ attention on the passive sentences. Tell them to underline the passive forms. Invite them to study the sentence structure in each. Write the two patterns on the board:
it + passive reporting verb + that-clause subject + passive reporting verb + infinitive
EXTENSION To practice structure patterns for passive reporting verbs, write the following sentences on the board. In pairs, have Ss rewrite them in the passive in two ways.
1. People felt that the punishment didn’t fit the crime.
(It was felt that the punishment didn’t fit the crime. / The punishment was felt not to fit the crime.) 2. They estimate that the economy will bounce back
in two years. (It is estimated that the economy will bounce back in two years. / The economy is estimated to bounce back in two years.)
• Read the instructions aloud. Call on volunteers to read the reporting verbs. Then in pairs have Ss brainstorm other verbs.
• Then bring the class together and invite Ss to write verbs on the board.
EXTENSION In groups, have Ss refer to the verbs on the board to practice passive reporting. Encourage them to try out both structures: it + passive verb + that-clause and subject + passive verb + infinitive.
passive passive active passive passive active
Passive Passive
Reporting verbs in example sentences: show, find, say
Other possible reporting verbs: agree, announce, believe, claim, confess, confirm, consider, deny, estimate, expect, feel, hope, insist, mention, promise, report, suggest, think, understand
Active passive passive