MEET THE PROTECTORS SQUAD!
LESSON 3 DISCUSS WHY WE LOVE SUPERHEROES
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TAE-HO KANG
@Tae-hoK
Just watched a talk about superheroes. Now I know why I love Batman so much! And I thought it was just the cool car.
dIscUss wHY we loVe sUPeRHeRoes
UNIT 2 T-22
LESSON 3 DISCUSS WHY WE LOVE SUPERHEROES
• Read the lesson title and the social media message aloud. Ask, What superhero does Tae-ho love?
(Batman) Why do you think he likes this superhero so much?
• Ask, What are some superheroes that you like? Why?
Elicit ideas from the class.
1 BEFORE YOU LISTEN
• Ask the target questions. Provide a model answer to the first question. Say, I feel like superheroes are great role models because they usually represent people who don’t have a voice.
• Give Ss time to discuss in pairs. Encourage Ss to also share any superhero comics, games, or shows they like.
• Take a class survey to understand how the Ss feel about superheroes. Elicit names of movies, shows, comics, and games that Ss like. Write them on the board for reference.
• 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.
• Read the example for intervene again: When you see someone in trouble, do you intervene? Or do you stay on the sidelines? Ask, What does it mean to stay on the sidelines? (to watch something that is happening but not get involved in it)
• 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.
• Review definitions. Refer Ss to the practice on page 130 and definitions on page 156.
EXTENSION Ask Ss to make a list numbered 1–9. Say, Write the vocabulary word that has a similar meaning to the words you see. Project, show, or write on the board synonyms for each vocabulary word. Leave the word up for 10–15 seconds and then move on to the next one. Repeat the activity 2–3 times, but present the synonyms in a random order each time.
Examples of synonyms:
1. churn out: produce a lot of 2. innate: natural, untaught 3. self-evident: obvious, clear 4. resemble: look like, be similar to 5. intervene: get involved, step in 6. consistently: always, constantly 7. trauma: injury, suffering
8. avenge: retaliate, take revenge for 9. thrust: pushed, forced
2 LANGUAGE CHOICES
• Write on the board: I feel great when I buy a car on sale. Read the sentence aloud. Say, This verb tense is called the present real conditional. What do we use it to talk about? Elicit ideas.
• In pairs, have Ss read the example sentences and complete the exercise. Ask them to underline any if or when clauses and note the verb tenses used in each clause.
• Review answers. Call on Ss to read each rule in the chart and say the answer. If the rule is false, ask the student to change the rule so that it is true. Write the corrected rules on the board.
• Further explain the grammar points in the chart as needed.
• Have Ss do a quick memory recall activity. Ask, How is the future real conditional different from the present real conditional? Ask Ss to discuss in pairs.
TEACHING TIP Remind Ss that the result only happens if the condition is met. For example, audiences can only feel more connected to the character (result) if they can relate to the hero’s story (condition).
• Read the instructions. Ask for a volunteer to read the example sentences aloud.
• Give Ss time to answer the question in pairs. Remind them to pay attention to the differences in verb forms.
• Ask, What is the real condition here? (If someone suffers) How are the sentences different? Ask Ss to reference the grammar chart to provide reasons for their answer.
EXTENSION In pairs, have Ss look back at the example sentences in 2A. Ask them to share if they agree or disagree with number 2. Ask, What does it mean to step up in this context? (to take responsibility for doing something, even though it is difficult) Encourage Ss to provide real-life examples and reasons to support their opinion. To review, read the sentence and ask, Do you agree? Take a class vote.
Call on Ss to explain their answer.
5 TRY IT YOURSELF
THINK Choose a movie, TV show, or book you like. Think about the talk in 3A. Then answer the questions in the chart. Include an explanation and example.
Does the hero protect others? Does the hero’s origin story follow one of the patterns?
DISCUSS In small groups, talk about the hero from your chart. Explain how he or she does or doesn’t exemplify the speaker’s ideas.
ANALYZE Come to a consensus about which hero is the closest to or furthest from the speaker’s ideas. Tell the class your conclusion and explain your reasoning.
3 VIDEO TALK
02-15 Listen or watch. What is the main idea of the talk?
02-15 Read the Note-taking Skill. Listen or watch again.
Take notes in the chart.
NOTE-TAKING SKILL Note examples clearly Speakers often give examples to illustrate their main ideas. If you’re using a Main ideas / Details chart, write the examples in the Details section of your notes. It’s also a good idea to use abbreviations like e.g. or ex. in front of them so that they stand out.
Main ideas Details
Attraction to people who protect others
. People connect with
.
•
•
What does the speaker conclude about superhero stories?
PAIRS REACT Do you think it’s true that people connect with the kinds of stories the speaker describes? Why or why not?
4 DISCUSSION SKILL
Read the discussion skill. Which of these phrases do you use in your discussions now?
Return a discussion back to the main point If a discussion gets off track, use polite expressions like these to get it back to the main topic:
Let’s get back to…
What we were saying earlier was…
Unit 2: Why We Love Superheroes
UnIt 2 23 I cAn dIscUss wHY we loVe sUPeRHeRoes.
UNIT 2 T-23
3 VIDEO TALK
• Have Ss look at the picture. Read the title of the talk aloud: Why We Love Superheroes.
• Read the target question aloud. Play the audio or video. Have Ss share their answers in pairs.
• Review the answer. Ask volunteers to explain why their answer is correct.
• For the second listening or viewing, tell Ss they will listen for details.
• Bring Ss’ attention to the Note-taking Skill about examples. Read it aloud.
• Copy the chart on the board. Review the headings.
• Play the audio or video again. Remind Ss to listen specifically for examples that illustrate the main ideas.
• Remind Ss to use abbreviations like e.g. or ex. to help the examples stand out.
• Have Ss compare their charts in pairs. Have volunteers add their answers to the chart on the board.
• Review answers. Elicit any additional ideas from the class and add them to the chart.
• Ask, What is a mantle? Remind Ss of how the term is used in the talk. Say, When T’Challa’s father is killed in
the movie Black Panther, it becomes his duty to take on the mantle of power. (the authority or responsibility connected with someone’s position, duties, or beliefs)
• Have Ss complete the exercise individually and compare answers in pairs.
• To review, ask for volunteers to share the speaker’s conclusion.
• In pairs, have Ss recall information about the two different kinds of superhero stories discussed in the talk: trauma or destiny. For each, ask Ss to share if they personally connect with it and if they think other people do as well.
• Read the question. Elicit answers.
CULTURE NOTE The genre of superhero comics became extremely popular in the 1940s during the World War II era as comics helped distract people from the tough times they were experiencing. The most popular superhero comics in the U.S. were Superman, Batman, Captain Marvel, Wonder Woman, and Captain America.
4 DISCUSSION SKILL
• Bring Ss’ attention to the discussion skill. Explain that get off track means to move away from the central topic.
• Read the phrases aloud. Ask for volunteers to share which phrases they use in their own discussions.
• Elicit additional phrases to return to the main point, such as As I was saying… Write them on the board.
5 TRY IT YOURSELF
• Read the instructions aloud. Tell Ss that the movie, TV show, or book doesn’t have to have a traditional superhero; the hero could be a main character they admire and connect with.
• Ask Ss to first write down several ideas and then choose one to focus on. Have them complete the exercise individually.
• Ask groups to choose a timekeeper, a note taker, and a reporter.
• Have Ss take turns sharing their notes in small groups.
Ask Ss to summarize their hero’s origin story. Tell them to explain how their hero does or doesn’t exemplify the speaker’s ideas. Encourage Ss to ask follow-up questions to learn more about their classmate’s story.
• Tell note takers to write down key ideas about each hero.
• Tell Ss to come to a group conclusion. Have reporters present their group’s conclusion to the class.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:
✓ using the vocabulary to discuss why we love superheroes
✓ using the present real conditional
✓ noting examples clearly
✓ returning a discussion back to the main point EXIT TICKET Write on the board: Why do most people love superheroes? Have Ss write their names on a blank card or piece of paper. Ask Ss to write a short paragraph providing at least three reasons. Tell them to use unreal and real conditionals and include some of the target vocabulary from 1B. Challenge Ss to complete the exercise without looking at their books or notes. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
5 TRY IT YOURSELF
THINK Choose a movie, TV show, or book you like. Think about the talk in 3A. Then answer the questions in the chart. Include an explanation and example.
Does the hero protect others? Does the hero’s origin story follow one of the patterns?
DISCUSS In small groups, talk about the hero from your chart. Explain how he or she does or doesn’t exemplify the speaker’s ideas.
ANALYZE Come to a consensus about which hero is the closest to or furthest from the speaker’s ideas. Tell the class your conclusion and explain your reasoning.
3 VIDEO TALK
02-15 Listen or watch. What is the main idea of the talk?
02-15 Read the Note-taking Skill. Listen or watch again.
Take notes in the chart.
NOTE-TAKING SKILL Note examples clearly Speakers often give examples to illustrate their main ideas. If you’re using a Main ideas / Details chart, write the examples in the Details section of your notes. It’s also a good idea to use abbreviations like e.g. or ex. in front of them so that they stand out.
Main ideas Details
Attraction to people who protect others
. People connect with
.
•
•
What does the speaker conclude about superhero stories?
PAIRS REACT Do you think it’s true that people connect with the kinds of stories the speaker describes? Why or why not?
4 DISCUSSION SKILL
Read the discussion skill. Which of these phrases do you use in your discussions now?
Return a discussion back to the main point If a discussion gets off track, use polite expressions like these to get it back to the main topic:
Let’s get back to…
What we were saying earlier was…
Unit 2: Why We Love Superheroes
UnIt 2 23 I cAn dIscUss wHY we loVe sUPeRHeRoes.
The main idea is that superhero stories are so popular because we are attracted to strong people who protect the weak and are stories that we can relate to.
is innate
the hero’s origin story
people motivated by trauma, e.g., Batman; person who becomes a scientist after a natural disaster
destiny, ex., Black Panther; person forced by circumstance to take care of others
study showed babies preferred a figure who protects others
It’s not surprising that people love them.
1 BEFORE YOU READ
Read the Reading Skill. Then create a chart with three columns labeled K, W, and L.
PAIRS The article below is about technologies that can enhance human abilities. Write at least three things you know about this topic in column K of your chart.
02-16 VOCABULARY Read and listen. Do you know these words?
pioneering adhere sheer bulky render
microscopic scale state-of-the-art limbs imperative >> FOR DEFINITIONS, PAGE 157
2 READ
PREVIEW Read the title and subtitles and look at the pictures. What do you want to know about the topic? Write at least three questions in column W of your chart.
02-17 Read and listen. Did the article answer your questions?
READING SKILL Use a KWL chart A KWL chart is a graphic organizer with three columns labeled K (what I know), W (what I want to know), and L (what I learned). It can help you prepare to read a text, engage with it, and organize what you learn.
Over 2,000 years ago, the climbing ability of the little gecko amazed the Greek philosopher Aristotle, who wrote that it could “run up and down a tree in any way, even with the head downward.” In fact, an adult gecko has a grip that can support up to 130 kilograms (or 286
pounds). In 2002, scientists discovered the gecko’s secret: Its feet are covered with thousands of tiny hair-like structures. Then extending from the end of each one of those are
approximately 1,000 more microscopic “hairs” that adhere to the bonds between molecules. Researchers have used the same principle to create climbing gloves that allow a person to scale sheer surfaces. Move over, Spiderman!
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CLIMB LIKE A GECKO
Tony Stark, the billionaire genius who becomes Iron Man, has a normal body and a weak heart. It’s his high-tech exoskeleton that gives him his superpowers. Similarly, real-world exoskeletons greatly multiply the strength and endurance of the wearer, and there are countless applications. For example, in the shipbuilding and automobile industries, workers wearing exoskeletons effortlessly lift heavy sheets of steel, and in the military, exoskeletons allow soldiers to carry more and heavier equipment than ever before. While those state-of-the-art models are still bulky and ugly, sleek ones like a “second skin” made from lightweight materials are at the conceptual stage.
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ANYONE CAN BE IRON MAN
A gecko’s foot is covered in microscopic hair-like structures.
Imagine a universe where people climb steel and glass skyscrapers as naturally as walking along the street. Nobody wears eyeglasses as everyone has vision that is several times more powerful than yours or mine, and they operate machines using thoughts alone. If you think I’m talking about the Marvel cinematic universe, guess again. These superpowers are already available to normal humans, and more are on the way—thanks to some pioneering technologies.
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