UNIT 3 T-34
LESSON 3 DISCUSS WAYS TO MAKE LIFE MORE INTERESTING
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, Is your life interesting?
Would you want it to be more interesting?
• Read the social media message aloud. Ask, What does Paula mean when she says the same old thing?
(something boring that is always done or that always happens) Do you feel like you’re always doing the same old thing?
• Ask, What are some apps that help you plan your life?
Have Ss share what apps they find useful with the class.
LANGUAGE NOTE In informal speech and writing, such as emails or social media messages, it’s common to delete auxiliary verbs in questions. For example, Got a minute? rather than Have you got a minute?
or Want a ride? rather than Do you want a ride? For this reason, Paula writes, Ever feel like you’re always doing the same old thing? rather than Do you ever feel (or Have you ever felt) like you’re doing the same old thing?
1 BEFORE YOU WATCH
• Read the questions aloud. Ask Ss, What makes life more interesting for you?
• In pairs, have Ss share the last time they met someone new, ate at a new restaurant, or visited a new place.
• Ask, What are other ways to make life more interesting?
Invite volunteers to share their ideas with the class.
• Have Ss preview the terms and definitions before listening. Ask, Which of these terms have you used before?
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• In pairs, have Ss take turns reading the terms and definitions aloud. Review any terms that are still confusing to Ss.
• Have Ss look at the photo and describe what they see.
Ask them to explain how it relates to the topic of an interesting life.
• Read the example conversation aloud with a higher- level S. Give Ss plenty of time to discuss the questions and statements in pairs.
• Encourage Ss to use the target vocabulary to talk about cultural events and superlative expressions to describe their experiences.
• To review, invite volunteers to share their answers with the class.
OPTION Print out the terms and definitions. Cut them into 14 slips of paper, and give each S one slip of paper. Say, Each term needs to find its definition.
Ask Ss to stand up and find the classmate whose information matches theirs. When Ss find their match, ask them to sit down in pairs and complete 1C. If there are more than 14 Ss in your class, repeat the terms and definitions.
2 GRAMMAR
• Write on the board: 1. He had a nice life. 2. He had an extremely nice life. Read the two statements aloud. Ask, What is the difference between the two? Elicit ideas from the class.
• Underline nice in both sentences, and ask, What part of speech is nice? (an adjective) Circle extremely in the second sentence, and ask, What part of speech is extremely? (an adverb)
• Ask, What do adjectives do? (modify nouns) Say, They come before nouns or after stative verbs. Elicit additional adjectives. Write Ss’ ideas on board.
• Ask, What do adverbs do? (modify verbs, adjectives, and other adverbs) Say, They come before or after the word they modify.
• Ask Ss to look at the grammar chart. Read the explanation aloud. Say, Here, we use adverbs before adjectives to intensify the adjective’s meaning. Tell Ss that the term adverbial intensifier refers to this particular kind of adverb.
• Read the first example aloud. Use exaggerated stress on the word extremely. Tell Ss that it’s common to stress adverbial intensifiers in speech.
• Have volunteers take turns reading the examples aloud. Remind them to stress the adverb.
• Go over the Note at the bottom of the chart. Explain that very and really have the same meaning and are both used to emphasize a quality. Read the examples in the chart aloud, substituting the adverb for either very or really. For example, He had a really nice life.
LANGUAGE NOTE Other adverbial intensifiers include awfully, completely, especially, exceptionally, particularly, rather, remarkably, seriously, somewhat, terribly, and totally.
EXTENSION Have Ss write three sentences using the adjectives you elicited and wrote on the board.
Then, ask them to swap papers with a partner and rewrite the sentences with adverbial intensifiers. Have Ss take turns reading their new sentences aloud and checking each other’s work.
UNIT 3 T-35
3 LISTENING
• Have Ss look at the picture. Read the presentation title aloud.
• Tell Ss they are going to listen to or watch a presentation with photos.
• Read the question aloud. Play the audio or video. Ask Ss, What was the purpose of Max’s apps?
• Read the Listening Skill aloud.
• This time, tell Ss to listen specifically for lists of examples. Ask Ss to preview the exercise items.
• Play the audio or video. Have Ss complete the exercise.
Review answers as a class. Replay the talk if necessary.
EXTENSION Write on the board:
1. What public events have you been to?
2. What are countries or cities you want to visit?
3. What are your favorite ways to spend your time?
Read the questions aloud. Give Ss time to write down their answers. Have Ss take turns asking and answering the questions in pairs. Tell Ss to list their partner’s examples as they listen.
• This time, have Ss listen for details. Allow them to preview the questions and answer choices and circle what they remember.
• Play the audio or video. Have Ss complete the exercise.
Review answers as a class.
• Elicit further details about each topic. Ask, What was Max’s old life like? What kinds of new experiences did he have? How did the app know what kinds of events to suggest?
• Have Ss read the sentences silently and define the underlined expressions.
• Remind them to use the context clues to help them understand the meaning.
• In pairs, have Ss read the sentences in 3D aloud and compare definitions.
• Review answers as a class.
• As Ss questions to check understanding, such as Do you think you are living in a bubble? Have you planned a trip on your own? What have you done that has opened your mind?
EXTENSION Write sentences from the presentation on the board:
1. Max had a great job, good friends, and a beautiful home.
2. The events were random, and the people were friendly and amazed at how he got there.
Read the sentences aloud. Tell Ss to rewrite the sentences by adding adverbial intensifiers to emphasize the adjectives. Call on Ss to read their sentences aloud.
4 DISCUSSION
• Read the questions aloud. Have Ss discuss in pairs.
• Elicit potential problems with this approach. Remind Ss to give reasons to support their answers.
• Have pairs form groups of four and share their ideas from 4A.
• Lead a class discussion. Ask, What are some benefits of this approach to living life? What are some problems?
Make two lists on the board.
• Take a class poll on whether this approach has more benefits or problems.
• Bring Ss’ attention back to 4B. Read the example aloud. Ask, Max’s approach worked for him, but what are other ways people can break out of their bubbles?
• Have Ss get back in their groups and brainstorm different ways people can find and have new experiences. Monitor. Provide help with vocabulary as necessary.
• Ask Ss to walk around and share their ideas from 4B.
Ask them to talk to three different classmates.
• Encourage Ss to ask each other follow-up questions to get more information.
• Bring the class back together. Elicit ideas from Ss and write them on the board.
• Have the class vote on which idea is best.
LOOK FOR While Ss are completing the discussion, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to discuss ways to make life more interesting
✓ using adverbial intensifiers with adjectives
✓ listening for lists of examples
EXIT TICKET Ask Ss, What could you do to make your life more interesting? Give Ss 2–3 minutes to write down as many ideas as they can. Then have them share their ideas in pairs or small groups. Remind Ss to use adverbial intensifiers with adjectives and lists of examples to illustrate their ideas. Listen and take notes on areas for review and extra practice in later lessons.
3 LISTENING
03-15 Listen or watch. What was the purpose of Max’s apps?
03-16 Read the Listening Skill. Listen or watch again.
Complete the lists of examples.
1. Max went to random public events. Examples:
a class, a event,
a at someone’s house.
2. He let the app choose locations around the world.
Examples: , ,
, the United Arab Emirates, Slovenia.
3. He used apps to decide how to spend his time. Examples:
which to attend, which to
eat at, and which to visit.
03-17 Listen or watch again. Circle the correct answer.
1. Why wasn’t Max satisfi ed with his old life?
a. His job wasn’t very interesting.
b. He felt like he wasn’t having many new experiences.
c. He didn’t fi nd his friends very interesting.
2. How did people react to Max when he showed up at their events?
a. They often told him that the events were private.
b. They wanted to know who invited him to the party.
c. They were friendly and interested in him.
3. In the end, how did he feel about letting the apps make decisions for him?
a. It helped him see the world in a new way.
b. It was valuable, but too expensive.
c. It didn’t change his life in any important ways.
VOCABULARY EXPANSION Read the sentences. What do the underlined expressions mean?
1. He felt like he was always doing the same things, hanging out with the same people, and missing out on interesting experiences. He felt like he was living in a bubble.
2. Some of the events weren’t that exciting, but some of them were incredibly interesting.
And all of them were things he wouldn’t have thought to try on his own.
3. He found that letting the apps make his choices for him opened his mind to new experiences.
Really, it gave him a whole new understanding of the world.
PAIRS Compare your answers in 3D.
4 DISCUSSION
THINK Would you let an app tell you what to do? What problems do you see with this?
DISCUSS In small groups, share your ideas from 4A. Make a list of other ways that people can break out of their “bubbles.”
Max’s apps probably sent him to some extremely boring events, and I don’t have time for that. I’d rather ask my friends for ideas.
EVALUATE As a class, discuss the ideas in 4B. Decide which ones are the best.
LISTENING SKILL
Listen for lists of examples Speakers sometimes use lists of examples to illustrate their main ideas. The examples help you get a clearer picture of what the speaker means.
David Cruz | TSW Global Speaker Program
Unit 3: The random life
35 UNIT 3 I CAN DISCUSS WAYS TO MAKE MORE LIFE INTERESTING.
yoga party
networking
Vietnam India
events restaurants
places
Answers will vary.
not connected to the wider world by himself
made him become accepting Germany
to choose where he would go and what he would do at random
1 BEFORE YOU READ
PAIRS What kinds of TV shows do you enjoy watching: reality shows, crime shows, comedies?
How do your favorite shows make you feel?
I love watching comedies. They make me feel relaxed and happy.
03-18 VOCABULARY Listen. Then listen and repeat. Do you know these words?
a recommendation stressful take (something) by storm an anniversary
uneventful a producer a break a viewer
>> FOR DEFINITIONS AND PRACTICE, GO TO PAGE 133
2 READ
PREVIEW Look at the title and the photographs. What do you think this article is about?
03-19 Read and listen to the article. Was your prediction correct?
Many of us watch TV to relax, but have you ever noticed how stressful watching TV can be? Many reality TV shows make you nervous because you don’t know if your favorite performer will make it to the next round. Sports are thrilling, but you get incredibly anxious if your team is losing. Don’t you get tired of all the stress and just want to relax? If so, I have the perfect recommendation for you: Slow TV!
The fi rst Slow TV show took Norway by storm in 2009. It started because of the 100th anniversary of the Bergen Railway. To celebrate, some TV producers decided to attach a camera to the front of a train and broadcast its seven- hour journey through Norway, from Bergen to Oslo. What happens on the train? Murder? Romance? No—nothing happens—just the beautiful Norwegian scenery going by.
And Norwegians loved it! In a country of 5 million people, 1.2 million watched this uneventful train ride.
And that was just the beginning. In 2011, Norwegian TV producers showed a cruise ship traveling from the southern end of Norway to the northern end. The whole show was
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fi ve days—that’s 134 hours and 42 minutes of TV. This time over 3 million people watched—even the queen! Since then, more Slow TV programs have been made—eight hours of sweater knitting, 18 hours of salmon fi shing, and 168 hours of reindeer traveling across Lapland.
Why do so many people want to watch Slow TV? After all, nothing happens. According to Thomas Hellum, one of the producers of Slow TV, “The journey is in real time and people feel like they are there.” He says that viewers feel like they are experiencing it with other people. At the same time, people have their own feelings and memories and make their own stories about what is happening. In Slow TV, no producer is making decisions about how to “tell a story” because there is no story!
Of course, no one watches fi ve days and nights of TV. So what do viewers do? Some use it to relax for a little while—
to take a break from a busy day. Others multitask. They have the TV on while they do housework or study.
Slow TV gives us something other TV programs can’t.
You don’t have to think about the past or worry about the future—you can just be in the present. You can even take a nap—you’re not going to miss anything!
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Take It Slow
TV programs can’t.
ve to think about the past or worry about the ou can even take a
LESSON
36
4
UNIT 3
PAULA FLOREZ
@PaulaF
Imagine a TV show that only showed the view from a train window.
Would you watch it?