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UNIT 3 T-32
LESSON 2 GIVE OPINIONS ABOUT TV SHOWS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and social media message aloud. • Ask Ss, What TV shows are you watching now?
1 VOCABULARY
• Direct Ss’ attention to the table. Read the title and headings aloud. Ask, What does average time mean?
(an ordinary or usual amount of time)
• Show or project a world map. Write on the board: The average time people spend watching TV in Asia Pacific is 154.5 minutes per day. Read the sentence aloud.
Point to the Asia Pacific region on the map.
• Ask volunteers to take turns reading the rest of the information in the table aloud. Tell them to follow the model sentence on the board. Point to each region as it is mentioned.
• Have Ss look at 1A. Ask, What region of the world are we in? Read the question aloud. Have Ss discuss in pairs.
EXTENSION Write the following questions on the board or print them off. Have Ss discuss in small groups and share their answers with the class.
1. Which region spends the most/least time watching TV? (most: North America, least: Asia Pacific) 2. Does this information surprise you? Why (not)?
3. In your opinion, is watching TV good or bad for your health? Why?
4. How do you think this information was obtained?
(questionnaire or survey)
5. Do you think this information is trustworthy? Why (not)? What would make it more trustworthy?
• Have Ss preview the terms and definitions before listening.
• 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.
OPTION List the terms on the board. Ask Ss to discuss their meaning in pairs. Then have Ss open books and compare their definitions with those in 1B.
LANGUAGE NOTE A trailer is also commonly referred to as a preview or teaser.
• Read the instructions and title aloud. Have Ss look at the picture. Ask, What do you think the TV show is about?
• Say, Complete the advertisement for the TV show Julia Jones with the words from 1B. Remind Ss to change the word form (singular/plural) or remove the article (a/an) when necessary.
• Have Ss complete the exercise individually and then compare their answers in pairs. Review answers as a class.
• Ask Ss, Where do you think this ad was published?
Why? (online; because it asks the reader to click a link)
• Have Ss discuss the question in small groups.
• Invite volunteers to share their ideas with the class.
2 GRAMMAR
• Read the explanation and examples aloud. After each example, follow up with Ss to make sure they understand the meaning of the negative question. For example, say, Isn’t it a great show? Then ask, What is the speaker’s opinion of the show? (It is great.)
• Review negative question formation. Tell Ss negative questions typically begin with contractions.
• Write the examples with negative be on the board.
Underline and point out the subject / verb agreement.
Elicit responses. For example, Isn’t it a great show?
(Yes, it is. / Yes, the show is great.)
• Write the examples with negative do on the board.
Underline and point out the do auxiliary, subject, and main verb. Elicit responses. For example, Don’t you love Princess Kaliya? (Yes, I do. / Yes, I love Princess Kaliya.)
• Provide additional examples using the contraction doesn’t, such as Doesn’t he look happy?
LANGUAGE NOTE Without the contraction, the meaning of the question changes. Rather than seeking agreement, the speaker is asking a genuine question. For example, Is it not a great show? means Is it a bad show? or Were you not happy? means Were you unhappy?
LANGUAGE NOTE This type of negative question cannot be used with be in first person because there is no contraction for am + not.
UNIT 3 T-33
3 CONVERSATION SKILL
• Ask Ss, How do you disagree with someone’s opinion?
Elicit ideas.
• Read the conversation skill aloud. Ask, What does it mean to soften an answer? (to make it kinder and less severe) Review the expressions. Say, The words in bold show you disagree, and the rest of the statement expresses your opinion.
• Model the correct pronunciation and intonation of the expressions. Have Ss repeat.
• Elicit additional ideas. (for example, Maybe, but I think… or I see your point of view, but…)
• Direct Ss’ attention to 3A. Read the instructions aloud.
Play the audio.
LANGUAGE NOTE It’s common for speakers to use rising intonation when politely disagreeing with someone’s opinion.
• Have Ss complete the negative questions. Suggest they write about popular TV shows.
• In pairs, have Ss take turns asking their negative questions and disagreeing with each other’s opinions.
Higher-level Ss can ask and answer more questions.
EXTENSION In pairs, have Ss rewrite the
conversation in exercise A on page 132 so that Lars and Emma disagree, rather than agree, with each other’s opinions.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Paula and Ed) What do you think they are talking about now? Give Ss time to preview the answer choices.
• Have Ss listen or watch and circle the correct answer.
Review. Ask, How do you know this is correct?
• Read the questions and answers aloud. Have Ss listen or watch again and complete the exercise.
• Review answers as a class. Clarify any new words or phrases in the conversation, such as stream (to play audio or video as a continuous stream rather than downloading it) and kill off (to make a character in a TV show die in the story).
LANGUAGE NOTE We use the expression You’ve got a point to show that someone has made an important statement.
• Direct Ss’ attention to the discussion questions in the sidebar. Read the directions aloud. Ask, What shows have you binge-watched? Elicit responses.
• Ask the target questions. Encourage Ss to list their ideas in a pro / con T-chart.
• In pairs, have Ss choose a side and debate. After a few minutes, have them swap roles and debate the opposite side. Remind Ss to give reasons to support their opinions.
• Invite volunteers to share their opinions with the class.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Ask, What negative questions do the speakers use?
Elicit answers.
• Have Ss practice the conversation in pairs.
5 TRY IT YOURSELF
• Ask Ss to list 2–3 TV shows they’ve watched and liked.
• Allow Ss to use their phones to research the names of the shows in English.
TEACHING TIP If Ss don’t watch TV, allow them to complete 5A with films, books, or songs.
• Read the conversation aloud with a higher-level S.
• Have Ss compare their lists in pairs. Remind them to use negative questions and expressions to disagree with an opinion.
• If Ss can’t find a TV show they both like, have pairs compare lists in a group of four.
OPTION Have Ss complete 5B as a mingle activity.
• Invite volunteers to share their favorite TV shows. List them on the board.
• Take a class survey to find out which shows are popular among Ss.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to describe TV shows
✓ using negative questions with be and do
✓ disagreeing with an opinion
EXIT TICKET Say, Write a short description of your favorite TV show. Convince me that it is the best. Tell Ss to use superlative adjectives and negative questions to describe the cast, characters, and plot of the show.
Remind them to use writing that is informal and relaxed. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need more practice.
5 TRY IT YOURSELF
THINK Make a list of TV shows you like now or liked in the past.
PAIRS Talk about your lists. Try to find two or three shows on which you agree.
A: Have you seen Circle of Kings?
B: Oh yeah. Wasn’t it great?
A: Actually, I didn’t like it that much. How about Doctor Madison?
B: Oh, I love that show!
COMPARE Tell the class about your findings. Is there any show that most students like?
3 CONVERSATION SKILL
03-10 Read the conversation skill. Listen. Notice how the speakers disagree.
1. A: Wasn’t that a terrible episode?
B: Actually, I thought it was pretty good.
2. A: Don’t you love Jon Bolo? He’s such a great actor.
B: I don’t know. I think he’s kind of boring.
Complete the questions with your own ideas. Then ask a partner, and practice disagreeing.
1. Wasn’t great?
2. Don’t you love ?
4 CONVERSATION
03-11 Listen or watch. What are they talking about?
a. a show they both like
b. a show that Paula hasn’t seen c. a show that Ed doesn’t like
03-12 Listen or watch again. Circle all of the correct answers.
1. Why do they think the third season of Circle of Kings isn’t as good as previous seasons?
a. The season finale was boring.
b. The writing isn’t as good anymore.
c. The main character isn’t interesting.
d. There are too many minor characters.
2. What do they say about Princess Kaliya?
a. She was in a fight in a forest.
b. She looks angry all the time.
c. She died in the last season.
d. She appears in the trailer.
03-13 FOCUS ON LANGUAGE Listen. Complete the conversation.
Paula: ?
Ed: It was! And now I’m dying for Season 4 to come out.
I need to know if Alan Storm is going to live!
Paula: I know … though honestly, he’s one of my least favorite characters. the actor is kind of annoying?
Ed: Actually, I like him.
Disagree with an opinion
When we disagree with someone’s opinions, we often use language that softens our answers.
Actually, I didn’t like it that much.
Not really. I was a little bored.
I guess it was OK, but it wasn’t great.
I don’t know. It was kind of boring.
Ed binge-watched the third season, meaning he watched a lot of episodes in one sitting. Do you think this is a good way to watch TV? Why or why not?
33 UNIT 3 I CAN GIVE OPINIONS ABOUT TV SHOWS.
Wasn’t the season finale amazing
Don’t you think
1 BEFORE YOU LISTEN
How often do you meet new people, eat
at new restaurants, or visit new places? Would you like to do these things more often?
03-14 VOCABULARY Listen. Then listen and repeat.
satisfi ed: feeling that something is good
an app (an application): a piece of computer software that does a particular job random: happening or chosen without any plan or pattern
a destination: the place you are traveling to
a networking event: a meeting for people who do the same kind of work, for information and support
a rally: a large public meeting held in support of something
PAIRS Discuss the questions and statements.
1. Describe a time you felt satisfi ed.
2. If you could travel anywhere, what would your destination be?
3. Do you know about any networking events? What do people do there?
4. Describe a rally you went to, heard about, or saw on TV.
5. What is one event you never want to miss out on?
6. What apps do you use the most?
7. When you listen to music, do you prefer to listen to songs at random or to make a playlist?
A: If I could travel anywhere, my destination would be Patagonia. I’ve heard it’s beautiful!
B: That sounds interesting. What would you like to do there?
2 GRAMMAR Adverbial intensifi ers with adjectives
Use adverbs such as amazingly, extremely, and incredibly to emphasize adjectives.
Adverb Adjective
He had an extremely nice life.
Some of the events were incredibly interesting to attend.
It is surprisingly easy to get stuck.
It was unusually warm last September.
Note: Very and really are also intensifi ers.
>>FOR PRACTICE, GO TO PAGE 133
LESSON
34 UNIT 3
3
PAULA FLOREZ
@PaulaF
Ever feel like you’re always doing the same old thing? What if you had an app that planned your life for you?