M01 StartUp Student Book 3 9780134684161.indd 18 07/11/2018 16:16
feels tastes
smells
looks sounds
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1 VOCABULARY Sensory verbs
02-01 Listen. Then listen and repeat.
Look at the pictures. Complete the sentences with sensory verbs from 1A.
feel
The sweater feels soft.
The view looks beautiful.
look
taste
The dessert tastes sweet.
smell
sound The sneaker smells bad.
The music sounds terrible.
a movie star
silk butter a coconut a fi re alarm
1. My new silk shirt soft.
2. Butter delicious on fresh bread.
3. This coconut fresh.
4. The fi re alarm very loud!
5. Wow! That movie star beautiful.
2 GRAMMAR Sensory verbs + like
Use like after sensory verbs to show that two things are similar.
Subject Sensory verb Like Object
The shampoo smells
like
coconuts.
Your hair feels silk.
They look movie stars.
Her alarm sounds a bird.
This butter tastes garlic.
Notes
• Use a little or a lot before like to express the degree of similarity.
She looks a little like her mother. This tofu tastes a lot like chicken.
• Sensory verbs express states, not actions. Do not use sensory verbs or other non-action verbs in the present continuous tense.
My room smells like fl owers. not My room is smelling like fl owers.
>> FOR PRACTICE, GO TO PAGE 128
COACH
LESSON 1
18 UNIT 2
ERIC PARK
@EricP
First meeting about my new project today. Hope it goes well!
DESCRIBE TWO SIMILAR THINGS
M01 StartUp Student Book 3 9780134684161.indd 18 07/11/2018 16:16
UNIT 2 T-18
LESSON 1 DESCRIBE TWO SIMILAR THINGS
• Read the title of the lesson. Say, This fruit called a persimmon is so interesting! It looks like a tomato and tastes like honey. Ask, What interesting foods have you seen or tasted? Elicit answers from volunteers. (For example, I ate broccoli that looked like a dinosaur!)
• Read the social media message aloud. Ask the class, What do you think Eric’s new project is? Do you think it’s easy or difficult? (difficult because he is nervous)
1 VOCABULARY
• Copy the following chart on the board:
Sense Sensory verb
• Underline the word sensory. Point to the word and ask, What does sensory mean? (relating to the senses) How many senses are there? (five) What are they? (sight, touch, smell, taste, hearing) Help Ss with words they don’t know. Write the senses in the first row of the chart.
• Underneath the word sight, write the word look.
Say, With my sight, I look at things. Then point to the word touch. Say, With my touch, I… Elicit from Ss the appropriate sensory verb to finish the sentence (feel).
Write the word feel under the word touch. Say, Yes! With my touch, I feel things. Repeat until each sense shows its corresponding verb in the chart. Include any additional responses that make sense, such as see (as a sensory verb for sight) and hear (as a sensory verb for hearing).
Sense sight touch smell taste hearing Sensory
verb
look feel smell taste sound
• Point out that smell and taste use the same word for the sense and for the sensory verb, and that sound can also be used as a noun.
• Have Ss scan the pictures and captions before listening. Point out that the sensory verb is above the
picture and an example sentence using that verb is below the picture.
• Say, Listen for different sensory verbs. Remind Ss to listen first, and then listen again and repeat. Play the audio.
TEACHING TIP As you talk about the five senses, point out that not everyone has all of the senses.
There are people with differing abilities who might not be able to see, hear, smell, or even taste. Ask Ss what they think it would be like to not have all their senses. Talking about this helps increase Ss’
awareness about social diversity.
EXTENSION Have Ss create three more sentences using the sensory verbs in 1A.
• Say the words below the pictures aloud. Ask Ss to repeat. Clarify any new meanings or pronunciations.
• Have Ss underline the vocabulary words in the sentences. (For example, My new silk shirt soft.)
• Ask Ss to look back at the sensory verbs in 1A. Say, Complete the sentences in 1B with the sensory verbs from 1A. Have Ss work individually and then compare their answers in pairs.
• To review, ask volunteers to read the complete sentences aloud.
2 GRAMMAR
• To introduce the grammar, say, I look exactly like my mom, but my sister looks more like my dad. Who in your family do you look like? Invite volunteers to describe how their family looks and to show any pictures that they might have that prove it.
• Bring Ss’ attention to the sentences in 1A and 1B. Ask, What words come after the sensory verbs in these sentences? Have Ss call them out and write them on the board. (soft, delicious, fresh, loud, beautiful) Point to the words, and ask Ss, What kinds of words are these? (adjectives)
• Have Ss look at the grammar chart. Say, We can use an adjective to describe how something looks, feels, smells, tastes, or sounds. But we can also use the word like and an object (or another noun) after sensory verbs to describe how two things are almost the same.
• Read the first example aloud. Say, These two things, the shampoo and the coconut, both have a similar smell.
• Bring Ss’ attention to the Notes. Read the first one aloud. Explain that degree of similarity means how
alike two things are. Use hand gestures as you demonstrate the meaning and pronunciation of a little (thumb and pointer finger close together) and a lot (two hands very far apart). Have Ss imitate and repeat several times.
• Write the two example sentences on the board and read them aloud. Point out that the phrases a little and a lot are placed after the sensory verb and before the word like.
• Read the second note aloud. Tell Ss that verbs that express states are often verbs connected with thinking and opinions, not actions. Say, In my opinion, my room smells like flowers. I think Spanish sounds like a beautiful song.
TEACHING TIP The verb seem is not strictly a sensory verb, but it can also be used with like to describe people. For example, She seems like a kind person.
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3 PRONUNCIATION
02-03 Listen. Notice the /s/ or /z/ sound of the underlined letter s. Then listen and repeat.
/s/ soft looks /z/ easy feels
02-04 Listen. Notice the sound of the underlined s. Circle the word that does not have the sound shown. Then listen and repeat.
1. /s/ silk sure sweet smell 3. /s/ likes tastes delicious flowers 2. /z/ sounds smells this these 4. /z/ busy music usually reports PAIRS Practice the words in 3B. Then practice the sentences in the grammar chart.
4 CONVERSATION
02-05 Listen or watch. Circle the correct answers.
1. Eric and Lucas are working on .
a. a new shampoo b. an advertisement c. a drawing 2. Eric doesn’t want honey in his hair because it doesn’t .
a. taste good b. smell good c. feel good 3. Lucas a woman on the beach.
a. draws b. finds a picture of c. writes about
02-06 Listen or watch. Complete the conversation.
Eric: How would you describe the shampoo?
Lucas: How about this? It
coconuts, and it feels like silk.
Eric: Hmm. I’m not so sure. What about, after you use it, your hair silk.
Lucas: That’s better. What else could we say?
Eric: How about, use it and you’ll a movie star? Lucas: Good idea!
02-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
candy peaches rock star model
COACH
The letter s
The letter s usually has the sound /s/ or /z/. Use your voice to say the sound /z/. Do not use your voice to say the sound /s/.
CONVERSATION SKILL Express disagreement To express disagreement, say: I disagree., I don’t agree., I don’t think so., I hate to disagree (with you), but…, I’m not so sure (about that)., I don’t know (about that)., or I wouldn’t say that. A: This tastes like chicken.
B: I disagree.
Listen to or watch the conversation in 4A again. Underline the words that you hear above.
5 TRY IT YOURSELF
GAME Student A, describe something. Don’t say what it is. Student B, guess what your partner is describing.
A: It smells like coconuts, and it feels like…
B: Is it a…?
WALK AROUND Continue the game. Describe things for your classmates. Report to the class. Who guessed what you were describing?
UNIT 2 19 I CAN DESCRIBE TWO SIMILAR THINGS.
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UNIT 2 T-19
3 PRONUNCIATION
• Read the Pronunciation box about the letter s aloud.
Remind Ss that one letter can have more than one sound.
• Say, Voiced sounds like /z / make your vocal chords vibrate. Place two fingers on your throat and loudly make the /z / sound. Ask Ss to do the same and repeat several times. Ask, Do you feel the vibration?
• Say, Voiceless sounds do not make the vocal chords vibrate. You should not feel a vibration. Place two fingers on your throat and loudly make the /s / sound.
Ask Ss to do the same and repeat several times.
• Read the directions. Play the audio.
• Tell Ss, Listen to the group of words. Circle the word that does not have the sound shown. Remind Ss to listen first, and then listen again and repeat.
• Go over the answers as a class.
• Arrange Ss in same-level pairs to practice the words in 3B and sentences in the grammar chart.
EXTENSION Copy the following chart on the board.
/s/ /z / /s/ /z /
1 face phase 5 loose lose
2 hiss his 6 niece knees
3 gross grows 7 once ones
4 ice eyes 8 peace peas
Say, I will say one word for each number. I will repeat the word twice. Circle the word you hear. Then have Ss compare their answers in pairs. Review as a class.
Pronounce each word pair and have Ss repeat.
4 CONVERSATION
• Have Ss look at the picture. Ask, Who are these people? (Eric and Lucas) What is their relationship?
(co-workers) What are they doing? (having a meeting)
• Give Ss time to preview the items. Ask, What do you think Lucas and Eric are talking about? (a new shampoo ad)
• Have Ss listen or watch and complete the exercise. Ask, Were your predictions correct? Go over the answers.
• Read the Conversation Skill aloud. Have Ss repeat.
• Replay the conversation and have Ss underline the expressions they hear. (I don’t know about that, I’m not so sure.)
LANGUAGE NOTE Explain to Ss that ad is the abbreviation for the word advertisement.
• Ask Ss to predict ways the gaps might be filled.
• Then have them listen or watch and fill in the gaps.
• Play the audio and have Ss repeat. Remind them to use the correct pronunciation of either the /s / or /z / sound.
• In pairs, have Ss practice the conversation.
• Arrange Ss in same-level pairs. Have them make a new conversation by substituting the highlighted words into the conversation in 4B.
5 TRY IT YOURSELF
• Model the activity. Say, This thing smells a little like coconuts and makes my hands feel a lot like silk. What is it? Elicit answers. (Is it perfume? Is it hand lotion?) Say, That’s right! It’s hand lotion.
• Give Ss time to brainstorm an everyday object and 2–3 phrases to describe it using sensory verbs.
• In pairs, have Ss describe and guess the objects.
TEACHING TIP Teach Ss to use mind maps like the one below to organize their notes and link objects with the adjectives that describe them.
• Ask Ss to stand up and talk to several classmates.
• Have Ss report which classmates guessed correctly.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are:
✓ using sensory verbs and related target vocabulary
✓ using like to show similarity
✓ using a little/a lot to express degree of similarity
✓ using sensory verbs in the simple present tense
✓ pronouncing the voiceless /s/ and voiced /z/ sounds EXIT TICKET Write on the board, Describe two similar things. Tell Ss to write 3–5 sentences using like and sensory verbs. Collect cards as Ss leave. Read the cards to identify areas for review in later lessons.
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3 PRONUNCIATION
02-03 Listen. Notice the /s/ or /z/ sound of the underlined letter s. Then listen and repeat.
/s/ soft looks /z/ easy feels
02-04 Listen. Notice the sound of the underlined s. Circle the word that does not have the sound shown. Then listen and repeat.
1. /s/ silk sure sweet smell 3. /s/ likes tastes delicious flowers 2. /z/ sounds smells this these 4. /z/ busy music usually reports PAIRS Practice the words in 3B. Then practice the sentences in the grammar chart.
4 CONVERSATION
02-05 Listen or watch. Circle the correct answers.
1. Eric and Lucas are working on .
a. a new shampoo b. an advertisement c. a drawing 2. Eric doesn’t want honey in his hair because it doesn’t .
a. taste good b. smell good c. feel good 3. Lucas a woman on the beach.
a. draws b. finds a picture of c. writes about
02-06 Listen or watch. Complete the conversation.
Eric: How would you describe the shampoo?
Lucas: How about this? It
coconuts, and it feels like silk.
Eric: Hmm. I’m not so sure. What about, after you use it, your hair silk.
Lucas: That’s better. What else could we say?
Eric: How about, use it and you’ll a movie star?
Lucas: Good idea!
02-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
candy peaches rock star model
COACH
The letter s
The letter s usually has the sound /s/ or /z/. Use your voice to say the sound /z/. Do not use your voice to say the sound /s/.
CONVERSATION SKILL Express disagreement To express disagreement, say: I disagree., I don’t agree., I don’t think so., I hate to disagree (with you), but…, I’m not so sure (about that)., I don’t know (about that)., or I wouldn’t say that.
A: This tastes like chicken.
B: I disagree.
Listen to or watch the conversation in 4A again.
Underline the words that you hear above.
5 TRY IT YOURSELF
GAME Student A, describe something. Don’t say what it is. Student B, guess what your partner is describing.
A: It smells like coconuts, and it feels like…
B: Is it a…?
WALK AROUND Continue the game. Describe things for your classmates. Report to the class. Who guessed what you were describing?
UNIT 2 19 I CAN DESCRIBE TWO SIMILAR THINGS.
M01 StartUp Student Book 3 9780134684161.indd 19 07/11/2018 16:16
smells like
feels like
look like
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1 VOCABULARY Attitudes
02-08 Listen. Then listen and repeat.
02-09 Listen to the descriptions of people’s attitudes. Write one word from 1A to match each description.
1.
2.
3.
4.
5.
6.
PAIRS Student A, describe yourself or someone else using one of the words from 1A.
Student B, guess the word.
A: I work hard and study a lot.
B: Determined.
2 GRAMMAR Be + adjective + infi nitive
Infi nitives can follow certain adjectives that describe reactions and feelings.
Subject Be Adjective Infi nitive Be careful! Not all adjectives can be followed by an infi nitive.
Common adjectives followed by infi nitives: happy, delighted, glad, sad, afraid, ashamed, eager, excited, surprised, shocked, proud, ready, diffi cult, hard, easy, lucky, willing
She is eager to help.
They are easy to work with.
It is hard to reach them.
Notes
• Use adverbs of frequency before adjectives.
He’s always eager to help. It’s sometimes hard to reach them.
• Use contractions, such as she’s, they’re, it’s, etc., in spoken English and informal writing.
>> FOR PRACTICE, GO TO PAGE 129
COACH
diffi cult
willing
eager
determined
delighted
afraid
proud
ashamed
LESSON
20 UNIT 2
2
ERIC PARK
@EricP
The people on my project team are from fi ve countries.
That’s a lot of time zones!