■ Ask students to look up the verb bug in a dictionary, and then discuss what the quotation means.
| Th Mitt |
■ Ask students if they have ever seen or met a famous person. Who? Where? What did they do? Did they ask for the person's autograph/take a photo/ask questions? Did they leave the person alone?
Objectives
■ To read and understand a TV review.
■ To write a review of a film or TV drama series.
■ To listen to a TV debate, understand the speakers' opinions and identify whether they are polite or rude.
■ To use strategies to prepare for questions based on stimulating material.
■ To participate in a discussion based on stimulating material.
Resources used
Cassette/CD, Writing Help 4. Troubleshooting
Those students who are shy or naturally reticent and quiet may feel uncomfortable participating in discussions in English. In group discussion activities, ask all members of the group to be aware of students who need to be encouraged and given time to join in.
Routes through the material
>■ Short of time: give some of the Writing Workshop for homework; shorten the Talkback activities.
>- Plenty of time: do the Options.
>• 2 classes for this lesson: break after Writing Talkback.
Writing
Before you start Exercise 1
■ Students look at and talk about the photo, describing Henry VIII's appearance and speculating about what sort of person he was. Encourage them to say if they know anything about him.
■ Students then read the review silently to find out more. Tell them not to worry about understanding everything but to focus on key words that are important and to try and guess the meaning from the context or look them up in the Mini-dictionary.
■ Ask the class to pool what they have learned about Henry VIII from the review. If necessary, ask questions, e.g. When did he live? How many wives did he have? What happened to some of his wives? (check that students understand the meaning of executed) What are the good things about the TV episode? What are the weaknesses?
(Note: phonetic translations: Boleyn /Ьэ'кп/, Winstone /'winstsn/, Bonham /Ьопэт/, Arundel /s'rAndal/.
Exercise 2
■ Look at the first one or two linking words with the class for students to decide whether the linkers contrast ideas. Students then complete the exercise.
| Млк * 16 Communication Workshops |
Answers
despite. Nevertheless, in spite of, but, although, However
After checking answers, ask students what functions the other linkers have (in order to - giving a reason; for example, such as - giving examples; to sum up - concluding).
Option
■ Point out that adjectives are useful when writing reviews and giving opinions. Give students practice in noun-adjective formation. Write these nouns on the board for students to find the adjectives in the text: history excitement innocence anger calculation care affection excellence loyalty bravery imagination violence beauty
m Check students' answers by asking them to read aloud the phrases or sentences containing the adjectives.
Answers
historical exciting innocent angry calculating caring
affectionate excellent loyal brave imaginative violent
beautiful
■ After checking answers, students can work in pairs, writing five or six sentences using some of the nouns and adjectives. Monitor the writing and point out any errors to be corrected.
A Review Stages 1-3
и Read through the three Stages with the class and check that students understand what to do.
■ Give students a few days so that they have time to choose and watch a suitable programme on TV and make notes.
■ Read through the four paragraph headings, and Useful Vocabulary in Writing Help 4, with the class. Advise students to write a draft of their review and check it before they write the final version of the report. Remind them to use appropriate linking words and adjectives.
Talkback
ш Students work in groups, reading each other's reviews and discussing the programmes.
■ If there is space in your classroom, students may like to make a display of the reviews to read at their leisure.
Listening
A TV Debate О Exercise 1
■ Give students time to read through the sentences and options. Play the recording, twice if necessary, for students to complete the sentences.
■ Check students' answers by playing the recording again, pausing it after each item.
Answers
lb 2a 3c 4b 5c
Tapescript
Presenter: Good evening, and welcome to this week's Media Watch, the programme where you can give your views about the media in this country. And on tonight's programme we've got the newspaper journalist and columnist Jenny Lawson, and the TV newsreader and presenter Bill Turner... and they'll be giving us their views as well. Let's start with an article from this week's Independent. There's a report about how we are becoming a nation of couch potatoes. Woman: Yes, this is about the amount of time that we spend in front of the TV and on the Net. According to that article, on average we spend twenty-five hours a week in front of the box. Twenty-five hours! I think ifs terrible, myself. And some young people are Internet addicts. Ifs not surprising that
-с tody's got time to do exercise or read books. At this rate тЛ...
tat Nonsense! Just because people watch TV it doesn't mean -at they don't read as well. Look at how popular books like bi-> Potter are. Ifs complete rubbish to say that TV is the x.se of all our problems. A lot of programmes are very ■-'.ucational. Think of all the documentaries on TV about ';--re, science, history. They really are, er... •■Mian: Excuse me. Can I say something? •ж They really are very, er...
чип: I'm sorry. Bill. I'd like to say something. Ifs not true iay that most programmes are educational. Most TV is full ":ame shows and reality shows... and there's a lot of е лке on TV. Just turn it on and see for yourself. Ifs:<tr-g worse and worse... This is very worrying. There was an г Tde in The Guardian this week about how some young secple copy the violence they see on the television. 5srsonally, I'm totally against...
Чаш: You're wrong, Jenny. You just can't say that everything rsat happens is the fault of the TV programmes people watch. I -aven't seen that report but... but just because I watch a ts«boy killing someone in a film, I'm not going to go out and
• someone, am I? And what about the newspapers? This •eek in the popular papers there have been lots of stories =3out that computer hacker Manchester. He's used the
temet to steal money, he's a criminal, but the newspapers -ave paid lots of money for his story. Is that responsible ximalism - giving money to criminals?... But I believe that
• «re live in a free society we need a free press. We can't let r* government control what we watch or read. In my opinion, ■e need to...
Woman: I'd just like to say that we need to think about how TV and newspapers affect people. Especially young people, j governments have a responsibility to control both TV and the jress. And we should try to stop young people watching so
! явеЛ TV.
Man: Rubbish! Everybody should be able to choose to do what rwy want...
'▼esenter: Can I interrupt a moment? Maybe we could get: —le comments from the studio audience now? Yes, the man it the back in the brown jacket...
0 Option
■ Ask students to listen to the recording again and -iake a note of the points that the audience applaud (TV is getting worse and worse. Newspapers shouldn't pay criminals for their stories).
u erase 2
■?ead aloud the instructions. Ask students if they can -emember which guest interrupts the other rudely and ■км» he or she interrupts.
■ 'lay the recording for students to check who interrupts -jdely (the man). Then play the recording again for students to listen for the words and phrases the man jses (Nonsense! You're wrong. Rubbish!).
Speaking
Jebre you start ucrase 1
■ Students work in pairs, reading the expressions in the Function File and deciding which are polite and which are
Rude.
О Exercise 2
■ Play the recording several times for students to listen
and repeat the polite expressions. Encourage students to
copy the speaker's intonation.
A Discussion based on stimulating material Stage I
в Give students time to look at the photos and extracts. Check comprehension of vocabulary, e.g. couch (potato), copycat (violence), young offender.
m Read through the Strategies with the class. Students may find it helpful to take one of the items (e.g. the 'couch potatoes' text) and work together, applying the Strategies to the text.
Stage 2
» Students work individually, looking at the photos and the texts and using the Strategies to think about them.
Stage 3
■ Read through the questions with the class.
■ Students work in pairs or groups, discussing the questions and using polite expressions to interrupt and give opinions. Remind students of the expressions for agreeing and disagreeing from Lesson 15. Monitor the activity but do not interrupt students' fluency. Make a note of any general language points to go over with the class afterwards.
Talkback
я In turn, each pair or group tell the class one thing they agreed on. Students can see how much general agreement there is in their class.
Option
■ If there is time and you want to give your students more speaking practice, they can discuss the following topics:
1 Are there sensational newspapers or magazines in your country? Do you read them? Should the press respect famous people's privacy?
| ThMlOi |
2 Should TV be controlled more by the government? Should it be more educational?
Answers
sotrte: Excuse me. Can I say something? I'm sorry. I'd like to say something. I'd just like to say... Can I interrupt a
•oment?
-jde: Nonsense! You're wrong. Rubbish!
| Causatives: to have/get something done |
Language Problem Solving 4
In this Language Problem Solving we present causative get and have used when we want to say that we asked/paid someone to do a job that required some expert knowledge. The only pattern we teach is have/get something done. We do not introduce have (somebody) do (something), get (somebody) to do (something), etc.
Mini-grammar: 5
Exercise 1
■ Students work in pairs, reading the speech bubbles and matching the people with the adverts.
■ When checking students' answers, ask them to read the adverts aloud to check pronunciation and understanding of abbreviations, e.g. St., Tel.
Answers
lb 2d 3a 4c
Exercise 2
■ Students look back at Exercise 1 and complete the sentences in the box.
■ Check students' answers by asking them to read the sentences aloud.
Answers
1 had 2 done 3've had 4 serviced 5 get 6 repaired 7 get 8 upgraded
■ Students discuss who did/will do the activities and then complete the rule.
Answers
b someone else/an expert
rule: b we ask someone/an expert to do it for us
Option
■ Write these prompts on the board for students to make sentences using get/have something done: Last week Today Next week coat/clean eyes/test house/paint mobile phone/top up
broken window/replace hair/cut TV/repair Exercise 3
■ Students do the exercise individually, then compare answers in pairs before checking answers as a class.
Exercise 5
■ Read through the example item with the class. If you wish, do item 2 together. Students then complete the exercise, rewriting the sentences.
■ When checking answers, ask students to read out both sentences.
Answers
2 Will you have/get the kitchen painted? 3 I've had/got the car washed. 4 I'm having/getting my motorbike serviced. 5 Where can I have/get these photos developed? 6 She's not going to have/get her ears pierced. 7 I got/had the broken window replaced. 8 We should have/get the washing machine installed.
Exercise 6
■ Read through the words and check that students understand them. Ask two students to read aloud the example exchange. Do the second item with the whole class and point out that the question can be Where (can I get it pumped up)? or How (can I get it pumped up)?
и Students then work in pairs, asking for and giving advice. Monitor and help students correct any errors.
■ Check students' answers by asking pairs of students to say their exchanges.
| Suggested answers | |
| 2 A: | How/Where can I get it pumped up? |
| B: | You need to find a good garage. |
| 3 A: | How/Where can I get it fixed? |
| B: | You need to find a good jeweller's. |
| 4 A: | How/Where can I get them shortened? |
| B: | You need to find a good tailor. |
| 5 A: | How/Where can I get another one cut? |
| B: | You need to find a good ironmonger's. |
| 6 A: | How/Where can I get it renewed? |
| B: | You need to go to the Passport Office. |
| 7 A: | How can they get it connected? |
| B: | They need to find a good plumber. |
Option
■ Write these sentences on the board:
Mr Rich is a millionaire. He never does anything for himself. He has his clothes washed every week. Last week he got his suit cleaned...
■ In pairs, students continue to write about what Mr Rich has/gets done. Tell the pairs to write four to six sentences.
■ The pairs then read out some of their sentences to the class.
Answers
la 2b 3a 4b 5b 6a
Exercise 4
■ Read through the example item with the class.
■ In pairs, students discuss what they can have done by each service.
■ Students give their answers in complete sentences, as in the example.
Suggested answers
2 I can have my clothes cleaned there. 3 I can have my shoes repaired there. 4 I can have a dress/clothes made there. 5 I can have my eyes tested there. 6 I can have my teeth checked there.
|
С Лиге Corner 4
R esource used
lc;sette/CD.
• * • students to look at the photo and say what they «ю» about Elton John. Ask them if they know any of his
: -gs and, if so, to tell the class about them. ■ i=c through the instructions and the sentences (a-e) ш~n the class.
• Cjaents work individually, reading the background -^-nation silently and completing the gaps with the sentences.
Exercise 5
■ Give students time to think about celebrities who had (or who have) problems with fame. Students then discuss their answers as a whole class or in groups. Provide any new vocabulary students need in order to express their ideas.
■ If time, students may also like to discuss celebrities who have managed fame more successfully and have not had serious problems because of it.
tews
lb 2 e 3a 4c
Option
■ ~te these dates on the board: 1947 1966 1970s 1980s 1992 1994 jive students one minute to read the text again to --d out what happened in Elton John's life in these •ears. Tell them they are not expected to memorise:-e exact sentences but to remember the facts and put them in their own words. • Students close their books and pool what they can -emember about each of the years.
herose 2
■ -"say the recording for students to listen and read the
-3 for general understanding. Tell students not to •ony about the missing words or mistakes in the printed ncs at this stage.
Lurrise 3
• _cok at the tasks with the class and point out that there: a different task for each verse of the song. Give r.dents time to read through the tasks and the verses rebre you play the recording.
• -lay the recording for each verse several times if -necessary for students to complete the task.
■ -en students have checked all the tasks, play the -scording again for students to listen to the whole song.
Answers
A 1 knew 2 crawled 3 whispered 4 made 3 5 me 6 cling 7 rain 8 burned С 9 Loneliness 10 superstar 11 press 12 papers Э Goodbye Norma Jean, From the young man in the 22nd row, Aho sees you as something more than sexual. More than just our Marilyn Monroe
Lxerase 4
• Students work in pairs or small groups, discussing the answers to the questions.
• Students then discuss their answers as a whole class. If students interpret the song differently, encourage them to express their own opinions and agree or politely disagree with each other.
Suggested answers
, 1 Because he was only a boy when she was a film star. 2 He sees her as something more than a sex symbol. He admires -«r. 3 They both died young (but their memory lives on) and they were both 'hounded' by the press, which made their lives difficult.
Review 4
Objectives
■ To check and consolidate grammar studied in this module: the passive, have/get something done.
m To revise media vocabulary.
■ To practise compound adjectives.
■ To practise word stress.
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