The information on the recording about chocolates and personality is taken from a book called Chocolate Therapy: Dare to discover your inner centre by Murray Langham.
The quote is by Alan Coren (born 1939), a British humorist and writer.
Routes through the material
>- Short of time: give some of the exercises for homework, e.g. Exercises 1, 2 and 8.
>- Plenty of time: do the Options.
>■ 2 classes for this lesson: break after Exercise 5.
Before you start
Vocabulary: Multi-part Verbs (6)
■ Students do the exercise working individually. They can then work in pairs, comparing their answers and reading the sentences aloud.
■ Check answers by asking individuals to read both versions of each sentence aloud.
|Answers 2 Alice - persistent, hard-working 3 Mum - sociable, outgoing 4 Tom - creative 5 Charlie - critical, insensitive б Mary - tolerant|
1 depress 2 stop trying, continue doing something 3 has a good relationship with, meet 4 start doing 5 criticising 6 tolerates
fKEY WORDS: Personality Adjectives (1) ^
bad-tempered, cheerful, confident, creative, critical, disorganised, dynamic, generous, hard-working, helpful, honest, insensitive, materialistic, moody, outgoing, patient, persistent, positive, reliable, selfish, shy,
^ sociable, stubborn, sympathetic, tolerant_________________ ^
■ Read through the Key Words with the class. Students can use the Mini-dictionary to check meaning and pronunciation.
■ Students work individually or in pairs, reading the sentences in Exercise 1 and matching the people with the Key Words. If students disagree about any of the answers, encourage them to give reasons for their choice of words and to practise agreeing and disagreeing with each other.
■ Remind students of the use of prefixes to make opposites of adjectives (Lesson 21). Elicit the opposites of some of the adjectives in the exercise, e.g. uncreative, uncritical, unhelpful, dishonest, impatient, unreliable, unselfish, unsociable, unsympathetic, intolerant. Students add any new words to their list in their vocabulary books.
■ Read aloud the instructions and example sentences. Remind students to use some of the multi-part verbs from Exercise 1 and some of the Key Words from Exercise 2 in their sentences. Tell students to write two or three sentences about themselves. Monitor and help students correct any language errors.
■ Students then read out their sentences to their partner and see if their partner agrees with their description of themselves.
О Exercise 4
■ Ask students to look at the photo of the chocolates. Check students' pronunciation of the 'shapes' words.
■ Students look at the photo and choose one of the chocolates for themselves.
■ Play the recording for students to listen especially for the description of people who choose the same shape of chocolate as them.
■ Ask students who chose the same shape of chocolate to put their hands up and discuss whether they agree with the description of themselves on the recording.
■ Play the recording again for students to focus on all the descriptions.
Tapescript See page 147.
О Exercise 5
■ Read through the Strategies with the class. Tell students that the same strategies can be used if they are doing a 'true, false or don't know' exercise.
■ Students read through the statements (1-8) and try to guess which might be true or false.
я Students then underline important words in the statements, such as opinion adjectives (e.g. tidy) and facts (e.g. changes the colour of her hair). Encourage students to suggest synonyms for some of the words, e.g. changes the colour of her hair - dyes her hair.
■ Play the recording once for general understanding and for students to note some of their answers. Ask students who is talking about Lucy (a friend, her teacher, her father and a neighbour).
■ Play the recording again for students to complete their answers.
■ Check students' answers by playing the recording and pausing it after each speaker.
IT 2 T 3 F 4 T 5 F 6F 7F 8T
Interviewer: Tell me about Lucy.
Girl: Well, she's my best friend and, er, she's really nice!
Interviewer: What does she look like?
Girl: She's usually got blond hair. Ifs quite long, well,
shoulder-length. Ifs very straight. And she sometimes wears it
in a pony tail.
Interviewer: Mm. What do you mean she's usually got blond
Girt: Well, she sometimes dyes it bright colours - just for a
laugh. But not for long.
Interviewer: Does she? Anything else?
Girt: Er, she's quite tall and slim and really good-looking.
Everyone says she looks like a model!
Girt: Yes, she's got big, brown eyes.
Interviewer: And how old is she?
Girt: She's seventeen. I've known her for ages - we started school together.
Interviewer: Thafs interesting. What kinds of things does she like?
Girt: She likes listening to music, rock music - she's always
got her Walkman on!
Girt: Yes, all the time.
Interviewer: And what is she like?
Girt: Oh, she's got a lovely personality, you know. She's
incredibly cheerful and sociable.
Interviewer: I see.
Girt: She sometimes seems a bit disorganised, but really she's totally reliable, totally.
Interviewer: Right. She must be a really good friend. Girt: Yes, she is. 2
Interviewer: How would you describe Lucy Palmer? Teacher: Well, she's very helpful in class. And she's always helping other students. She's quite popular, and I imagine she must have a lot of friends in and out of school. She always does her homework and always does her best. A nice girl. Her parents must be proud of her.
Interviewer: Could you describe your daughter in one or two sentences?
Father: Mm, thafs difficult! Well, we get on well with each other, I think, don't have too many arguments, I suppose. She's an honest girl, she'd never mislead you, and she seems very happy at home and school - but she can be a bit difficult in the mornings, you know, a bit grumpy! And her room is a complete mess! Apart from that, a lovely daughter!
Interviewer: Can you briefly describe Lucy, please? Neighbour: Yes, she moved in next door about ten years ago, so I know her well. She's always smiling and will always do anything to help - she often goes to the shops for me, you know, as a favour. And we sometimes have a chat when she comes home from school; I tell her my problems, she tells me hers, you know ...
■ Play the recording of the first interview again. Ask students to listen to how the interviewer shows that he's interested in what Lucy's friend is saying (he asks further questions and uses phrases such as Really? I see).
О Exercise 6
■ Give students time to read through the Function File and guess some of the missing words.
■ Play the recording for students to complete the sentences and check their guesses.
■ Check answers by asking individuals to read aloud the sentences.
I look like 2 blond 3 wears it 4 looks like 5 listening 6 got 7 like 8 personality 9 seems 10 reliable
II always 12 does 13 difficult/grumpy 14 smiling 15 anything 16 must
■ Students read the statements and sentences and decide on the correct answer.
■ Read through the example sentence and the cues with the class. Point out that always + Present Continuous is often used to describe annoying habits (as in cues 1, 2, 4 and 5).
■ Check answers by asking individuals to read aloud the sentences.
2 He's always criticising people. 3 My mum's always buying presents. 4 I'm always losing my keys. 5 They're always borrowing my pencil.
■ Give students time to think of one or two things they are always doing. Then, in turn, students tell the class their sentences.
■ Read through the questions and example notes with the class. Check that students understand the difference in meaning between: What is he like? What does he like? What does he look like?
ш Students write notes about a person they know. Encourage them to use some of the vocabulary from this lesson.
■ Ask two students to read aloud the example. Remind the class of how to show interest in what the other person is saying, e.g. asking questions, using expressions such as Mm/Really/I see. Students may find it helpful to look at Exercise 3 on page 16 again.
■ Students work in pairs, taking turns to ask and answer questions about the people they have chosen.
■ Some of the pairs can say one of their conversations for the class.
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