Language goals
to this unit students learn to state their opinions and talk about likes and dislikes.
New language
What do you think of soap operas? I don't like soap operas.
What does he think of sports shows? He loves sports shows.
What does she think of Maria? She likes Maria.
What do they think of Tommy? They can't stand Tommy.
Section A
Additional materials to bring to class:
a local television listing
list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.
Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,
Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....
Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to
answer.
Repeat the activity several times, giving several students chances to ask and answer the question.
1 a This activity introduces the key vocabulary.
Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.
Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.
Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.
Point out the numbered list of shows. Say each one again and ask students to repeat it.
Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.
Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.
Play the recording the first time. Students only listen.
Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.
Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.
Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer.
Say, Now work with a partner. Ask and answer the qstions.
Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.
2a This activity provides listening practice using the target language.
Call attention to the list of five "words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.
Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.
Play the recording the first time. Students only listen.
Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/"love is number 1.
Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.
Check the answers.
2b This activity provides more listening practice using the target language.
Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.
Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.
Play the recording. Students write words in the blanks.
Check the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \
Help students find partners. Have the students practice
the dialogue several times.
Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.
Ask some pairs of students to present their dialogue!to the class.
3a This activity provides pral and writing practice using the target language.
Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.
Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.
Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of "Sports News"? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves "Sports News". Show students that you are writing in the word loves after Stuart's name on the chart on page 67.
Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of "Sports News"? You answer, Stuart likes "Sports News". Have the student write the word likes after Stuart's name on the chart on page 86.
Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.
Go over the answers.
3b This activity provides guided reading practice using the target language.
Read the dialogue with a student. Every time one of you conies to a blank, say blank.
Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b.
4 This activity provides listening, speaking, and writing practice using the target language.
Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.
Point out the dialogue in the speech bubbles. Have two students read it to the class.
Then point out the sample answer in the chart. Say,This TV show is called "Tell it like it is!" I love it, and Lin Peng does, too. I write "I love it" under "What I think" and I write "Lin Peng" under "Student who agrees with me".
Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.
After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like "The Crime Files". Carlos doesn't like "The Crime Files", too.
Alternative: If you do not want students to get up and
move around the class, you can ask them to do this activity
in groups of four.
Section B
New language
hair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:
mail order catalogs containing watches, jewelry, etc.
1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?
Ask students to hold up items and tell the class what they have.
2a This activity provides guided listening and writing practice using the target language.
Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under "Thing"in the chart.
Play the recording the first time. Students only listen.
Point out the example. Say, One thing they are talking about is a watch. "Watch" is written in for you.
Play the recording a second time. Students write the names of the things that are being talked about.
Check the answers.
2b This activity provides more guided listening and writing practice using the target language.
Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.
Ask a student to read the words in the chart to the class.
Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.
Play the recording again. This time, have students fill in what Carol and Evan think.
Check the answers.
2c This activity provides guided oral practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.
Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.
As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet
3a This activity provides reading and writing practice using the target language.
Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!"mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, that
a young person wears.
Read the article to the class. After you finish, ask for any more questions.
Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.
Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.
Check the answers.
4 This activity provides reading, speaking, and listening
practice using the target language.
Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.
Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.
Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.
As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.
Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.