F GRAMMAR PRACTICE ●

To check comprehension, ask Whose music does the

Suggested 5 Your actual
woman like? (Michael Bublé) What does the man think
teaching time: minutes teaching time: about Michael Bublé? (He’s not crazy about him.) Why? (He
doesn’t like his sound; it’s so commercial.)
●
To warm up, call on a volunteer to read the first statement
and write it on the board. B 1:20 RHYTHM AND INTONATION
Ask Which word or phrase will What replace? Underline it: Suggested 5 Your actual
I can’t stand long classical music concerts. teaching time: minutes teaching time:

Ask What is the verb? (can’t stand) Is it in the present or ●

past? (present) Write the sample answer on the board and
underline are.
What I can’t stand are long classical music concerts.
Ask Why is the plural form used? (because the complement
concerts is plural)
●
Call on a volunteer to read the remaining four items. After
each one ask Which word or phrase will What replace in
the sentence? (2. Adele’s overly sentimental lyrics; 3. Bono’s
voice; 4. a live Lady Gaga performance; 5. The song “I Gotta
Feeling” by the Black Eyed Peas) Have students underline
these phrases.
●
Have students complete the exercise. Remind them to use
the correct present or past form of be, and to be sure it
agrees with the complement. Circle concerts in the sample
sentence on the board, and draw an arrow to are.
G PAIR WORK
Suggested 5 Your actual
teaching time: minutes teaching time:
●
To warm up, call on volunteers to read the statements.
After each one ask Which word or phrase will What
replace in the sentence? (1. Jazz, 2. the loud beat in
techno-pop, 3. A good melody, 4. Listening to my brother
try to sing, 5. Dancing to the music of a great salsa band,
6. downloading songs by unknown new artists) Have
students underline these words and phrases. If students
are confused by items 4–6, in which the phrases are
introduced by gerunds, remind students that gerunds are
derived from verbs but function as nouns.
●
Have students work in pairs to restate the statements as
cleft sentences. Remind them to make sure the form of the
verb be agrees with the complement.
NOW YOU CAN Express a negative opinion politely
A 1:19 CONVERSATION SPOTLIGHT
Suggested 5 Your actual
teaching time: minutes teaching time:
These conversation strategies are implicit in the model:
●
Use to tell the truth and to be honest to state frankly
what you think about something.
●
Use I hate to say it, but to politely introduce a negative
opinion.
●
Have students look at the photo. Ask Where are these
people? What are they doing?
●
Have students read and listen to the conversation.
Have students repeat chorally. Make sure they:
use rising intonation for Are you as much of a Michael
Bublé fan as I am? (line 1), Michael Bublé? (line 3), But
you know who I really like? (lines 7–8) Sting? (line 11)
use falling intonation for How can you not like Michael
Bublé? (line 5) and Who? (line 9)
use emphatic stress on what I don’t like (line 6)
stress can you not (line 5)
use apologetic tone when expressing negative opinions:
To tell the truth (line 3); To be honest (line 6); I hate to say
it (line 11)
C NOTEPADDING
Suggested 5 Your actual
teaching time: minutes teaching time:
●
Ask students to find one example of a cleft sentence with
What in Exercise A. (What I don’t like is his sound.)
●
Tell students to list artists they like and make statements
about what they like about these artists. Call on a
volunteer to read the example answer. Elicit additional
examples. Then let students work individually. Refer them
to the vocabulary in Exercise A to talk about specifics of
what they like.
D CONVERSATION ACTIVATOR
Suggested 5–10 Your actual
teaching time: minutes teaching time:
Conversation Activator Video
●
Note: You can print the script or you can view it on the
video player on the ActiveTeach.
●
Divide the class into pairs. Instruct students to use the
model in Exercise A, Conversation Spotlight, to role-play
their own conversation with a partner.
●
Refer students to the vocabulary in Exercise A on page 18
for negative descriptions of music as they respond to their
partner’s likes and dislikes.
●
Reinforce the use of the spotlighted conversation
strategies; for example, To tell the truth, To be honest, I
hate to say it. Remind students to be polite when they
disagree.
don’t stop! Before students begin to activate their
conversations, bring their attention to the Don't Stop!
note. Tell students that they should extend or lengthen
their conversations by following directions in Don’t Stop!
Conversation Activator: Speaking Booster

T19 UNIT 2 LESSON 2