Gd What are you into? ‘Aims To practise asking for / giving opinion and talking about likes /disikes Time 10 minutes Materials Student A handout for ha the class and Student Bhandout for the rest + Elicit expressions to ask for opinion talk about ikes / dislikes and react to what's been said ‘+ Divide students into A/B pairs and give each the appropriate part of the handout. Remind them nat to et their partner see it Explain that they need to pretend to bbe the person in the pictures and the expression (happy / bored) shows whether they lke or dislike the activity. They need to find what they have in common with their partner and make a note in the boxes on the right i. if they both like or dislike an activity it should be written in the Same box, but ifonly one of them likes the activity i should go in the Different box. They should use a variety of language to ask for / give their opinions and agree / disagree. + Get feedback, encouraging students to use the following structures: We both ike / dislike... enjoy... but my partner doesnt, My partner loves... but dont, Same Both like watching TV and surfing the Internet. Both dlslike playing chess and reading newspapers. Different Alikes drawing and dancing, but B doesn't. 8 likes listening to heavy metal music and clothes shopping, but A doesn't.‘Student A What are you into? ‘Student B What are you into?EX) Find someone who ‘Aims To recycle flm-related vocabulary and language to expres ies /disikes Time 15 minutes Materials | handout for each student «Before distributing the handout, ect any expressions students can remember to tak about kes and disks, Now give each student handout and tel them that or each tem ised they have fo find someone inthe cas. Unit 4 Lesson A contains all the vocabulary, except soppy, suspenseful and farfetched Students then need to mingle, ask the questions and try to find someone fr each tem ras To 1 Doyou think musicals are dull? 2 Are you really into science fiction films? 3 How do you feel about watching war films? 4 Doyou love watching films with soppy endings? 5 Do you think Ben Stiller isa funny actor? 6 Doyou think most romantic comedies are predictable? 7 Do you enjoy watching suspenseful films? 8 Can you recommend a gripping film you've seen? 9 Doyou think horror films are scary? 10 Doyou think animated films are really entertaining? 11 Are you keen on watching documentary films? ‘12 Doyou hate films which are far-fetched? 13 Doyou prefer watching DVDs at home to going to the cinema? 14 Are youa fan of westerns? 15 Are you fond of violent films?Can anre wd thinks musicals are dull. is really into science fiction films. can’t stand watching war films. loves watching films with soppy endings. thinks Ben Stiller is a funny actor. thinks most romantic comedies are predictable. really enjoys watching suspenseful films. can recommend a gripping film he / she has seen. thinks horror films are scary. thinks animated films are really entertaining. is keen on watching documentary films. hates films which are far-fetched. prefers watching DVDs at home to going to the cinema. isn't a big fan of westerns. isn’t very fond of violent films.TEACHER’S NOTES | CAN'T STAND CHEESE! Materials: One worksheet per student Distribute the worksheets. Ask Ss to write in the circle the name of something they like/disike, etc. Monitor and help Ss with any vocabulary needed, Afterall the worksheets have been filled in, TellSs to mingle ‘with the objective of finding people with the same answers, and noting their names. Ss should also find out some additional information. e.g. What food do you absolutely love? absolutely love pizza. What about you? Me toa! How often do you eat i? At the end. ask whether anybody had similar tikes and dislikes land also what was the most interesting, amusing or unusual thing anybody heardWrite the name of ... 2 1 a food you ones 3 absolutely of clothing a song or type love you like of music you can’t stand wearing 4 something about learning 5 6 English you a smell you housework don’t like absolutely you don’t love mind doing 8 7 a building a food you you don’t can’t stand like in your 9 hometown a type of weather you hate 10 W colony) something you like on TV you hate 12 a sport you are keen on6 Do you like jazz music? Aim: To practise talking about likes/dislikes. Interaction: Whole class Exercise type: Find someone who ‘Time: 15 minutes; 45 minutes with follow-up activity Language: Do you like ...? Yes, I do. I love it. Yes, lenjoy ...ing. No, I don’t. No, I hate it HelShe likesNoves/enjoys ... He/She doesn’t like/hates ... Do you know anything about (name)? Materials: One copy of the resource for each student. Instructions: (1) Hand out the resource to each student and elicit what question you would need to ask people to find out the information on the sheet (Do you like ...?). Blicit different ways of answering the question: Yes, Ido. Yes, I love it. Yes, Lenjoy ...ing. No, I don't. No, Ihate it. (2) Tell $s that they have to try to find one person who likes and one who dislikes each activity. They cannot write the same name more than twice. When they have found someone, they should write their name and talk to someone else. (8) When each person's sheet is full, they sit in pairs and compare what they found out. Optional follow up: Each student has to find out as much as possible about one other student in the class. Ss again mingle but this time ask: Do you know anything about (name)? ‘They note everything about that one person and then use the information to write a profile of the student for homework.SOMEONE WHO. LIKES / LOVES / ENJOYS THIS SOMEONE WHO DOESN'T LIKE / HATES THIS 1 JAZZ MUSIC 2 SATURDAYS 3 CHOCOLATE CAKE 4.GOING TO THE CINEMA 5 CHATTING ON THE INTERNET 6 GOING ON HOLIDAY 7 READING 8 SHOPPING 9 FOOTBALL 10 DOING HOMEWORKSBCs ryt t ba likes and dislikes How well do you know your partner? Activity type: guessing activity When to use: Use this activity after Lesson 1.1, Time: 25 minutes Photocopy one worksheet for each student. Prepat Procedure Put students into pairs. Itis a good idea to check that none of the pairs know each other too well (e.g. best friends, family members, etc.). If they do, rearrange the class a little. Give each student a copy of the worksheet and tell them to match the pictures and the activities in exercise 1, When they have finished, check the answers with the class. Then tell students to complete the sentences in exercise 2 for their partner. This part is done in silence with students using their knowledge and their imagination. Then tell students to check their answers, ticking or crossing their answers and correcting any which were wrong. Encourage them to speak as much as possible about their likes and dislikes, as in the example given. Get feedback fram the whole class and their correct or incorrect guesses. ‘Answers 1G 2F 3H 4A516C 7B 8D 9) 10€How well do you know your partner? 1 Look at the pictures. Which picture shows: 4 someone listening to heavy rock musi? 2 someone gongtoa party? 3 someone doing Enlsh homework? A snakest ® 5 fastfood? 6 someone dong sport? 7 someone having alien? 8 — someone chatting on his/her mobile? 9 babies? 40 someone speaking in public? 2 How well do you know your partner? Complete the sentences about your partner with the correct form of the phrases from the box. absolutely love be quitekeenon —notlike really like don't mind can'tstand quite like notbeverykeenon really hate 1 Mypartner listening to heavy rock music. 6 — My partner doing sport. 2 Mypartner going to parties. 7 Mypartner having alien 3. Mypartner doing English homework. 8 ‘My partner chatting on his/her mobile 4 Mypartner snakes. 9 My partner: babies. 5 Mypartner fast food. 10 My partner speaking in public. 8 Check your answers with your partner. I think you really hate listening to heavy rock. ‘No, youre wrong. | absolutely love it, especially ACDCearly in the morning.Communication BR «12 yur reterences A weekend with friends Target language: explain your preferences. Activity type: roleplay When to use: Use this activity after Unit 6 Communication. Time: 25 minutes Photocopy and cut up one role card for each student. Prepat Procedure Divide the class into three groups. Give one group the Student A worksheets, one group the Student B worksheets and one group the Student C worksheets. Explain that students are old friends who now lve in different towns. Some of them have suggested spending a weekend together. Give students a few minutes to read their role cards, get ‘into character’ and decide how to complete the sentences. They can choose any of the suggested endings (or make thelr own), but for the first sentence, Student A would be likely to say / like the idea of going to the beach. Student B may choose I lke the idea of staying at home. Student C may go for ‘like the idea of going somewhere new. Tell them to think of arguments to persuade their friends how to spend the weekend. Then rearrange the class into groups so that a Student A works with a Student B and a Student C. Tell them to discuss their ideas for the weekend and to agree on how they are going to spend the weekend. They should work together to explain their preferences and decide what to do. Get feedback from each group.A weekend with friends Student A You want to spend a weekend with some old friends. You want to rent a villa on the beach in Florida and you think it will be a fantastic weekend. Explain to your friends why this is the best idea. Useful language Ilike the idea of going somewhere new /staying at home /going to the beach. Ie be brilliant /terrible /great fun /dangerous. ’m not keen on flying /going somewhere boring /staying at home / travelling a long way. We might really enjoy it /have a terrible time /get il /be cold. You'll probably spend too much /save money /have a great time. Student B Some old friends want you to spend a weekend with them. They want to go to some places which are expensive and dangerous to go to. You love computers and you hate travelling. You think the best idea is for everyone to stay at home and use the Internet to chat to each other. Explain to your friends why this is the best idea. Useful language [ike the idea of going somewhere new /staying at home /going to the beach. lel be brilliant /terrible /great fun /dangerous. I'm not keen on flying /going somewhere boring /staying at home / travelling a long way. ‘+ We might really enjoy it /have a terrible time /get il /be cold. You'll probably spend too much /save money /have a great time. Student C You're planning to spend a weekend with some old friends. You would like to go skiing and stay in a tent. It might be alittle bit cold, but it'll be cheap and fun! Explain to your friends why this is the best idea. Useful language Ilike the idea of going somewhere new /staying at home /going to the beach. lel be brilliant /terrible /great fun /dangerous. ¥'m not keen on flying /going somewhere boring /staying at home / travelling a long way. ‘We might really enjoy it /have a terrible time /get ill/be cold. You'l probably spend too much /save money /have a great time.