8. Preview: Talk with a partner
Which do you like better, rock or
electronic music?
I like rock better.
Do you like Katy Perry?
Yes, I do. I love her/ him/ them!
/ No, I don’t.
13. Let’s read!!!
Do you like Duft Punk?
Yes, I love them. /
No, I can’t stand it
What kind of music do you like
the (best)?
I really like hip-hop. /
I like rap (the) best.
14. Let’s read!!!
Which do you like better, pop or
rock?
I like rock better.
Who do you like better, Shakira
or Jennifer Lopez?
I like Shakira better.
16. Listen
Hip – hop Rap Classical Pop
Ana
Carl
Yoko
I love it.
I like it.
It’s ok.
I don’t like it.
I can’t stand it.
What’s your answer for Ana?
She/ He thinks that hip-hop is ok.
17. EXPRESSING OPINIONS
Do you like Daft Punk?
Do you like rap?
Yes, I love them!
No, I can’t stand it!
What kind of music do you
like (the) best?
I really like hip.hop.
I like rap (the) best.
Which do you like better,
pop or rock?
Who do you like better,
Shakira or Jennifer Lopez?
I like rock better.
I like Shakira better.
Type of music = it
Group = them
Singer = him/her
*** I love it
** I like it
* It’s OK
- I don’t like it
-- I can’t stand it
Notas do Editor
Unit 06: I REALLY LIKE ELECTRONIC MUSIC! Pages 56 and 57.
Ss listen to different types of music to introduce the topic. (https://www.youtube.com/watch?v=wiF8YlKNx4g)
Ss do activity A (Look at the photo. How often do you go to concerts?). Page 57.
First, give clear instructions, make them clear about the frequency adverbs by showing the circles; the first circle is for every year, the second circle is for twice a year, the small circles in each month is for every month, make the circles disappear for never. After that, give an example by circling the phrase: “twice a year”.
Students use the prompts to it or encourage them to use other frequency adverbs.
- Ss look at the pictures and say the types of music before doing activity B. Page 57.
Ss do activity C (Talk with a partner. Ask about his or her favorite singers and types of music. Which do you like better, rock or electronic music?). Page 57.
First give clear instructions to do the activity, choose one student to ask you the questions in order to show an example.
For the face-to-face setting, ask students to get in pairs and send them to breakout rooms.
Finally, for the face-to-face setting, encourage them to share their answers by calling some volunteers to ask and answer.
Ss look at the pictures and unscramble the words before doing activity A from Language Focus. Page 58.
First, show them the pictures with the words that are not in the correct order.
Finally, when they guess the words, explain about each word by reading each definition.
- Language Focus. Page 58.
- Students go over the chart “Expressing Opinions. Page 58.
Students go over the chart and read the questions and the answers. Page 58.
Call one student to read the questions and the teacher answers by using the first option.
After that, call two students to ask and answer by using the second option.
Students go over the chart and read the questions and the answers. Page 58.
call two students to ask and answer.
Students go over the chart and read the words. Page 58.
Make them clear that when they see “type of music” (Singular), in the answer they have to use it. When they see “group” (Plural), in the answer they have to use them. And, when they see “singer” (person), in the answer they have to use him for boys and her for girls.
Finally, play they audio that is in the E-Book (1-43). Make them listen and repeat.
Students do activity C (Listen. Complete the chart by coloring the stars.), page 59. Find the audio in the E-Book (1-44).
First, give clear instructions to do the activity, at which they have to complete the chart by coloring the starts. For the online settings, ask students to draw the chart in their notebooks and use yellow color. Also, explain the phrases; I love it, I like it, It’s ok, I don’t like it and I can’t stand it. And show the example in Ana by saying; Ana thinks that hip hop is ok.
After that, they check their answers by using the said prompts in red and blue bubbles.
