13

2 I Don’t Like Big

Cities
Likes and Dislikes
Target patterns: I like/don’t like . . . . T: Like?
I think . . . . S1: Does he like it?
What kind of . . . ? S2: Yes, he does.

Communication skills: Expressing preferences T: Why?

Giving reasons S1: Why?
Describing places and things S2: It's very quiet.
T: (a famous person) - live?
Language sets: Adjectives S3: Where does . . . live?
Favorite things
If none of the students know the answer, introduce
the pattern I think . . . .
Warm Up S4: I think he lives . . . .
Asking Follow-Up Questions T: like
S3: Does he like it?
Ask the students questions from the previous unit, S4: Yes. I think so. / No, I don't think so.
and slip the questions in the illustration into the T: Why?
conversation in a natural way. S3: Why?
S4: It's . . . .
Ask “Do you like . . . ?” questions, such as “Do you
like New York?” or “Do you like (name of a sports
team)?” as often as possible and encourage students Personalization
to give reasons after saying “Yes” or “No.”
The students ask each other where people they know
Then encourage the students to ask each other live and whether they like it, using the questions
questions like “What school do you go to?” “Where do “Where does . . . live?” and “Does he/she like it?”
you work?” and follow up each question with “Do you They can ask about people around them or famous
like it?” people. If they don’t know the answer to a question,
encourage them to answer “I think . . . .”
Do You Live in Seoul?
The students can listen to the dialog, read it, or do Warm Up
both. Asking Why
Anticipation questions Ask the students a few questions they are able to
Does Jin-Woo like Jeju Island? answer, and then slip “Do you like . . . or . . . ?”
Does Jin-Woo like big cities? questions into the conversation, following up each
question with “Why?”
Follow-up questions
Where does Jin-Woo live? The students then ask each other “Do you like . . . or .
Is Jeju Island noisy? . . ?” questions, following up each answer with
Is your city noisy? “Why?” Either they think of their own questions or you
can write some prompts on the board.
Comprehension—Personalization
T: Jin-Woo - Hawaii? e.g.
S1: Does Jin-Woo live in Hawaii? big cities/ the countryside
S2: No, he doesn't? cats/dogs
soccer/baseball
T: Where? TV/computers
S1: Where does he live?
the beach/the mountains
S2: He lives on Jeju Island.
©2011 David Paul Compass Publishing
 14

museums/libraries Controlled Practice

rock music/classical music More Adjectives
gorillas /snakes
The students make sentences about each picture.
Do You Live in the Countryside? They can either say “It’s . . . .” or “I think it’s . . . .”
about each picture.
The students can listen to the dialog, read it, or do
both. Answers
1. It’s long. / It’s short.
Anticipation questions 2. It's difficult. / It’s easy.
Where does Manuel live? 3. It’s cheap. / It's expensive.
Does he like it? 4. He's noisy. / He’s quiet.
5. He's dirty. / He's clean.
Follow-up questions 6. It's dangerous. / It’s safe.
Does Manuel like the countryside?
Do you like the countryside?
The students then do the practice exercise. They can
Why?
ask each other the questions in pairs or write their
Comprehension—Personalization answers individually.
T: What does Manuel think of Mexico City?
S1: He thinks it's big and noisy. (or He loves it.) Sample answers
I think my sister is quiet.
T: What does he think of the countryside? I think lions are dangerous.
S2: He thinks it's boring. I think computers are expensive.

T: What do you think of the countryside?

S3: l think it's . . . .
Warm Up
Ask a few other similar questions. What Kind of . . . Do You Like?
e.g. What do you think of your school/job?
What do you think of Tokyo/Seoul? Ask the students a few questions they are able to
What do you think of (a famous person)? answer, and slip “What kind of . . . do you like?”
questions into the conversation. The students can
Personalization then ask each other “What kind of . . . do you like?”
questions.
The students ask each other “What do you think of . . .
?” questions, and use adjectives to answer the If necessary, write prompts on the board such as
questions. Examples of questions include “What do sports/food/shops/computer games. The students
can also ask each other follow-up questions after
you think of your school/big cities/your teacher/your
each answer.
home town/(a famous place)/(a famous person) . . .
?” If necessary, help by writing a list of topics on the
board. What’s Your Favorite Sport?
The students can listen to the dialog, read it, or do
both.
Word Building
Pairs of Adjectives Anticipation questions
What’s his favorite sport?
The students look at the pictures in turn and try to Why does he like Grand prix racing?
guess the meaning of the key words. They show
whether they have understood by doing the practice Follow-up questions
exercise underneath. They can do this individually or What kind of TV shows does he like?
in pairs, orally or in writing, silently or aloud. What kind of TV shows do you like?

Sample answers What kind of movies does he like?

I think elephants are big. What kind of movies do you like?
I think Switzerland is beautiful.
I think TV is boring. What’s his favorite sport?
What’s your favorite sport?
©2011 David Paul Compass Publishing
 15

Recalling the dialog

Various ways of getting students to recall a dialog are Sample answers
suggested in the introduction to this Teacher’s Guide. Mixed questions
For example, you can write the dialog on the board 1. My name’s Hiroshi.
with words missing and get the students to act out the 2. My name’s Hiroshi.
dialog. Half the class can be one character, and the 3. I live in Kyoto.
other half of the class can be the other character. 4. Yes, I do.
5. It’s a beautiful city.
Personalization
Puzzle sentences
Put the students in pairs. One student plays the role 1. Vancouver is in the west of Canada.
of reporter. The other student is himself/herself or 2. Pretty good, thanks.
plays the role of a famous person. 3. It’s nice to meet you, too.
4. Do you like bananas or melons?
Let the conversation happen naturally, though, if (or Do you like melons or bananas?)
necessary, encourage the students to use the 5. What kind of TV shows do you like?
patterns in the dialog. The students can take turns
being the reporter. You
1. I’m from China.
2. I don’t like baseball.
3. I think big cities are noisy.
Communication Activities 4. I think elephants are cute.
5. My favorite color is blue.
A. Starting Letter
One student says whether he/she is thinking of a city, Personal Record
a mountain, etc. and says the starting letter. The
other students take turns to ask yes/no questions to Questions
try and find out what he/she is thinking of, using the It is best if the students write their answers to these
structures they have learned—e.g. “Is it large?” “Is it questions individually, though they can also practice
in Africa?” If the answer is “Yes,” the student can them orally before or after writing.
guess the name of the place. If the answer is “No,”
the turn passes to the next student. Reflection
Encourage the students to look back through the unit
B. Chase the Ace and write down any words or patterns they find
Remove three aces from a deck of cards and deal out difficult in a notebook.
the rest. Make a list of the types of cards, and write
an adjective next to each type. In turn, each student If possible, get the students to input these
takes a card from the student on the left. Whenever words/patterns into flash/flip card software or write
them down on flash/flip cards, and periodically flip
somebody makes a pair, he/she places it on the table
through these cards between lessons and try to recall
and makes a sentence with the corresponding
the meaning and usage of the words/patterns.
adjective. The aim is to avoid having the ace at the
end of the game.

C. Opinion Poll
In pairs, the students ask each other the questions in
the poll. They then report their answers to the class
and analyze the results—they can work out what
fraction or percentage of the class gave particular
answers.

Review Exercises
It is best if the students first write their answers
individually. They can then do the exercises in pairs,
groups, or as a class.

©2011 David Paul Compass Publishing