To provide in the context of fashion and model behaviour
To provide clarification and practice of language used for using correct linker in the sentence; in addition to, as well as, what's more, on top of that,... in the context of fashion and model behaviour
To provide gist, detailed and specific information listening practice using a text about model behaviour in the context of fashion and model behaviour
Procedure (30-40 minutes)
1. Ask some general questions to attract their attention (using a PPT). These are the questions I am going to ask: - Would you like to work as a model? - Do people have a false idea about what a model's lifestyle is like? - Some famous models have been in the news for all the wrong reasons: wild lifestyle, unhappy relationships, drug-taking , etc. Do you think this is inevitable if you are a model? - How would you feel if you knew that your whole life, career and success was built on your natural good looks rather than on your skills and talent? 2. Four pictures are shown to students (using the downloaded pictures and PPT). 3. GW. Ask them: - Which of those 4 pics is the most handsome and the most beautiful? - Are there any specific facial or bodily factors that make a person beautiful? (large eyes, slanted eyes, (upturned/ downturned eyes), pointed nose, thin eyebrows, bushy eyebrows) - WC. Discuss these questions: - Are these values the same for everyone, or do different people have a different idea of beauty? - Do people from different cultures like the same things? - Why do so many people agree that Brad Pit is handsome? 4. Show PPT of ex. 1 to them, ask them to take a quick look at the sentences because they are going to put the sentences in order. 5. Play the audio track 1.17. They put the sentences in ex.1 in order. (The correct order is: 2, 3, 4, 1, 6, 5) -OPTIONAL: Meaning clarification of some words seems necessary here, if time allows: (photogenic, do a catwalk job, photo shoots, brandy, show some initiative, have a rough time, go nuts, keep your cool, a real drag) 6. Do ex. 3. Listen to the interview again, write down the most important words (4 Max.) in the model's answer to each question. (suggested answers: 1. photographer, photogenic, agency, book; 2. photo shoots, catwalk, advertisements, magazines; 3. travel, independence, money; 4. passive, initiative, obey, photographers; 5. curiosity, fantasies, questions,dumb; 6. bad, confidence, spot) 7. Do ex. 5. Do you think that supermodels deserve the high salaries they receive?
1. Use some sentences from TL from the listening to elicit/ highlight the difference in structure (whether they come before a clause or a noun, or both). -("moreover, furthermore, and in addition" show that the 2nd sentence is going to give additional information. They add to the idea in the 1st sentence. "besides" often adds another reason for an action. "in fact" adds emphasis to the idea in the first sentence.) -(Besides, what's more, on top of that, and in addition all add information, there is always a comma after each expression) - (besides/ as well as/ in addition to + noun/gerund) -NB: When these words are used alone at the beginning of a sentence, we must use a comma right after them. But, when they are followed by a noun/ a gerund, we use the comma after the whole phrase. 2. Do ex. 1 on page 33. Underline the correct connector. (answers: 1. in addition, 2. besides, 3. besides, 4. what's more, 5. as well as, 6. on top of that) 3. Do ex. 3 on page 33. Choose one of the topics below. You are going to talk about it for 1 minute. 1st, plan what you want to say, think of at least 5 things to say. - your favorite clothes shop - how you decide what to wear in the morning - the clothes that you take with you on holiday - should we judge people by their appearance? GW. students talk about their topics in small groups for 1 min. using the linking expressions from ex. 1. Refer students to the useful language box at the bottom of the page for additional expressions to use. monitor and give help when needed.