2

LESSON
Language and culture
CONVERSATION MODEL • From the Longman Corpus: Wooden is also used to
describe objects that are made from wood such as wooden
A 4:20 Read and listen . . . furniture, wooden bowls, and wooden boxes. However, one
Suggested 2 Your actual exception is floors: We have wood floors.
teaching time: minutes teaching time:

This conversation strategy is implicit in the model: Learning Strategies

• Invite someone’s opinion with “What do you think
of ?”
• Tell students to look at the picture and say as much as
they can about it to a partner.
• Ask students to read and listen to the conversation.
• Invite volunteers to read aloud the last sentence in the
Conversation Model. Ask What other positive adjectives do
you know? (Possible responses: Beautiful, great, amazing,
awesome.)
• Check comprehension by asking Does the woman like the
figure? (Yes, she thinks it’s fantastic.) In what country was
the figure made? (Mexico.)
• Have students read and listen again. Then write these
questions from the Conversation Model on the board,
underlining the verbs:
1. What ’s this figure made of ?
2. Where was it made?
Ask students which tense the underlined verbs are in.
(1. Present simple; 2. Simple past.) Then ask them Are
these questions in the active or passive voice? (Passive.)
Language and culture
• From the Longman Corpus: It is common to ask
someone what he or she thinks of or about something.
Think of is more commonly used to talk about objects.
Think about is more commonly used to talk about ideas or
actions.
B 4:21 Rhythm and intonation
Suggested 3 Your actual
teaching time: minutes teaching time:
• Have students repeat each line chorally. Make sure
students:
use falling intonation for What’s this figure made of?,
Where was it made? and What do you think of it?
use rising intonation for Really?
stress tas in fantastic.
B Pair work
Suggested 3–5 Your actual
teaching time: minutes teaching time:
• Tell students to look at the materials in the Vocabulary
and write a list of objects they have in their home that are
made from these materials. (Possible responses: Wood
spoon; glass vase; silver medal; gold earrings; cloth toy;
clay pot; stone fireplace.)
• Ask a student to read the sample quote. Then have pairs
talk about the items they wrote in their lists.
GRAMMAR
Suggested 6–11 Your actual
teaching time: minutes teaching time:
• Write on the board:
This stone figure was carved by hand.
Was this stone figure carved by hand?
Yes, it was.
• Point out that in the question, a form of be (was) and the
past participle (carved) are separated by the subject (this
stone figure). Explain that short answers in the passive
don’t include the past participle. They simply use a form
of be.
• Review the questions and answers in the Grammar box
with the class. Explain that the first two questions are yes /
no questions, and the others are information questions.
• Write on the board These cloth figures were made in
Brazil. Where were these cloth figures made?
• Point out that were (a form of be) and made (the past
participle) are separated by the subject (these cloth
figures), and where is added. Other information words
that can be used are when, what, how, and why.
• Help students to focus on the information words in the
last five questions in the Grammar box by circling them
(what, what, when, where, how).

Option: GRAMMAR BOOSTER (Teaching notes p. T138)

VOCABULARY
A 4:22 Read and listen . . . Inductive Grammar Charts
Suggested 3 Your actual
teaching time: minutes teaching time:

Vocabulary Flash Card Player

• Explain that handicrafts are pieces of art made by hand.

• Review the names of the materials, handicrafts, and
objects with the class. Have students listen and repeat.
• Ask Which materials are considered more valuable than the
others? (Gold and silver.)

UNIT 8, LESSON 2 T90