PRONUNCIATION use falling intonation for What kind?

stress good in as good as.

A 5:08 Read and listen . . .
Suggested 2 Your actual
teaching time: minutes teaching time: now you can Recommend a better deal
A Conversation activator
Pronunciation Coach Video
Suggested 5 Your actual
teaching time: minutes teaching time:
• Ask students to read and listen to the sentences, paying
attention to the stress in as . . . as phrases. Conversation Activator Video
• Have students listen again and repeat in the pauses.
• Tell students to practice reading the sentences to a partner. • Note: You can print the script or you can show a running
Move around the room and listen for correct stress. transcript on the video player on the ActiveTeach. The
script also appears on page 188 of this Teacher’s Edition.
Pronunciation Activity • Ask students to skim the two lists of electronic products
from the magazines.

B Read the statements you wrote . . . • Refer students to the Conversation Model to review
recommending a better deal. Point out the instruction to
Suggested 2 Your actual
teaching time: minutes teaching time: use as . . . as.
• Model the activity by role-playing the conversation with a
• Have students practice stress with as . . . as by reading
more confident student.
four of the sentences they wrote in Exercise B on page
102. Help them distribute stress appropriately. • As pairs practice their conversations, move around the
room and help students as needed. Encourage them to
use their own ideas to keep the conversation going. Be
CONVERSATION MODEL sure to reinforce the use of the conversation strategies.
A 5:09 Listen to someone . . . For example, make sure students show interest by using
Suggested 2 Your actual
rising intonation and appropriate facial expressions with
teaching time: minutes teaching time: Oh, yeah? and Really?
• Remind students to change roles once they have finished.
These conversation strategies are implicit in the model:
• Express interest informally with “Oh, yeah?” don’t stop! Extend the conversation. Encourage students
• Use “Everyone says . . .” to introduce a popular opinion. to use all of the language in the Recycle box. Tell them to
• Say “Well, I’ve heard ” to support a point of view. ask about other features of the products to continue the
conversation. Have them place a check mark next to the
• To prepare students, tell them to look at the picture. Ask language in the Recycle box as they use it.
Do these two people know each other? (Yes.) What is the
• For more support, play the Conversation Activator Video
man thinking about? (A game controller.)
before students do this activity themselves. In Scene 1,
• Play the audio while students read and listen. Check the actors use different words in the gaps from the ones
comprehension by asking: in the Conversation Model. In Scene 2, the actors extend
What are the people talking about? (Buying a new game the conversation. After each scene, ask students how the
controller.) model has been changed by the actors.
What kind of game controller is the man thinking about
getting? (A Macro.) Conversation Activator Video Script; Conversation
According to the woman, which is better—a Panatel or a Activator Pair Work Cards; Learning Strategies
Macro? (Both are equally good.)
According to the woman, which is more expensive—a B Change partners
Panatel or a Macro? (A Macro.) Suggested 5 Your actual
• Allow students to read and listen again. Then ask: teaching time: minutes teaching time:

Which game controller does the woman recommend? • Have students find new partners and role-play
(A Panatel.) conversations about other products and features.
Why does she recommend this brand? (It’s as good as a
• After pairs practice their role plays, invite pairs to present
Macro and it’s cheaper.)
their conversations to the class. After each conversation,
Will the man buy a Panatel? (Maybe. He’ll check it out first.)
check comprehension. Ask What does Student A want to
buy? What does Student B recommend? Why?
B 5:10 Rhythm and intonation
Suggested 3 Your actual
teaching time: minutes teaching time: extras
• Have students repeat each line chorally. Make sure they: Workbook or MyEnglishLab
use rising intonation for Oh, yeah? and Really? Speaking Activities: Unit 9, Activity 2

T103 UNIT 9, LESSON 2