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Do Your Best ! Characters and Creatures in the Movies

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Do Your Best ! Characters and Creatures in the Movies Focus Ss on the photos. Ss match the posters to their names. Check the answers with the class. KEY : 1.d 2.c 3.b 4.a B. Listen to the interview between the DJ and Rick Baker. Find: “What’s Rick Baker’s job?” (GO. L.1) Ss focus on the dialogue. Play the recording and Ss find what Rick Baker’s job is. KEY : He is a special effects make-up artist. With the help of this activity, Ss understand basic everyday conversations provided the speech slowly and clearly articulated. RECORDING 1B.3 DJ : Hi again from Joy Radio. Today’s topic is “Different jobs, different lives”. My guest is Rick Baker. He’s the man behind the masks of several faces in the film industry. Welcome, Mr Baker. It’s great to see you again. Rick : Thank you. I’m happy to be in this studio. DJ : Yes, Mr Baker. What do you exactly do? Rick : I’m a special effects make-up artist. DJ : So you’re responsible for the cool Do your best ! characters and creatures in the movies. Rick : Exactly. I create different masks, A. Look at the photos below. Match them to the witches, aliens and creatures for the films. films. As a make-up artist, you’ll use Before doing this activity, ask Ss whether the your creativity and you will have fun at make-up of the characters in the photos is normal the same time. It’s a great job. or not. Ask them what we call the person who does DJ : What will we do if we want to become a special effects make-up artist? make up to the artists. Ask Ss who they know as Rick : First, you will love make-up and the idea “an special effect make up artist”. of creating different masks. Next you will go to the workshops and TEACHER’S TIP conferences for special effects make-up artist. And last you will A make-up artist is an artist whose medium is the practise, practise and practise. human body, applying makeup and prosthetics DJ : Right. This is the key for success. One for theatrical, television, film, fashion, magazines more question, Mr Baker. Will the people and other similar productions including all make enough money when they become aspects of the modeling industry. Awards are a special effects make-up artist? given for this profession in the entertainment Rick : Well, try to become number one in your industry . job. If you do this, the money will come Famous special effect make up artists: for your services. Rick Baker, Dave Elsey, Adrien Morot, Gregory DJ : Absolutely true, Mr Baker. Whatever we Funk, Lynn Johnson, Edouard F. Henriques, do, we must do our best. And the last question. Could you give the names of Yolanda Toussieng, Martial Corneville, Matthew some of your works? W.Mungle Rick : Sure. Star Wars, Men in Black, Nutty Professor 2 and Micheal Jackson’s Thriller video. 37 DJ : Wow. That’s cool. Whenever I watch that video, I’m scared to death and I’m dancing at the same time. That’s why TEACHER’S NOTES you’re called as the king. Thanks very much, Mr Baker. Rick : You’re welcome. C. Listen to the interview again and tick the sentences you hear. (GO. L.2 / CO.L.4) Ss listen to the recording again and tick the sentences they hear. KEY : 1, 2, 3, 5, 7 This activity enables Ss to understand the general points of the speech given simply and clearly. They also appreciate what they lsten. D. Work in pairs. Ask and answer as in the example. (GO. SI.11) Ss work in pairs. They focus on the dialogue. They read the dialogue and try to make similar dialogues about their future. Ask volunteers to act their dialogues out. KEY : Ss’ own answers With the help of this activity, Ss express their opinions and suggestions orally on the topics they are interested in. E. Now write. What would you like to be in the future ? Why? (GO. W.10 / CO.W.6-7) Ss write about what they would like to be in the future and explain why. KEY : SUGGESTED ANSWER I would like to be a sports journalist because I’m interested in sports. I’d like to talk to the athletes and the footballers. I like watching sports events. Sports is everything to me. This activity helps Ss answer the questions related to what they would like to be in the future. They use the range of words about personal details and needs of a concrete type according to their functions and genre appropriately and accurately such as I’d like to be..... because I’m interested in....... 38 TEACHER’S TIP Copy the following on the board. This weekend Where to go / How to get there / Who with / What to do To the cinema / by bus / my cousin / watch a film Get Ss to copy this, and then in pairs Ss write two more things in each column. Get feedback and write Ss’ answers under each heading. Make sure you preteach weekend activities before doing the activity. C. Work in groups. Ask and answer questions about your plans / wishes for the weekend. (GO. SI.4) Ss work in groups and make similar dialogues about their weekend activities. Pairs act out their dialogues. KEY : Ss’ own answers With the help of this activity, Ss learn to ask questions to get information. D. Ask your classmates and find someone in the class who... (GO. SI.12) C - A GOOD PLAN IS A GOOD BEGINNING Ss work individually. They wander around the class and they ask questions to their classmates. They take notes while asking. Then Ss prepare a Get Ready report and present it to the class. A. Look at the photos and complete the blanks KEY : with the verbs below. Ss’ own answers Ss focus on the verbs and the nouns that go together with them. Ask them to compare the The aim of this activity is to give examples answers with each other before checking with the from everyday life during the conversation. class. Then elicit answers. KEY : 1.have 2.go / buy 3.stay 4.spend 5.watch 6.take 7.cook B. Match the phrases to the photos. Ss match the phrases to the photos. Ask them to compare their answers with each other before checking the answers. Then elicit answers with the class. KEY : a.5 b.1 c.6 d.7 e.2 f.3 g.4 39 KEY : A.2 B.3 C.1 With the help of this activity, Ss distinguish the specific information while reading. C. Read the bubbles again and underline the plans and predictions of the people and write them in the right columns. Ss read the bubbles again and underline the plans and predictons in the bubbles. KEY : Plans Deborah is going to do a degree in art and she is planning to have her own exhibition. Jeremy is planning to retire early and to run his own restaurant before he is 45. He is going to make wonderful dishes. Martin and Julia are planning to spend about a year travelling. Predictions Deborah hopes her readers will love her paintings. Jeremy is sure his restaurant will be the number one in the city. Martin and July are sure they’ll have a great time. D. Read again and tell. Is there anybody around My dreams and plans you who is planning to retire and do something different as in exercise “A”? Discuss with A. What are your plans for the weekend? your friends. (GO. SI.1 / CO.S.6 / GO.R.9) Ss answer the question and tell about their plans Ss think of the people around them. They report for the weekend. his / her plan to the class. Choose the most interesting plan. KEY : Ss’ own answers KEY : Ss’ own answers B. Read these people’s plans when they retire. The aim of this actvity is to help Ss talk Match the people to the bubbles. appropriately for different situations in (GO. R.2 ) everyday relations and to pronounce the words Before doing this activity, ask Ss to look at the accurately. They learn how to pronounce “be photos. Ask them to guess what their plans could going to” and “gonna”. be. Ss write all the guesses on the board . The aim of this activity is to relate the written e.g. text to the examples from daily life. A B C live by the sea travel work for charities E. Work in pairs and take turns. Ask and Then Ss read the bubbles and match the people answer as in the example. to their bubbles. They check whether their Ss work in pairs. They make a similar dialogue and guesses are correct or not. Check the answers act it out. with the class. KEY : Ss’ own answers 40 TEACHER’S TIP Role-plays enable Ss to take on different personalities in various situations in order to use new language. The goal is fluency and the focus is on getting Ss to speak freely about a topic. Before starting, make sure Ss have clear instructions, set a time limit and give Ss time to think about what they are going to say. Pronunciation (CO - L.1) Draw Ss’ attention to the pronunciation of gonna. The words gonna (going to) and wanna (want to) apeear in the songs. Explain that these are often used in informal speaking. Remind Ss that they should not write these words, except in very informal texts, e.g.
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