Reading to learn How do pictures make us feel? Learning objectives READING Reading an article about photography READING Identifying an author’s viewpoint VOCABULARY Compound adjectives: noun + present participle Reporting back • If students did the Discover more activity in the previous lesson for homework, discuss their findings now. See the notes on the previous page. Introducing the topic • Ask: Can looking at a picture change the way you feel? Can pictures make you feel happy or sad? Can they make you feel frightened or angry? Elicit a few ideas, then ask students individually to think about a picture they have seen which has had an effect on the way they feel. Encourage them to think about pictures they have seen on the news, on social media, etc. • Put students in small groups to talk about the pictures they thought of, and say what effect they had on them. • Have a brief class discussion. 1 • Ask students to read the sentences and choose the ones that best express their opinions. 38 Unit 4 • Put students in pairs to compare their answers and give reasons for them. • Ask some pairs to tell the class which answers they disagreed about and why. 2 • Ask students to read the reading strategy, or read it aloud to the class. Check they understand impartial (= expressing no personal opinion). • Ask: Why is it important to identify the author’s viewpoint? Discuss as a class how identifying the author’s viewpoint helps you to understand why they are presenting certain facts, and can help you to be more critical and think of other viewpoints when you read. • Ask students to read the article and identify the reader’s viewpoint on the four ideas in exercise 1. • Check answers, eliciting the part of the article which confirms each viewpoint. ANSWERS 1 a 2 b 3 a 4 b 3 1.10 • Allow students time to read the questions, then play the audio. Students read and listen to the article and answer the questions. • Allow students to compare their answers in pairs, then discuss them with the class, eliciting the part of the article which confirms each answer. ANSWERS 1 the power to transport us to other places, the power to reach into our hearts and minds, the power to deceive us and make us buy things, the power to manipulate us © Copyright Oxford University Press 6 Talking points 2 They can be extraordinary because they show amazing special effects, but they can become ordinary when we see them too often. 3 They have very little impact on us. 4 Because we see so many of them. 5 Because we see so many of them, and we are under pressure to respond by “liking” them or commenting on them on social media. 6 He/She thinks they are not very interesting or powerful. READING TEXT QUESTIONS • Point to the questions next to the article on page 39. Students read the article again for relevant information and answer the questions. • Discuss the answers with the class, encouraging students to refer back to the article to explain their answers. • Ask students if they can think of any examples of advertising pictures which deceive people. SUGGESTED ANSWERS Images are at our fingertips because we can see them at any time, with just the click of a button on our phones. Pictures in advertising and propaganda can persuade us that we need something, or they can make us believe things that are not true. The author is referring to a blockbuster movie with a lot of special effects, like car chases, fights, etc. The word “bombardment” suggests that things come toward us as if we are being attacked. The author is suggesting that pictures are not wanted, like an attack. The author involves the reader by using the pronoun “we” and by asking the reader a question. Discover vocabulary Student Book page 118 Workbook page 36 • With weaker classes, do the exercise in class before students continue to exercise 4. • With stronger classes, students can do the exercise for homework. 4 • Ask students to read the definitions. Check they understand them all. • Students could work in pairs to look at the article again to find the adjectives and match them with the definitions. • Check answers, and check that students understand all the adjectives. Model pronunciation. ANSWERS 1 neverending 2 eye-popping 3 breathtaking 4 heartbreaking 5 mind-numbing 6 thought-provoking 5 • Read aloud the example answer, then ask students to create compound adjectives and rewrite the sentences. They could work in pairs for this. • Check answers. ANSWERS 2 That story was heartwarming. 3 Those athletes are record-breaking. 4 That kind of shark is / can be man-eating. CRITICAL THINKING • Allow students time to prepare their answers individually. You could brainstorm a few ideas for each question first, to give students some ideas. • Put students in small groups to discuss the questions. • Discuss the questions as a class, encouraging students to join in and add