2016-06-30 Core: globalization and events

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
---
Homework: p. 26 parts 3, 4, 5 (about the reading on 27)
part 3
1 paragraphs 1, 2, 4
2 paragraph 5
3 paragraph 3
part 4
1 flamenco in Japan
2 McDonald’s in India, Italian food in Denmark
3 Barbie in Austria and Morocco
4 1/5 of the world’s population speaks at least some English
5 Sesame Street in Shanghai
part 5 - b
---
nevertheless = however (to introduce contrast)
---
part 7 - Which statement best describes the author’s opinion?
a - She talks about a lot of interesting or positive things about globalization, and really nothing negative.
c - She doesn’t directly express her opinion. (But we can guess from the examples she uses.)
---
What are some negative effects of globalization?
- Everything becomes the same and local cultures disappear (“McWorld”)
- Economies go up and down together (e.x. the Brexit vote)
- Extremism in response to these things
- It doesn’t help poor people or poor countries as much as it helps the rich
- Increase in pollution
---
p. 28 part 1 - Which event seems most interesting to you? Why? (Discuss with your partner.)
part 2 - Listen to the conversation. Which event is each comment about?
1 2
2 1
3 1
4 3
5 3
6 3
---
part 3 - Listen again. Which expressions do you hear? Which event are they about?
What’s playing? - about a movie or a play
Who’s playing? - about a concert or a sporting event
Who’s in it? - about a movie or play (who is acting?)
Who’s it by? - about a book or play (asking about the author/playwright)
What’s it about? - about a movie, a book, or a play (anything with a story)
---
Vocabulary: “strong” and “weak” adjectives:

part 4 - What adverbs are used before these adjectives (in the expressions in parts 2 and 3)?
1 really, absolutely
2 pretty, really, very

We don’t say things like “very perfect” or “somewhat closed” because these are binary adjectives:
they are true or false, there aren’t different levels. We also usually don’t use them with comparatives.
We also don’t say “very amazing”, “very awful”, or “very hilarious” because these are strong adjectives:
they already include the idea of “very”
amazing = very good (also: awesome, wonderful, marvelous, fabulous, fantastic, great, terrific)
awful = very bad (also: terrible, horrible)
hilarious = very funny

part 5A
fantastic = very good
fascinating = very interesting
spectacular = very impressive (especially visually)
terrible = very bad
terrific = very good
thrilling = very exciting (in kind of a scary way)
unforgettable = very memorable

terrifying = very scary
shocking = very surprising
incredible = very good or very surprising
---
intensifiers:
With strong adjectives: really, truly, completely, absolutely, totally
With weak adjectives: somewhat, slightly, pretty, fairly, very, really, extremely
---
part 5B - make sure you understand these words
depressing = very sad
disappointing = bad when I expected something good
dull = boring
---
List of verbs with gerunds and infinitives

On the list, put a star next to
advise, allow, permit
We say “advise doing” but “advise you to do”, “allow doing” but “allow you to do”
---
BREAK
---
Communicative activity handout
With your partner, decide what questions you need to ask to find the missing information.
With your new partner, ask the questions to complete your paragraph.
---
Text A questions:
Where was Femi Kuti born?
Where did he grow up?
What type of music did Fela Kuti invent?
When was Femi a member of his father’s band?
What is Femi’s band called?
How many albums has he released?
When did he release his first album? / When was his first album released?
What does his live show sound like?
What instruments does his band play?

Text B questions:
When was Femi Kuti born?
Where has he lived since he grew up?
Who is Femi Kuti’s father?
How long has Femi had his own band?
Where has he performed at festivals?
What was the name of his first album?
What has he written songs about other than politics?
What does the show look like?
What type of performers does his band include?
---
____ is going to Vienna in August. - Who is going to Vienna in August?
My sister is going to ____ in August. - Where is she going in August?
	(or: What is she going to do in August?)
My sister is going to Vienna in ____. - When is she going to Vienna?
---
Questions with “like”:

What is he like? - I’m asking for a description of his personality.
What does he like? - I’m asking about his preferences and hobbies. (“like” is a verb)
What does he look like? - I’m asking about his appearance.
What does he sound like? - I’m asking about his voice.
(We can also ask with “smell”, “feel”, and “taste”, but usually not with a person.)

Who is he like? - I want to know what other person has a similar personality.
Who does he like? - I want to know what person he is attracted to. (“like” is a verb)
Who does he look like? - I want to know what other person has a similar appearance.
(and “sound”, “smell”, “feel”, and “taste”)

In the other sentences, “like” is a preposition meaning “similar to”.
---
How is he? - I want to know if he’s doing well or badly.
How does he look? - I want to know if his appearance is good or bad.
How does he sound? - I want to know if he sounds good or bad.
(and “smell”, “feel” and “taste”)
---
*How he looks like?
I don’t know what this is supposed to mean
	How does he look?
	What does he look like?
	Who does he look like?
---
Verbs that change meaning with gerund and infinitive:
stop, remember, try

I remember locking the door. = I locked the door and I remember it.
I don’t remember locking the door. = I locked the door and don’t remember it, or I didn’t lock the door.

I remembered to lock the door. = I remembered my obligation and then I locked the door.
I didn’t remember to lock the door. = I didn’t remember and then I didn’t lock the door.

I will try to open a window. = I will attempt to open it, but I may not be able to.
I will try opening a window. = I will open it, but it may not help the situation (for example a bad smell).
---
Homework: workbook p. 11 (handout)