Write right paragraph to essay 3 TG

Have the students read the given paragraph and answer the questions remind them to answer questions 1 and 3 in complete sentences.. Tell your students that today’s/this week’s assignment

Paragraph to Essay

Writing about preferences

Writing to give advice

Writing solutions to problems

Writing to give suggestions

~ make things ~ // ~ make people ~

On one hand,/On the other hand, // so ~ that ~

It is true that ~, but ~ // A is -er than B prefer ~ to ~ // I would rather ~

instead of ~, you should ~

if you ~, ~ // -ing ~ (will) make/help you ~

If you are having trouble -ing, there are ~ You shouldn't ~ or ~ // It is best to ~

There are ways to make ~ // It would be ~ to ~ For/To ~, we can ~ // ~, but so is/are ~

~ is the -est ~ // That is why the best ~ is to ~ Those who ~ will/won't ~

If I were ~, I would ~ // ~'s job is to ~

I would ~ in order to+V // I would ~ so that+S+V

-ing was ~ experience // I have+p.p+for ~

I have always+p.p

Writing Task

Writing why students shouldn't wear school uniforms

Agreeing/disagreeing if people who have

a lot of money are the happiest

Showing the good and bad points, and what you think about the Internet

Giving your preference for the city or the country

Giving advice about how to keep healthy

or how to get over a cold

Giving solutions for when you can't stay awake or when you are lost

Suggesting to improve your school, city,

Contents

Writing Type

Writing an Essay

Writing an introduction Writing body paragraphs Writing a conclusion Key Points

Writing an Essay

11

Unit

Tell your students that they will learn about writing essays and the diff erent parts

of an essay: the introduction, the body, and the conclusion

Have the students read the given paragraph and answer the questions

(remind them to answer questions 1 and 3 in complete sentences)

Talk about the features of an essay Tell the students that the functions of

an essay’s introduction, body paragraphs, and conclusion are the same as what they know about a paragraph’s topic, body, and closing sentences, except longer

1 Have the students read the given essay and answer the questions After checking the answers together, remind the students to take note of the diff erences between a single paragraph and an essay (particularly the use

of more details and transitions)

2 The students will learn about transitions that introduce the conclusion like

“to conclude” on page 13, so if the students ask about it, mention this to them

Talk about the two kinds of sentences that make up the introduction Tell the

students that the introductory sentence introduces the topic to the reader, while

the thesis specifi cally states what the writer wants to say about the topic

Have the students write introductions using the sentences in the box For extra

practice, help the students identify what kind of introductory sentences and theses

they are, which are given in the parentheses next to the answers

Have the students read the body sentences and write their own introductory sentences and/or theses in the blanks

Body Paragraphs

Talk about what body paragraphs do Remind the students about main points

and supporting details (just like in a paragraph, main points say more about what

the writer wants to say about the topic, while the supporting details then give

further explanations, descriptions, reasons, or examples about the main points)

In an essay, each main point and its supporting details is a separate paragraph

Have the students read the introduction and fi ll in the outline

using the phrases from the box

Remind the students about the function of transitions, which is to organize their writing so that readers can easily follow their points Tell the students to turn to this page as a reference for their future writing assignments

Have students complete the activity with the proper transitions

Remind them to use commas as needed

Talk about how an essay’s conclusion does the same thing as what they have learned

about a paragraph’s closing sentence However, because the conclusion is a bit longer,

it can do one or a combination of the given things

Have the students write conclusions for the given introductions using the correct sentences

from the boxes For extra practice, help the students identify what the sentences that aren’t

the correct answers are doing (Life would be awesome” is a prediction and “Stress causes

many health problems” is restating the thesis.)

Talk about how these words can start the conclusion

Have students read the paragraphs and write their own conclusions

Unit 11 Brainstorming Outlining

I agree/disagree that ~ (not) as ~ as ~

Even though ~, ~ Key Points

Having a Lot of Money 222

Unit

1 Tell your students that today’s/this week’s assignment is to write if they agree

or disagree with a given statement

2 Mention the unit’s key points

Explain to the students that in an agree/disagree essay, they have to agree

or disagree with a given statement and explain why they think that way with

reasons and examples

1 Explain that in the warm-up, they will read the given statements and circle if they agree or disagree with them

2 Have them pick three of their opinions and explain why they think that way using “I agree/disagree that ~ because ~.”

Writing Model Writing Analysis

Have the students read the writing model out loud

Have the students answer the questions and then check the answers as a class

Remind the students to write in complete sentences

1 Explain what goes in each part of the outline:

- Introduction: introductory sentence (fact about topic) + thesis (agree or disagree with the statement)

- Body: reasons (main points) for agreement or disagreement and supporting details for each

- Conclusion: repeating of opinion and fi nal thoughts

2 Remind the students that they do not need to write everything word for word

Sentence Building

Explain to the students that they can write their thesis using phrases for agreement

and disagreement (like those in the box) Have them write their opinions about the

given sentences and start each sentence with a diff erent phrase from the box

Explain to the students that they can compare two facts using “(not) as + adjective

+ as.” Have them write sentences about the given subjects using the correct form

of “be,” “(not) as ~ as ~” and adjectives from the box Tell them they can mention

whichever subject they want fi rst

Explain that “even though” has a similar meaning as “while” when contrasting two ideas in the same sentence Have the students match a sentence from one box

to its contrasting sentence in the other box using “Even though” at the beginning and a comma after the fi rst sentence

Outlining Brainstorming

Review the graphic organizer Point out that like the example, they do not have to

write in complete sentences when they brainstorm

1 Have the students choose a statement and brainstorm about why they agree or

disagree with it Have them make a graphic organizer like the example connecting

their opinion (agreement or disagreement with the statement), their reasons (main

points), and the supporting details

2 Remind them that they can get ideas about what to write about from the writing

model and the sentence building exercises

Have the students look at their brainstorming on page 20 and make their own outlines Remind them of what to include in each part from what the class discussed on page 17

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~ make things ~ // ~ make people ~

On one hand,/On the other hand,

so ~ that ~ Key Points

Using the Internet 33333

Unit

1 Tell your students that today’s/this week’s assignment is to write opinions

about a topic after writing about its good and bad points

2 Mention the unit’s key points

Talk about how in an opinion essay, one way they can write about the topic is to

say what is good about it in the fi rst body paragraph, what is bad about it in the

second body paragraph, and then summarize these points and say a fi nal thought

about the topic in the conclusion

Explain that in the warm-up, they will think about what might be good and bad about having a pet dog Have them write two more good points and one more bad point in the post-its and then use their ideas to write complete sentences in the blanks below

Writing Model Writing Analysis

1 Explain what goes in each part of the outline:

- Introduction: introductory sentence (fact about topic) + thesis (good and bad points about the topic of using the Internet)

- Body: what is good about using the Internet and what is bad about it, along with specifi c examples for each

- Conclusion: summarizing points and giving a fi nal opinion about the topic

2 Remind the students that they do not need to write everything word for word

Have the students read the writing model out loud

Have the students answer the questions and then check the answers as a class

Remind the students to write in complete sentences

Sentence Building

Tell the students that “~ make things ~” can be used to say how something changes

situations, whether for the better or worse (in this exercise, the changes are positive,

but tell them this phrase can also be used to talk about negative changes) Have

them make sentences about each of the things in the left box using “make things”

and changing the adjectives in the other box into the comparative

Tell the students that “~ make people ~” can be used to say how something changes

people, whether for the better or worse (in this exercise, the changes are negative,

but tell them this phrase can also be used to talk about positive changes) Have

them make sentences about each of the things in the left box using “make people”

and the examples of changes in the right box

Explain to the students that “on one hand” is used to introduce one side of a subject and

“on the other hand” is then used to introduce the contrasting side Have the students read the given sentences and write their contrasting views about the underlined topic using “on one hand” or “on the other hand” at the beginning with commas Remind them to pay attention to whether they have to write a good point or a bad point about the topic

Explain to the students that they can show the negative results of doing too much

of a certain action using “so ~ that ~.” The “so” shows that the sentence is talking about when this action is done excessively and “that” then introduces what happens from doing this Using the given phrases, have them start the sentences with “Some people,” write “so” in front of words like “much” or “many,” and use “that they” before the results

Outlining Brainstorming

Review the graphic organizer Point out that like the example, they do not have to

write in complete sentences when they brainstorm

1 Have the students choose a topic and brainstorm about the good and bad

points about it Have them make a graphic organizer like the example

connecting the topic, the good and bad points (the main points), and the

supporting details

2 Remind them that they can get ideas about what to write about from the

writing model and the sentence building exercises

Have the students look at their brainstorming on page 28 and make their own outlines Remind them of what to include in each part from what the class discussed on page 25

333 M Mo M Mo o orrreeeeeeeee o orrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrre re r SSSSSSSSSSSSSSSeeeeeeeeeeeeeeennnnnnttttttttteeeeeeeeeeeeeeeeeennnnnnccccccccceeeeeeeee PPPPPPPPPrrraaaaaaaaaaaaccccccccccccccctttttttttiiiiii rrre r SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeennnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttteeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeennnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnncccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrraaaaaaaaa rrra r ccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccctttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiicccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee cccccccccccceeeeeeeeeeee

It is true that ~, but ~ // A is -er than B prefer ~ to ~ // I would rather ~

Key Points

Living in the Country 444

Unit

1 Tell your students that today’s/this week’s assignment is to write which one

they prefer from two given choices

2 Mention the unit’s key points

Explain to the students that in a preference essay, they have to choose between

two given choices and explain why they prefer that choice over the other one

They can compare the two choices by giving positive reasons for their choice and

negative reasons for the other choice

Tell the students that in the warm-up, they will write about their music, sports, and movie preferences Tell them to choose their top preference amongst the given choices and to write it in two ways: one with “I prefer ~ to ~” (which also states which choice they don’t prefer) and one with “I would rather ~” in which the students need to include a verb after “rather.”

Writing Model Writing Analysis

Have the students read the writing model out loud

Have the students answer the questions and then check the answers as a class

Remind the students to write in complete sentences

1 Explain what goes in each part of the outline:

- Introduction: introductory sentence (a general statement about what many people prefer between the city and country) + thesis (the writer’s preference, which is diff erent from many people)

- Body: giving reasons (main points) for the writer’s preference by giving examples of how the country is better than the city

- Conclusion: summarizing the main points and repeating the writer’s preference

2 Remind the students that they do not need to write everything word for word

Sentence Building

Explain to the students that they can give an opposing view of a fact or what

many people think about the topic using “It is true that ~, but ~.” Have the

students give an opposing view about the topic after the word “but.”

Tell the students to use comparative adjectives to say why their preference is better

than the other choice Have the students write about their preference between

the two given choices (thus, their preference should start the sentence) using two

adjectives from the box, both of which need to be changed into the comparative

1 Remind the students that when writing the introduction for a preference essay, they can write what they think many people prefer in the introductory sentence and then agree or disagree with their preference in the thesis

2 Have the students give their preferences using “Like many people, I would rather

~” if they agree or “However, I would rather ~” if they disagree with the given sentences Remind them to change the –ing verbs into the infi nitive

1 Tell the students that when writing about people’s preferences, they can use “prefer

~ to ~” and need to change the verbs into –ing

2 Have the students choose which of the two choices many people prefer and write sentences using “prefer ~ to ~.” Remind them to change the verbs into –ing

Outlining Brainstorming

Review the graphic organizer Point out that like the example, they do not have to

write in complete sentences when they brainstorm

1 Have the students choose one of the topics and brainstorm about which

they prefer and why Have them make a graphic organizer like the example

connecting their preference, their reasons for why their preference is better

than the other choice (main points), and the supporting details

2 Remind them that they can get ideas about what to write about from the

writing model and the sentence building exercises

Have the students look at their brainstorming on page 36 and make their own outlines Remind them of what to include in each part from what the class discussed on page 33

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instead of ~, you should ~

if you ~, ~(the imperative) -ing ~ (will) make/help you ~ Key Points

How to Keep Healthy

55555

Unit

1 Tell your students that today’s/this week’s assignment is to write an essay

giving advice about how to do something

2 Mention the unit’s key points

Explain to the students that it is not enough to just say their advice They also

need to tell how to carry out their advice and why the reader should follow their

advice They can give specifi c suggestions about what better thing to do instead

of doing something that might not be helpful or benefi cial They can also talk

about the good eff ects (results) of following their advice or the bad eff ects of not

following their advice

Explain that in the warm-up, they will read about the daily habits of Fred and Ashley and will give advice about how to be healthier Have the students read the fi rst advice and use the bolded sentence structures to write the second advice

Writing Model Writing Analysis

Have the students read the writing model out loud

Have the students answer the questions and then check the answers as a class

Remind the students to write in complete sentences

1 Explain what goes in each part of the outline:

- Introduction: introductory sentence (what many people think about keeping healthy) + thesis (some easy things they can do to keep healthy)

- Body: specifi c advice about how to keep healthy, which are supported by specifi c suggestions about how to carry out the advice and the eff ects (results)

of doing good and bad actions (the causes)

- Conclusion: summarizing main points and restating the thesis

Sentence Building

1 Tell the students that they can give advice about what better thing people can

do, rather than something that might not be helpful or benefi cial using “Instead

of ~, you should ~.”

2 Have the students write sentences using the given phrases and “Instead of +

bad action, you should + good action.” Remind them to change the verb after

“instead of” to –ing

1 Tell the students that they can give advice about what people can do when facing certain

situations in order to reach their goal or change that situation using “If you ~, ~.”

2 Have the students write sentences starting with “If you ~,” and the given situations,

reminding them to change the verb into the present progressive After the comma, have

them write their advice in the correct imperative form

Tell the students that they can talk about the bad eff ects (results) of an action (the cause) using “-ing ~ (will) make you” and the good results of an action using “-ing

~ (will) help you.” Have the students write sentences using the given causes and eff ects, reminding them to change the fi rst verb into –ing

Outlining Brainstorming

Review the graphic organizer Point out that like the example, they do not have to

write in complete sentences when they brainstorm

1 Have the students choose a topic and brainstorm about their advice Have

them make a graphic organizer like the example connecting the topic,

their advice, and specifi c details about how to carry out their advice and

why the reader should follow their advice

2 Remind them that they can get ideas about what to write about from the

writing model and the sentence building exercises

Have the students look at their brainstorming on page 44 and make their own outlines Remind them of what to include in each part from what the class discussed on page 41