• To warm up, write on the board: analytical. Ask, What is the verb form of this adjective? (analyze) The noun form? (analysis) Then point to the lesson title.
Ask, What do you do in an analytical essay? (analyze something)
• Call on a volunteer to read the social media message aloud. Focus on not so much and elicit or explain that this informal expression is used to make negatives.
Ask, What would be a more formal way of saying Some of them I agree with, but others, not so much? (I agree with some of them but not with others.)
1 BEFORE YOU WRITE
• Call on a volunteer to read the text about analytical essays for the class.
• Then ask, Have you ever written an analytical essay? If yes, what did you analyze? Call on Ss to share.
• Have Ss look at the picture. Ask, Do you know who this is? (Abraham Lincoln, the president of the United States between 1861 and 1865)
• Read the instructions and target question.
• Ask a volunteer to read the question at the start of the essay. Then write the quotation on the board: Folks are usually about as happy as they make their minds up to be. Elicit the meaning of folks. (people) Then focus on the construction as happy as they make their minds up to be. Give an example: If I decide to be slightly happy, that’s how happy I will be. If I decide to be very happy, I will be very happy. Finally ask, Where might you see a question prompt like the one at the beginning of the essay? (on an exam paper)
• Have Ss follow along in their books as you read the analytical essay aloud for the class. Clarify vocabulary as needed, such as make up one’s mind (to decide), discriminate against (to treat differently from others in an unfair way), and bemoan (to complain or say that you are disappointed about something).
• Have Ss answer the target question. Ask, Where in the essay can we look to answer the question? (the conclusion)
LANGUAGE NOTE The word folks (singular folk) is a term used for people in general. It can also be used with an adjective to identify a certain group of people, such as old folks, country folk. Folks in the plural is also used to refer to someone’s parents: My folks live outside the city.
OPTION In small groups, have Ss take turns reading the essay aloud. Ask them to switch with
every paragraph.
• Read the instructions and target question. Have Ss discuss in pairs.
• Then bring the class together and ask, Does anyone disagree with the conclusion? If yes, invite Ss to share their point of view.
EXTENSION Invite Ss to search online for a famous quote that best expresses their view of happiness.
Ss can do this for homework and then bring the quote to class to share. Alternatively, Ss can search online with a partner and examine quotes together to compare points of view.
• Before Ss read the analytical essay again, have them look at the chart.
• Have Ss fill in any answers they remember from the first reading. Then tell them to reread the model and complete the chart.
• Circulate and assist as needed.
• Go over the answers as a class, or Ss can check answers in pairs.
The writer feels that the quotation may be true in certain circumstances but is too simplistic and overlooks many important factors.
PAIRS Read the model again. Complete the chart.
2 FOCUS ON WRITING
Read the Writing Skill. Then read the following informal sentences. Find sentences in the model that mean the same thing.
1. We have to consider how a challenge can affect each of us in different ways.
2. If you work at an hourly wage job, the loss of money when you are sick may be a hardship.
3. You can’t just tell people to cheer up.
3 PLAN YOUR WRITING
Choose one of the following quotes. What do you think the quote means? Do you agree or disagree with it? Create a chart like the one in 1D to organize your ideas.
• “Happiness is when what you think, what you
say, and what you do are in harmony.” —Mahatma Gandhi
• “Happiness is like a butterfl y which appears and delights us for one brief moment, but soon fl its away.” —Anna Pavlova
• “Pain is inevitable. Suffering is optional.” —Haruki Murakami
PAIRS Discuss your ideas. I’m going to use the Gandhi quote for my essay.
4 WRITE
Write a fi rst draft of an analytical essay about the quote you chose in 3A. Remember to use a formal style. Use the essay in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s essay.
• Does the introductory paragraph explain the quote and provide a thesis statement?
• Do the body paragraphs analyze the quote from different angles?
• Is it written in a formal way, avoiding personal pronouns and using academic vocabulary?
• Does the conclusion summarize the points of analysis and restate the thesis?
REVISE Write another draft, based on the feedback you got from your partner.
PROOFREAD Check the spelling, grammar, and punctuation in your essay.
Then read it again for overall sense.
Writing tip
Create nuanced arguments. Analytical essays look at many different angles. You may agree with the quote in general but fi nd some aspects of it problematic. The best essays are often not black and white but somewhere in between.
WRITING SKILL Use a formal style
Most analytical essays are written in a formal style. You can write more formally by avoiding personal pronouns like I, you, or we and instead use neutral words or structures like one, people, or the passive voice. Make your opinions strong and confi dent-sounding by eliminating phrases like I believe or I feel. Choose more academic vocabulary rather than common terms.
Some people have a positive outlook when
.
What the quote means: People can make themselves happy by
.
People are
based on their circumstances;
for example, hourly wage workers
. only happen because people choose not to just be happy.
Role of ;
e.g., depression or anxiety.
People might need medication
or .
UNIT 10 123 I CAN WRITE AN ANALYTICAL ESSAY.
UNIT 10 T-123
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read the title.
Before reading the information, say, In the previous unit, the focus was on an informal style. Review the elements of an informal style by asking Ss to look back at the Reading Skill on page 109.
• Read the Writing Skill aloud. Ask, What are the
elements of formal style? (avoid the personal pronouns I, you, we; use neutral words like one or people; use the passive voice; express confident opinions; avoid phrases like I think; use academic vocabulary)
• Read the instructions. Call on Ss to read the
statements. Then have them find the formal versions in
the essay. Tell Ss to underline the sentences and write the number of the corresponding informal sentence.
• Have Ss compare in pairs. Then go over any questions with the class.
OPTION For a more in-depth analysis, assign each pair one sentence from the exercise. Have them write the informal and formal versions on a piece of paper, and note the specific differences in formality. Tell Ss to refer to the Writing Skill. Then have each pair write the two sentences on the board and point out the differences in formality.
3 PLAN YOUR WRITING
• Read the instructions aloud. Call on volunteers to each read one of the quotes. Clarify vocabulary as needed, such as in harmony (in agreement), to flit (to move lightly or quickly and not stay in one place for very long), and inevitable (certain to happen and impossible to avoid).
• Individually, have Ss choose a quote. Tell them to think about its meaning and if they agree or disagree with it or a little of both.
• Focus on the Writing tip and read it aloud. To clarify, write black and white on the board and elicit the meaning. (when something is clearly defined as one or
the other—for example, good or bad; there is no room for confusion) Then write nuanced on the board and say, When something isn’t black or white, it’s nuanced.
A nuanced argument explores subtle differences. Point to the list of quotes and say, If you agree with some aspects of your chosen quote, but don’t agree with others, you would present a nuanced argument.
• Tell Ss to use the chart in 1D as a model for their ideas.
Circulate and assist as needed.
• Have Ss discuss their ideas in pairs and make
additional notes in their charts. Circulate and assist Ss to aim for nuanced arguments.
4 WRITE
• Read the instructions aloud. Tell Ss they will use the notes in their chart from 3A to write the first draft of their analytical essay.
• Remind Ss to use the analytical essay in 1B as a model. Encourage them to follow a similar structure.
Paragraph 1 cites the quote and its author, gives an explanation of it, and makes a thesis statement.
Paragraphs 2, 3, and 4 present supporting ideas from different angles, addressing some problematic aspects. Paragraph 5 summarizes the points of analysis and restates the thesis.
• Circulate and assist as needed. Remind Ss to be mindful of formal style as outlined in the Writing Skill.
5 AFTER YOUR FIRST DRAFT
• Read the questions in the peer review list aloud. Say, Make sure you answer each one of these questions carefully based on the information in your partner’s analytical essay.
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s texts.
• Give Ss plenty of time to complete their peer review.
Remind them to focus on content first. Point out that they will read for spelling, grammar, and punctuation in later drafts.
• Circulate as Ss work and provide help as necessary.
Monitor that Ss’ feedback is correct and constructive.
• When Ss have answered all the questions, ask them to give the essay back to its author.
• Have Ss give each other feedback. Encourage them to ask clarification questions if there is information that is unclear.
• Give Ss time to go over their partner’s feedback and make corrections and revisions.
• Invite volunteers to share with the class any suggestions that were particularly useful.
• Have Ss read their texts individually three times:
first for spelling, then for grammar, and finally for punctuation.
• If many edits were made, encourage Ss to rewrite a clean version of their essay.
EXIT TICKET Ask Ss to refer to their essay to briefly retell a partner the quote they chose and their analysis of it. Ss may refer to their written essay, but challenge them not to look at the text too much while talking to their partner. Monitor. Listen and take notes on areas for review and extra practice in later lessons.
choosing to see the positive in everything they face challenges,
mental illness
Revolutions
affected differently
suffer hardship if they lose money by being sick
therapy e.g. sickness
www.frenglish.ru
1 PROBLEM SOLVING
CONSIDER THE PROBLEM Carol Dweck, a professor of psychology, describes two mindsets that determine the ability to learn and deal with change: a growth mindset and a fi xed mindset.
Most people exhibit a combination of both. Review the chart and circle the correct answers.
Growth mindset traits Fixed mindset traits
• recognize that abilities develop • think people have talent or never will
• embrace challenges • avoid challenges
• accept criticism and learn from it • reject criticism as hurtful
• equate rewards with effort • expect rewards without effort
• persist despite setbacks • give up after setbacks
• never give up • give up easily
• learn from failure • see failing once as failing completely
• look to see what more can be done • avoid doing more than necessary 1. A growth / A fi xed / Neither mindset shows a belief that setbacks mean failure.
2. A growth / A fi xed / Neither mindset shows a belief that people change.
3. Some people may not want to bother exerting more effort if it is not justifi ed by the costs / failure / the rewards.
THINK CRITICALLY Do you think people are born with or learn a particular mindset?
Discuss with a partner.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Think of an important new project for which a team needs to work together. Choose 3–5 of the growth mindset traits and explain how you would convince a fi xed mindset team to adopt them.
Step 2 Evaluate Choose the best approaches. Consider how each trait is important to the project and the team.
Step 3 Present Explain the best approach to the class.
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives Talk about
emotions Talk about
sadness Discuss happiness
Vocabulary Words related
to emotions
Conversation Show empathy
Pronunciation Intensifi ers and
emphatic stress
Listening
Listen for questions
Note-taking Use charts
for organization
Language Choices Articles Too and enough Adverbs
Discussion Tell an anecdote
Reading
Visualize a story
Writing
Use formal style
What will you do to learn the things you highlighted?
Review the Note-taking Skill in Lesson 3: Use charts for organization.
Notes Done
2 REFLECT AND PLAN
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the chart. Call on volunteers to read the headings and content.
• Tell Ss to use the information in the chart to answer the questions.
• Go over the answers as a class.
• Read the target question. Then have pairs discuss.
• Circulate and assist as needed. Prompt with ideas if Ss get stuck. Hint that in 1A it says that most people exhibit a combination of the two mindsets.
• Bring the class together and have pairs report their ideas.
• Divide the class into groups. Have each group choose a timekeeper, a note taker, and a reporter. Give a time limit.
• For step 1, tell the group to study the growth mindset traits in the chart and focus on 3–5 of them in relation to a project that requires team collaboration. Model an example: Our team needs to come up with a new slogan for a product. The growth mindset traits that apply are: 1. accepting criticism, 2. persisting, 3. looking to see what more can be done. For people with a fixed mindset, the following would be necessary…
• For step 2, have groups evaluate the approaches and choose the best ones.
• For step 3, ask the reporters to present their group’s project and best approaches to the class. Remind groups to be specific. Leave 2–3 minutes for questions and comments after each presentation.
2 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at each lesson in the unit.
• Have Ss highlight the things they need to study or practice more and compare their checklists in pairs.
• Have Ss work individually to think about what might help them learn the topics they highlighted. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas. Encourage them to make a study plan.
• If Ss feel confident about all of the topics in this unit, encourage them to think of other topics they need to learn.
• Then invite Ss to walk around and compare their ideas for learning different topics.
VOCABULARY PRACTICE 01-02Listen. Complete the sentences with the correct form of the words from the box.
dependable acknowledge initiative upbeat brainstorming skill set collaboration trait
1. Ana doesn’t have the skill set for the position in the São Paulo offi ce. She is honest enough to that she did not read the job description closely. Although she did not get the position, she was .
2. Fatma is a(n) employee, and she takes when it comes
to problem solving. Commitment to the company is Fatma’s strongest . 3. The managers are in a(n) meeting for a new project. They know
is important for successful production of their training videos.