• To warm up, ask, What is an opinion? (your ideas or beliefs about something)
• Call on a volunteer to read the social media message aloud. Ask, What does Edgar mean when he says that there’s a time and place for humor? (In some situations it is appropriate to use humor, but in other situations it is not appropriate.) What does he mean when he says
that knowing your audience is key? (If you don’t know your audience well, it is best to avoid using humor.) LANGUAGE NOTE The saying There’s a time and place (for everything) is often used when someone is doing something that is not appropriate to the situation.
1 BEFORE YOU WRITE
• Call on a volunteer to read the text about opinion essays for the class. Say, The text indicates that the conclusion restates the thesis. Where is the thesis originally stated? (in the introduction) To review, you can ask, What does a thesis do? (states the main argument of an essay)
• Then ask, Have you ever written an opinion essay?
What topic did you have to write about? Call on Ss to share.
• Read the instructions and target question. Call on a volunteer to read the question prompt. Have Ss suggest different answers to the question. (For example, Using humor is a great way to get to know people; Using humor can get you in trouble if you don’t know a person’s sense of humor; Humor should be used carefully as a way to connect with new people.) Point out that these various answers could function as thesis statements.
• Have Ss look at the picture. Ask, Do the two women look like they know each other well? (yes) Ask, How can humor play a healthy role in a friendship? Elicit ideas.
• Have Ss follow along in their books as you read the opinion essay aloud for the class. Clarify vocabulary as needed, such as lighthearted (not intended to be serious), assertive (behaving in a confident and forceful way), forthright (direct and honest), sincere (meaning what you are saying), unflattering (making someone look bad), presumptuous (doing something that you have no right to do and that seems rude), at the outset (from the beginning), and cultural divide (cultural differences that disrupt friendly exchanges between people of different cultures).
• Ask, Which phrase in the last paragraph is used to give an opinion about what people should rather not do?
(would do better to avoid)
• Give Ss a few minutes to summarize the writer’s opinion.
LANGUAGE NOTE Point out the variations of the word boss. Boss is the noun form and refers to the person in charge. Bossy, the adjective form, means telling other people what to do in a way that is annoying. You can also introduce the idiom to boss around, which is used informally when someone who is not your boss tells you what to do.
OPTION In small groups, have Ss take turns reading the essay aloud. Ask them to switch with
every paragraph.
• Read the instructions and target questions. In pairs, have Ss compare their opinions to the writer’s. Invite Ss to personalize. Write on the board: Do you use humor to connect with people? Do you know someone who does this? Does it work?
• Bring the class together and have Ss share. Ask, Do you think some people are better at using humor to connect with people than others? Why or why not?
Do you think using humor is something inherent or something that can be studied and learned?
• Before Ss read the essay again, have them look at the chart. Are there more reasons listed in favor of using humor or against? (against) Does this reveal the writer’s opinion about the topic? (yes)
• 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.
The writer feels that humor is best used only when you know another person very well. Humor can be confusing or hurtful, give a bad first impression, and have negative cross-cultural implications.
PAIRS Read the opinion essay again. Complete the chart.
Reasons to use humor It can help you to to other people.
If you know someone well, teasing communicates
.
Reasons not to use humor
If you don’t know someone well, teasing might .
The person who is teased might think that the joke
masks .
It can create a bad . The person might
think you are being .
There will be a lack of .
divide: A joke that is acceptable in one culture may be rude in another. This conveys
and can have .
Conclusion / Thesis: Humor is when fi rst meeting someone.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model.
Underline the sentences with paired conjunctions.
3 PLAN YOUR WRITING
Choose one of the following prompts. You
will write an opinion essay with your answer to the question prompt. Create a chart like the one in 1D to organize your ideas.
• Prompt 1: There is an expression that says, “Laughter is the world’s best medicine.” Do you think that laughter can cure most of a person’s problems? Why or why not?
• Prompt 2: Sometimes laughter can defuse a tense situation, but sometimes it can make the situation worse. Do you think humor is a good strategy to use to get out of a tense situation?
PAIRS Discuss your ideas. I’m choosing prompt 2. Sometimes when I do something really embarrassing, like forgetting someone’s name, if
I laugh at myself, it’s really helpful.
4 WRITE
Write a fi rst draft of an opinion essay with your notes from 3A. Remember to use parallel structure with paired conjunctions. Use the essay in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s essay.
• Does the introduction have a clear thesis statement that answers the prompt?
• Do the body paragraphs provide clear supporting arguments?
• Are there examples of parallel construction with paired conjunctions?
• Does the conclusion restate the thesis in a new way?
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
If you’re working on a timed writing task for an exam, structure your time rigorously.
Take a few minutes to plan what you want to say. Then move on quickly to writing the essay. It doesn’t matter if you agree with what you’re saying; what matters is your ability to effectively argue one side of a topic. Leave yourself ten minutes at the end to read over what you have written and to make changes.
WRITING SKILL Use parallel structure with paired conjunctions
Parallel structure makes writing clearer and more fl uent. It also adds emphasis to your argument and makes your points sound stronger. One way of creating parallel structure is to use paired conjunctions:
Either…or…
Neither…nor…
Not only…but also…
Both…and…
UNIT 8 99 I CAN WRITE AN OPINION ESSAY.
UNIT 8 T-99
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud.
Write some sentences with the paired conjunctions on the board. Have Ss underline the paired conjunctions:
1. Both my son and my grandmother found the joke funny.
2. That anecdote was neither funny nor appropriate.
3. The student was not only reprimanded for the remark, but he was also suspended from school.
To consolidate, invite Ss to identify the parallel structure in each sentence. (1. my son / my
grandmother; 2. funny / appropriate; 3. reprimanded / suspended) Point out that in 1, the two parallel items are nouns; in 2, they are adjectives; and in 3, they are verbs.
• Read the instructions. Have Ss reread the model and find the various examples of parallel structure with paired conjunctions.
• Have Ss compare in pairs. Then go over any questions with the class.
EXTENSION In pairs, have Ss write sentences to practice using parallel structures with paired conjunctions. Tell them to use different parts of speech with the paired conjunctions. (For example, Angie neither smiled nor laughed. The behavior was not only disrespectful but also offensive.)
3 PLAN YOUR WRITING
• Read the instructions aloud. Call on volunteers to read the prompts. Clarify vocabulary as needed, such as defuse (to make a bad situation less serious) and get out of (to avoid or escape something).
• Have Ss read the prompts again and choose a topic.
• Tell Ss to use the chart in 1D as a model for their ideas.
Circulate and assist as needed.
• Focus on the Writing tip and read it aloud. Invite Ss to share their experiences. Ask, Have you ever not been able to finish a timed essay on time? What was the problem? Do you have any advice for people who need to take timed writing tests?
• Call on a volunteer to read the example aloud.
• Then have Ss discuss their ideas in pairs and make additional notes in their charts.
4 WRITE
• Read the instructions aloud. Tell Ss they will use the notes in their chart from 3A to write the first draft.
• Remind Ss to use the opinion essay in 1B as a model.
Encourage them to follow a similar structure, where paragraph 1 introduces the topic and has a thesis, paragraphs 2, 3, and 4 present supporting ideas, and paragraph 5 concludes the topic and restates the thesis.
• Circulate and assist as needed. Ask Ss if they have followed the instructions and used paired conjunctions to support their argument.
OPTION You may opt for this essay to be a timed writing task. Tell Ss to imagine they are taking an important standardized test. Once the topics have been chosen, give Ss 45 minutes to complete all aspects of the planning and writing process. When the writing task is completed, have Ss share essays with a partner and compare the experience, noting where they had difficulties. Then bring the class together and lead a discussion about how timed writing is different from regular writing. Ask, Was anyone better at the timed writing task than regular writing?
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 opinion 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.
• Give Ss time to go over their partner’s feedback.
• 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 share the thesis of their essay and briefly retell a partner the supporting ideas. 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.
connect
be confusing or hurtful serious criticism
first impression
rude, unflattering, or presumptuous trust
Cultural insensitivity best avoided
serious consequences that you have a strong
friendship and accept the other person as they are
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM Humor is a very persuasive sales method and is prevalent in advertising today. Review the data and circle the correct answers.
1. One reason people might feel better about buying a product based on a humorous advertisement is that they . a. don’t worry about its quality
b. associate it with happiness c. fi nd such products cheaper
2. People’s purchase of trusted brands is based on . a. having confi dence in the quality
b. not caring about the quality c. being part of a group
3. Celebrities may have a minor impact on people’s buying decisions because their endorsements are usually . a. based on expertise
b. about money
c. only good for personal products
THINK CRITICALLY What are the pros and cons of using humor to sell a product? Discuss with a partner.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Think of 3–5 ways consumers could be encouraged to think more critically about the advertising they encounter.
Step 2 Evaluate Choose the best idea. Think of an ad you’re familiar with and discuss how your idea might help consumers better evaluate the product being sold.
Step 3 Present Explain your idea to the class. Use the ad you chose to provide an example of how your idea could work.
Consumer Advertising Preferences
humorous 21%
new product or service of interest 18%
related to a personal need 17%
trusted brand 20%
informative 17%
celebrity endorsement 7%
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives
Talk about humor Talk about
laughter Discuss the art
of joke telling
Vocabulary Words related
to humor
Conversation Express concern
Pronunciation Pausing with
participial phrases
Listening
Recognize pauses
Note-taking Make lists
Discussion Take feedback
well
Reading
Use a KWL chart
Language Choices Reduced adverb
time clauses Cause and effect
in participial phrases Participial
adjectives and nouns as adjectives
Writing Use parallel
structure with paired conjunctions
What will you do to learn the things you highlighted?
In the MEL, do the Lesson 2 Pronunciation activity:
Pausing with participial phrases.
Notes Done
2 REFLECT AND PLAN
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the pie chart. Call on volunteers to read the labels. Ask, Are you surprised by the chart’s ranking of consumer preferences for ads? For example, that humorous was only 21% preferred, or that informative came in fourth place?
• 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 questions if Ss get stuck. Ask, When is humor appropriate? When can it cause trouble?
• Bring the class together and have pairs report their ideas.
EXTENSION In groups, have Ss discuss their own ad preferences. Tell them to return to the chart in 1A and comment on what percentages they would individually give to the various categories. Then bring the class together and have Ss share.
• 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 think up ways consumers can be more critical of ads they encounter. If Ss get stuck, hint that they can compile a list of tips for consumers, such as Don’t automatically believe what the ad promises.
• For step 2, have groups evaluate the ideas from step 1 and choose the best solution for making
intelligent choices.
• For step 3, ask the reporters to present the group’s best solution 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.
Possible answer: Pros: According to the data, consumers prefer humorous advertising even over a trusted brand. It’s a way to connect with consumers and hold their attention. It is entertaining and
memorable. Cons: Is it effective? Is there data to prove that sales go up? Different things are funny to different people. After seeing the advertisement or commercial
GET STARTED
101
CAMILA RIVAS
@CamilaR
The hardest part of my job is making clients understand that they need to choose two of three things: cost, speed, or quality. They can’t have all three.
Read the unit title and learning goals. Confl ict is everywhere in our lives. What is at the root of most confl icts? Explain.
Look at the photo. It shows two contradictory signs. You are given no good choice. How is this typical of some confl icts?
Explain with an example.
Read Camila’s message. What does her message suggest about her clients?
LEARNING GOALS
In this unit, you talk about confl ict talk about how to deal
with confl ict
discuss confl ict in narratives read about action movies write a process essay