• Call on a volunteer to read the social media message.
Ask, What is an advice column? (part of a newspaper or magazine in which someone gives advice to readers who have written to them about their personal problems) Does anyone here read any advice columns?
If yes, have Ss share.
• Focus on the first sentence of Ariya’s message.
Ask, What are some examples of ethical problems a company like TSW could face? (selling customer information, questionable use of company technology, discrimination, harassment)
LANGUAGE NOTE Focus on the construction big and small in the post. Elicit or explain that it is an adjective phrase. The sentence could just as correctly read: My company deals with big and small ethical problems…
Write this construction on the board. Then read the construction used in the post. Ask, Which sentence puts more focus on the varying ethical problems? (the one in the post) Point out that varying the position of adjective phrases allows a reader to draw attention to information in order to stress it.
1 BEFORE YOU WRITE
• Ask a volunteer to read the information about letters of advice.
• Ask, Has anyone here ever written a letter of advice?
Point out that it could have been a simple email to a friend. Ask for volunteers to share. Then ask, Does anyone here prefer not to give out advice? If yes, why?
(For example, If advice you give doesn’t work out, people can hold you responsible.)
• Have Ss look at the advice column. Point out that the problem is described at the top, signed Honest. The response follows. Focus on the picture. Ask, How do you think this picture might relate to a problem needing advice?
• Have Ss follow along in their books as you read the letter of advice aloud for the class. Clarify any vocabulary as needed, such as consequence (something that happens as a result of a particular action), plagiarism (using another person’s words, ideas, or work and passing it off as one’s own), condemnation (an expression of very strong
disapproval of someone or something), and the bottom line (the most important point about something).
• Ask, Do you understand the picture of the keyboard now? (It refers to copying an essay online and pasting it into a document that you hand in as your own work.)
• Ask the target question. If Ss answer plagiarism, point out that plagiarism is the crime. The ethical problem is whether to report it.
OPTION In small groups, have Ss take turns reading the letter of advice aloud. Ask them to switch with every paragraph.
EXTENSION Focus on the last line of the text about letters of advice in 1A. To demonstrate the importance of tone and word selection, Ss will return to the letter and replace sympathetic and helpful language with more critical negative language.
Model an example. For example, start paragraph 2 as follows: I really hate people like that. Does your friend think he’s special? Does he assume the rules don’t apply to him? Ask, Why would such language not be effective when giving advice? For example, It could make the person with the problem more upset about the situation. Invite Ss to work in groups to replace lines with judgmental and accusative language to understand the importance of tone and word choice.
• Read the instructions and target question. Ask, Why do you think the person didn’t sign his or her real name?
(He or she doesn’t want to get either himself / herself or the friend in trouble.) What does the made-up name Honest suggest? (that the person is truthful and wants to do the right thing)
• Have Ss discuss in pairs.
• Bring the class together and have Ss share.
• In pairs, have Ss fill in any answers they remember from the first reading of the letter. Then tell them to reread the model and complete the chart.
• Circulate and assist as needed.
• Go over the answers as a class.
The person asking for advice has a friend who may have copied (plagiarized) an essay.
“Honest” doesn’t know what to do because if he reports his friend, he may lose the friendship, and his friend will be in a lot of trouble. But he also doesn’t think his friend should be cheating.
PAIRS Read the model again. Complete the chart.
The problem:
A friend may have .
Analysis of the problem:
• Is “Honest” sure that ?
• Plagiarism is serious because .
• If “Honest” reports his friend,
.
• If he does not report his friend,
. Solution / Step 1:
Talk to the friend. Find out .
Make sure he understands .
Solution / Step 2:
Talk to . Can that person offer
solutions like ?
Concluding comment:
is more valuable than getting
.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model.
Underline the pronoun you and all contractions.
Circle the imperative sentences.
3 PLAN YOUR WRITING
Think of an ethical problem. You can use one of the situations below or come up with your own. You will write a letter of advice to someone dealing with this situation. Create a chart like the one in 1D to organize your ideas.
• The advice seeker’s co-worker regularly steals small offi ce supplies.
• The advice seeker’s friend lied to her partner about an important issue.
PAIRS Discuss your ideas.
I think I’ll write advice to someone whose friend lied to her partner.
4 WRITE
Write a fi rst draft of a letter of advice on the topic you chose in 3A. Remember to speak directly to the reader. Use the letter in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s letter.
• Does the letter analyze the situation and ask questions or use if statements to clarify unknown information?
• Does the letter offer at least two possible solutions or steps to take to resolve the issue?
• Is the advice clear and helpful?
• Does the writer use sympathetic language and avoid judgmental language?
• Is the letter written in a casual way, using the pronoun you and imperatives?
REVISE Write another draft, based on the feedback you got from your partner.
PROOFREAD Check the spelling, grammar, and punctuation in your letter.
Then read it again for overall sense.
Writing tip
Strike the right tone. Read your letter out loud after you write a fi rst draft. Does it sound friendly and kind yet instructive?
If it sounds too authoritative, change some of your imperatives to suggestions.
If it sounds too uncertain, add more confi dent-sounding imperatives.
WRITING SKILL Speak directly to the reader A letter of advice is more personal and casual than other writing. You can use the personal pronoun you, the imperative form, abbreviations, and other casual constructions.
UNIT 6 75 I CAN WRITE A LETTER OF ADVICE.
UNIT 6 T-75
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud. If necessary, review that the imperative is the form used for commands, such as come to the meeting, don’t send that email.
• Read the instructions. Have Ss reread the model and find the various examples of the pronoun, imperative forms, and contractions (short forms using apostrophes). Circulate and assist as needed.
• Go over the answers.
TEACHING TIP Tell Ss that the pronoun you is not typically used in essays and other formal documents.
For example, in an essay about a novel, the writer would refer to the reader (The reader is left wondering what the narrator meant, not You are left wondering what the narrator meant). Alternatively, the writer would use the pronoun one instead of you (One is left wondering what the narrator meant). In an advice piece, however, you is not just appropriate, but also necessary to effectively tell someone what you think they should do.
3 PLAN YOUR WRITING
• Read the instructions aloud. Call on volunteers to read the examples.
• Encourage Ss to think of advice they could give when choosing a topic. Then tell them to write the
advice letter.
• Have Ss create their own chart using the model in 1D.
• Circulate as Ss work. Assist as needed.
OPTION Invite Ss to also compose the letter from the advice-seeker outlining the problem, using the letter in 1B as a model. Tell them to choose creative fictitious names that fit with their topic, such as Confused, Angry, Truth-seeker.
• 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
• Focus on the Writing tip and read it aloud. To confirm Ss understand the main ideas, ask, If your tone is too authoritarian, what can you do? If your tone is too uncertain, what can you do? What tone should a writer aim for when writing a letter of advice?
• Read the instructions aloud. Tell Ss they will use the notes in their chart from 3A to write the first draft of their letter.
• Bring Ss’ attention to the variety of tenses used in the letter of advice in 1B. Ask Ss to identify some of them.
(simple present, simple past, conditionals, imperatives,
modals for advice / possibility / speculation) Tell Ss to choose tenses mindfully. For example, rather than write Go to your supervisor and report the stolen items, they could write the following: You could approach your supervisor and bring the missing items to her attention.
• Tell Ss to use the advice letter in 1B as a model.
Encourage Ss to follow a similar structure, where paragraph 1 analyzes the problem, paragraphs 2 and 3 propose solutions, and paragraph 4 makes a concluding comment.
• Circulate and assist as needed.
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 letter of advice.
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s letters.
• 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 letter 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 letters 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 letter.
EXIT TICKET Ask Ss to refer to their letters of advice to briefly retell the problem and advice offered for it. Ss may refer to their written letters, but challenge them not to look at the text too much while talking to their partner. Tell Ss to ask follow-up questions to learn more about the ethical problem. Monitor. Listen and take notes on areas for review and extra practice in later lessons.
plagiarized
his friend plagiarized it’s a form of cheating
what happened and why the consequences
the friend might he may get into trouble get into trouble / it might end the friendship himself. / he’s letting his friend get away with cheating Learning something yourself
a good grade
the professor
extra time to complete the assignment, a make-up project,
or tutoring help
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM Corruption usually affects the operations of businesses and governments directly. But the impact of corruption could be felt in other areas.
Review the data and circle the correct answers.
1. Corruption has effect on test scores.
a. an adverse b. a positive c. no
2. One factor that might affect test scores in high-corruption countries is .
a. more funding reaching schools
b. corrupt students c. less funding reaching schools 3. Countries that have medium levels of corruption are closest in scores to countries with
.
a. high corruption b. no corruption c. low corruption
THINK CRITICALLY How does corruption affect other parts of society? Discuss in pairs.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Think of specifi c instances of corruption you are aware of. Brainstorm 3–5 ways individuals and governments might fi ght this corruption.
Step 2 Evaluate Choose the best solution. Which solution is most likely to be both affordable and effective?
Step 3 Present Explain the best solution to the class.
Corruption and Education
Average global test score = 100
High corruption Medium corruption Low corruption 120
110 100 90 80 70 60 50 40 30 20 10 0
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives
Talk about fi nancial crime Talk about
a system of government Discuss power
in society
Vocabulary
Words related to fi nancial crime
Conversation Show
interest with interjections
Pronunciation Dropped vowels
Listening Recognize
arguments
Note-taking Note the
main points
Discussion Explore
alternative viewpoints
Reading Process
information
Language Choices Restrictive and non-restrictive relative clauses Relative
clauses after prepositions and quantity expressions Reducing
relative clauses to phrases
Writing
Speak directly to the reader
What will you do to learn the things you highlighted?
In the app, do the Lesson 1 Conversation activity: Talk about fi nancial crime.
Notes Done
2 REFLECT AND PLAN
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the graph about the impact of corruption on education. Ask a volunteer to read the title and labels.
• 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.
• Bring the class together and have pairs report 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 think of 3–5 ways individuals might fight corruption. For example, Cartoons and comics can be used to raise awareness about how to fight corruption. If appropriate, allow groups to do research online.
• For step 2, have groups evaluate the ideas and agree on the best one.
• For step 3, ask the reporters to present their 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: Corruption could affect all government agencies, from infrastructure, healthcare, education, etc., with higher costs and lower quality services.
GET STARTED
77 Read the unit title and learning goals. Breakups are common
not only in personal relationships, but also in business. What do both kinds of breakups have in common?
Look at the photo. It shows a broken heart. Part of falling in love is the risk of a broken heart. Why do some relationships end with broken hearts and others succeed?
Read Artur’s message. Why do you think he feels this way?
ARTUR TAVARES
@ArturT
Thinking of ending a relationship in my life. I’m dreading it, but I think it’s better to just rip off the bandage and do it.
LEARNING GOALS
In this unit, you talk about the art
of persuasion talk about a breakup discuss monopolies read about the global
plastic crisis
write an argumentative essay