• Call on a volunteer to read the social media message aloud. Ask, What does Camila mean by saying that sometimes buildings can be art? (Architecture is an art form.) Do you agree that buildings can be art? What are some buildings you have seen or read about that
qualify as art? (For example, the Parthenon, the Eiffel Tower, the Sydney Opera House) Invite Ss to pull up images of such buildings online if internet access is available and ask if other Ss agree.
1 BEFORE YOU WRITE
• Ask for a volunteer to read the text about descriptive essays aloud. Ask, What does uses sensory details mean? (includes details that relate to the senses of sight, sound, touch, smell, and taste to engage the reader)
• Ask, Have you ever written a descriptive essay? Ask for volunteers to share what their descriptive essays were about and why they had to write the essays.
• Have Ss look at the picture. Ask, Do you know what this building is? If any Ss do know the answer, have them share. If not, tell Ss to try and describe what they see.
(For example, a modern building, continuous curves, smooth surfaces) Ask, What adjective could you use to describe how the building makes you feel? (For example, confused, curious)
• Focus on the title. Ask, What does it suggest? (that the building is its own separate world)
• Have Ss follow along in their books as you read the descriptive essay aloud for the class. Clarify vocabulary as needed, such as feel awed (to have an overwhelming feeling of wonder and admiration), conventional (a way that has been used for a long time and is considered usual), liberating (freeing), and tap into (to access some large powerful resource for something).
• Ask the target question. Have Ss go back and find the adjectives. Ask, Were any of your own adjectives similar? Do you think it is a different experience to be in Galaxy SOHO compared to just looking at a picture?
(most definitely)
TEACHING TIP Sensory details engage the reader’s interest and add depth to writing. They help a writer pull a reader into his or her world via the five senses.
Provide the following examples and elicit others for each sense: sight: tiny rectangular box; sound: wind whistled loudly; taste: sweet, juicy clementine; smell:
pungent moldy cheese; touch: silky smooth hair.
OPTION In small groups, have Ss take turns reading the essay aloud. Ask them to switch with every paragraph.
EXTENSION Invite Ss to reread the essay and pay attention to sensory details. On the board, write:
sight, sound, touch, smell, taste. Ask, Which one of the five senses does the writer of this essay address to engage the reader? (sight) Which paragraphs have examples of sensory details? (paragraphs 2 and 3) Which of the sentences do you find effective? Does the writer succeed in pulling you into the world being described?
EXTENSION Write the following line from the essay on the board: For me, this created the feeling of being part of something bigger than myself. Ask, Has anything ever made you experience such a feeling?
Invite Ss to share.
• Read the instructions and target questions. Have Ss locate examples and discuss them in pairs.
• Bring the class together and have Ss answer.
OPTION Write on the board: Why is comparison an effective tool in a descriptive essay? (It helps a reader see something in their own mind.) Elicit ideas.
• Before Ss read the descriptive essay model again, have them look at the chart.
• Have Ss fill in any answers they remember from the first reading of the essay. Then tell them to reread the model and complete the diagram.
• Circulate and assist as needed.
• Go over the answers as a class. Call on Ss to read their completed chart sections.
TEACHING TIP Invite Ss to imagine the essay without the emotional response—just the detailed description Ask, How would it be different? Would it still be an effective description of Galaxy SOHO?
awed, humbled, liberated
The writer compares the building to cliffs / a natural landscape, a science fiction novel, and a place of endless scope and variety.
PAIRS Read the model again.
Complete the chart.
Emotional response
• awed and
• feeling of being part of something
• feeling of art as an extension of
• feeling of connection between inside and outside
• experience
Physical description
• size of building:
• walls rise like
• curves, continuous fl ow, no and no between rooms
• has four large connected with
• ground level has a(n)
• between inside and outside
• huge windows Type of art: building
Artwork: The
Artist: Zaha Hadid
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model.
Find and label four examples of the past perfect tense (pp), four examples of the simple past tense (past), and fi ve examples of the simple present tense (pres).
3 PLAN YOUR WRITING
Think of a piece of art you encountered
and found particularly moving. What are the key elements of the piece, and why do you fi nd it moving? Create a chart like the one in 1D to organize your ideas.
PAIRS Discuss your ideas. I love this photograph by Cindy Sherman. It’s thought-provoking.
4 WRITE
Write a fi rst draft of a descriptive essay about the piece of art you described in 3A. Remember to use different tenses. Use the essay in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s descriptive essay.
• Does the essay describe the piece of art so that you can understand what it looks like?
• Does the writer adequately convey how the artwork makes him or her feel?
• Is there a variety of tenses, and are the tenses used effectively?
• Does the writer avoid repetition of words and phrases?
• Does the conclusion reiterate the effect of the piece of art on the writer?
REVISE Write another draft, based on the feedback you got from your partner.
PROOFREAD Check the spelling, grammar, and punctuation in your descriptive essay.
Then read it again for overall sense.
Writing tip
Avoid repetition. Although it’s important to reiterate your main points, you should use a variety of words to do this. Read over your fi rst draft and make sure you have not repeated words. If you have, try to replace them. Keep a vocabulary notebook where you categorize words, for example, “words to describe feelings.”
WRITING SKILL Use different tenses
Writers often mix tenses within a descriptive essay.
Choose diff erent tenses for diff erent purposes. You might use the simple past to describe when and where you experienced the thing you are describing, and then use the past perfect to describe what your previous expectations had been. The simple present works well to immerse readers in the experience and make them feel what you feel.
UNIT 4 51 I CAN WRITE A DESCRIPTIVE ESSAY.
UNIT 4 T-51
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud.
• Read the instructions. Have Ss reread the model and find the various examples of the tenses. Circulate and assist as needed.
• Go over the answers.
OPTION Focus on paragraph 3. Ask, What tense is the first sentence? (present) Why? (In the same way as we use the present tense to analyze a piece of literature or a movie, we use the present tense to talk about a piece of art, such as this building.)
3 PLAN YOUR WRITING
• Read the instructions aloud. Focus on the word moving and elicit or explain that when something is moving it stirs a person’s feelings and evokes a deep emotional response, for example, nostalgia, joy, sadness, sympathy, love.
• Have Ss create their own chart using the model in 1D. Suggest that they write notes, not worrying about
full sentences. Tell them to start considering different tenses as appropriate.
• Circulate as Ss work. Assist as needed.
• Call on a volunteer to read the example to the class.
• 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. Write the words vast, large, and huge on the board. Point out that these words are used in the descriptive essay (vast in paragraph 2, large and huge in paragraph 3). Ask, How would the paragraphs be different if the writer had just used the word large each time? (They would be repetitive and less interesting.) Reiterate to Ss that varying word choice makes a piece of writing richer.
• Read the instructions aloud. Tell Ss they will use the notes in their chart from 3A to write the first draft of their descriptive essay.
• Remind Ss to use the essay in 1B as a model.
Encourage them to follow a similar structure, where paragraph 1 introduces the topic, paragraphs 2 and 3 give physical descriptions interwoven with an emotional response, and paragraph 4 concludes the topic by restating the effect of the piece of art.
• Circulate and assist as needed. Ask Ss to check their tenses: if they used the present to describe the piece
of art, the past to describe where they were when they experienced the piece of art, and the past perfect to describe past expectations.
TEACHING TIP Review that words that have the same meaning as another are called synonyms. Using a variety of rich words and avoiding repetition will make an essay more engaging and dynamic. Rather than just saying someone was happy, you could specify the high level of happiness with the word elated. Or if the person was just somewhat happy, the word content would be more appropriate. Elicit that a thesaurus is a dictionary that can provide synonyms for writing. Alert Ss to be careful when using a thesaurus, since words can sometimes have small differences in meanings. It’s a good idea to always look up a word that a thesaurus offers in a dictionary, to be sure it reflects what you are trying to say.
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 descriptive essay.
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s essays.
• 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 essays 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 descriptive essays to briefly retell a partner what the essay is about. Ss may refer to their written essays, 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 their experience. Monitor. Listen and take notes on areas for review and extra practice in later lessons.
vast cliffs
corners pods
courtyard flow
Galaxy SOHO
humbled
bigger
liberating
the natural world
bridge-like structures transitions
Possible answers:
Past perfect:
Paragraph 1 – had never before visited, hadn’t thought Paragraph 4 – had always thought, had never occurred Simple past:
Paragraph 1 – knew, walked;
Paragraph 2 – created, made;
Paragraph 3 – reminded;
Paragraph 4 – was, gave, experienced Simple present:
Paragraph 1 – is, is;
Paragraph 2 – is, is, enter, rise, curve, feels, create, are;
Paragraph 3 – makes, has, are, is, enables, are, blur, see, is, feels;
Paragraph 4 – taps, is, is, interconnects
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM While art is a creative outlet for some people, it is a profession for others, and many artists struggle fi nancially. While artists benefi t from the fi rst sale of a piece of their artwork, they do not benefi t from subsequent purchases.
Review the data and circle the correct answers.
Posthumous Sale of Most Expensive Paintings
Price in USD Millions
Years of Sale
0 50 100 150 200 250 300 350 400 450 500
1985 1990 1995 2000 2005 2010 2015 2020
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives
Talk about street art Talk about AI
and art Discuss the
benefi ts of improvisation
Vocabulary
Words related to street art
Conversation Ask for
an opinion
Pronunciation Stress in
phrasal verbs
Listening Listen for
signal phrases in conclusions
Note-taking Use an outline
Language Choices Substitution with
so and not Phrasal verbs Past perfect and
past perfect continuous with the simple past
Discussion
Say “yes” to keep a conversation going
Reading Summarize
paragraphs
Writing Use different
tenses
What will you do to learn the things you highlighted?
Review the pronunciation note: Stress in phrasal verbs.
Notes Done
2 REFLECT AND PLAN
1. The most expensive painting sold for about $500 / $450 / $920million.
2. The frequency of the sale of expensive paintings has increased / decreased / stayed the same over time.
3. There were lots of / few / no sales in 1995.
THINK CRITICALLY Who often benefi ts from the sale and resale of art? 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 to ensure that the sale and resale of art is fair to everyone involved.
Step 2 Evaluate Choose the best idea. Think about how to implement the proposed solution.
Step 3 Present Explain the best solution to the class and ask for feedback.
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the graph. Ask a volunteer to read the title and the two labels. Elicit or explain that posthumous means happening after someone’s death.
• 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.
• 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 up 3–5 ways to make sure that the sale of art is fair to all involved. (For example, The artist could be guaranteed a
percentage of the resale price of any work of art during their lifetime.)
• 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 argument 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.
Artists benefit from the original sale. Art buyers, sellers, and gallery owners benefit from the resale of art.
GET STARTED
53 Read the unit title and learning goals. A common expression is, “It’s
not what you say but how you say it.” What does this mean? How could a language choice impact your success in communicating?
Look at the photo. It shows people holding speech bubbles.
What do you think is the message behind this photo?
Read Iris’s message. Why do you think she believes that every part of a presentation needs to match?
IRIS LIN
@IrisL
When giving a presentation, it’s critical to have a clear message.
Everything should align, including how the materials look, how you dress, and how you speak.