• Write plot summary on the board. Ask, Where might you find a plot summary? (in a review of a book or movie or online when you want to find out more information about a book or movie)
• Call on a volunteer to read the social media message aloud.
• Ask, Why did Artur read the plot summary? (to help him decide if he wants to read the book) Did it help him decide? (Yes, he is planning to read it.) Do you rely on plot summaries to help decide if you will read a book?
1 BEFORE YOU WRITE
• Ask for a volunteer to read the text about plot summaries aloud for the class. Write the five terms on the board: exposition, rising action, climax, falling action, denouement.
• Ask, Have you ever written a plot summary? If yes, what for? Call on Ss to share.
LANGUAGE NOTE The word denouement is of French origin (dénouement) and is pronounced /deɪˈnuːmɒŋ/.
• Have Ss look at the picture of the forest and describe what they see. Invite them to suggest feelings that the picture evokes. (For example, scared, afraid, terrified, nervous) Ask, What does the picture suggest about the book? (It might be a thriller or a mystery.)
• Focus on the title of the summary. Ask, What does it suggest? (that the book is not a quick easy read, and that it is an exciting and scary mystery book)
• Have Ss follow along in their books as you read the plot summary aloud for the class. Clarify vocabulary as needed, such as dark secret (an extremely private piece of information), the plot thickens (the story becomes more complicated or interesting), motive (the reason that makes someone do something), inherit (to receive money or property from someone after they have died), desperately (extremely or excessively), and keen perceptions (a highly developed ability to notice things).
• Ask the target question. Elicit the answer.
TEACHING TIP Tell Ss they don’t have to read the entire summary to answer the target question.
Advise them to skim the article for the word climax (paragraph 4) to find the information they need.
Remind Ss to circle main ideas, and underline words, phrases, content words etc. when identifying key information.
OPTION In small groups, have Ss take turns reading the plot summary aloud. Ask them to switch with every paragraph.
• Read the instructions and target questions. Have Ss discuss in pairs.
• Bring the class together and have Ss give their views.
• Go over the answers as a class.
OPTION You can ask additional questions. For example, Does the plot summary give enough information? Does it give away the ending? What is the drawback of giving away the ending? (A reader might not want to read a book or see a movie.)
• Before Ss read the plot summary model again have them read through the plot diagram.
• Have Ss fill in any answers they already know from the first reading of the plot summary. 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 sentences.
TEACHING TIP Point out that a plot summary, like a summary, just reports the content. It does not give the reader’s opinion of a story. That type of commentary would be appropriate in a book review or a movie review, which usually includes a plot summary as well as an opinion and recommendation.
EXTENSION In pairs, have Ss use the notes in the diagram to give a summary of the plot orally.
During the climax, one of the townspeople figures out who the killer is. She herself is about to be killed, when the chief inspector arrives just in time to save her.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model. Circle the suspenseful words and phrases. Underline the rhetorical questions and possibilities raised about the solution to the mystery.
3 PLAN YOUR WRITING
Think of a mystery book or mystery movie that you know (you can also choose another genre, such as thriller or science fi ction). Create a diagram like the one in 1D to identify the plot points.
PAIRS Discuss your ideas.
I think I’ll write about the movie Cold Pursuit.
4 WRITE
Write a fi rst draft of a plot summary of the book or movie you described in 3A. Remember to use suspenseful words and phrases as well as rhetorical questions. Use the plot summary in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s plot summary. Answer the questions.
• Does the introduction include the title and the author or director?
• Are the setting and main characters included?
• Is the summary organized by exposition, rising action, climax, falling action, and denouement?
• Does the summary use suspenseful, exciting words and rhetorical questions?
• Does the summary get you excited about the book or movie without revealing too much?
REVISE Write another draft, based on the feedback you got from your partner.
PROOFREAD Check the spelling, grammar, and punctuation in your plot summary.
Then read it again for overall sense.
Writing tip
Choose wisely. When writing a
summary, you can’t include every detail.
You have to fi gure out which details are the most important in terms of the plot structure. Also, you may not want to give away the ending. And if you do, be sure to give people a “spoiler alert”!
WRITING SKILL Build excitement A good plot summary will entice readers and create a desire to read the book. You can build excitement by using suspenseful words and phrases, such as thrilling, intriguing, or on the edge of your seat. You can also grab the reader’s attention by asking rhetorical questions and raising possibilities, without revealing the answers.
PAIRS Read the model again. Complete the plot diagram.
Book: Still Life by Louise Penny Setting: a tiny
village called Three Pines Main characters: Jane Neal, Inspector Gamache
Exposition
• An elderly is found dead.
• Inspector Gamache is in
town to .
• Jane’s art was about to be
.
Rising action
• The evidence points to
having killed Jane
in a(n) .
• Inspector Gamache has a(n) that it wasn’t an accident.
• Many other characters have a(n) .
Denouement
• Jane’s group of friends realize
.
Falling action
• Inspector Gamache arrives just in time and catches the killer.
Climax
• Jane’s is the key.
• A townsperson
and puts her own life .
UNIT 3 39 I CAN WRITE A PLOT SUMMARY.
UNIT 3 T-39
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud.
Ask, Why is it important not to reveal answers to questions? (You don’t want to give away too much of the story.)
• Read the instructions. Have Ss reread the model and follow the instructions. Circulate and assist as needed.
• Go over the answers.
3 PLAN YOUR WRITING
• Read the instructions aloud. Have Ss draw their own plot diagram using the diagram in 1D as a model.
• Have Ss complete the diagram individually with their stories. Suggest that they write words and phrases, rather than complete sentences.
• Circulate as Ss work. Assist as needed.
• Read the Writing tip aloud. Focus on the term spoiler alert. Elicit the meaning. (a warning to the reader that
an important detail of the plot is going to be revealed) Ask, How might you indicate a spoiler alert? (Writers often just write “spoiler alert!”) Do you think people will keep reading if they see the alert? (Maybe. It depends on how interested they are in a story or a series.)
• 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 diagrams.
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 plot summary.
• Bring Ss’ attention to the tense used in the plot summary model in 1B. Ask, What verb tense is used throughout most of the essay? (mostly present, some present perfect and modal perfect, and simple past) Point out that when describing the plot of a book or a movie, the present is used for things that are happening at any given point in the story. The past is used for things that have happened before that point.
• Remind Ss to use the plot summary in 1B as a model.
Encourage them to follow a similar structure including the introduction (the title, the author or director, the setting and the names of the main characters),
exposition (how the story begins), rising action, climax (the most exciting action), falling action, and denouement (how the story ends).
• Circulate and assist as needed. Ask Ss if they have followed the instructions and included suspenseful words and rhetorical questions about the plot.
Remind them to retell events neutrally, avoiding personal opinions.
TEACHING TIP The use of the present to retell the plot of a story is called the literary present. It is used to talk about books or movies or other works of art which are considered to exist in an eternal present.
Each time a book is opened or a movie viewed, the events unfold.
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 plot summary.
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s plot summaries.
• 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 plot summary 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 plot summaries 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 plot summary.
EXIT TICKET Ask Ss to refer to their plot summaries to briefly retell a partner what the story is about. Ss may refer to their written plot summaries, but challenge them not to look at the text too much while talking to their partner. Tell Ss to ask follow-up questions.
Monitor. Listen and take notes on areas for review and extra practice in later lessons.
fictional
that the signs
art
in danger figures out who did it pointed in that direction all along
artist
investigate exhibited for the
first time
Philippe
hunch
motive
hunting accident
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM Some people reject evidence that they have not personally experienced. For example, despite mathematical and photographic evidence, some do not believe that the sun is at the center of the solar system. Review the data and
answer the questions.
340 BCE Aristotle provides scientifi c reasoning that the earth is at the center of the solar system.
200 BCE Aristarchus suggests that the sun is at the center of the solar system.
1630 Galileo Galilei uses a telescope to support Aristarchus’ theory.
1688 Sir Isaac Newton invents a new telescope that shows the sun at the center.
1946 The fi rst photograph of Earth is taken from space.
1961 The fi rst human goes to space.
1969 The fi rst humans go to the moon.
1990 Hubble Space Telescope is in orbit around the earth.
Since 2012 Satellites become common.
Aristotle provides scientifi c reasoning that the earth is at the center of the solar system.
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives Talk about
famous mysteries Talk about
personal mysteries Discuss urban
legends
Vocabulary Words related
to mysteries
Conversation Keep listeners’
attention
Pronunciation Reduction of
modal perfects
Listening
Listen for emphasis
Note-taking Use mapping
Language Choices Modals for speculation
about the past Modals for expectation Passive modals
Discussion Acknowledge
ideas
Reading Respond to
the writer
Writing Build
excitement
What will you do to learn the things you highlighted?
Review the Reading Skill:
Respond to the writer.
Notes Done
2 REFLECT AND PLAN
1. Who believed that the sun goes around the earth?
2. When did humans fi rst explore space?
3. What instruments helped provide evidence for scientists?
THINK CRITICALLY What reasons do some people have for rejecting science? Discuss with a partner.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Choose a current, debatable issue and think of 3–5 ways people could be convinced to adopt more scientifi c and/or critical thinking perspectives about it.
Step 2 Evaluate Choose the best solution. Consider how to go about changing people’s minds using evidence and factual details.
Step 3 Present Explain the best solution to the class. Refer to the data to support your ideas.
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the timeline. Ask a volunteer to read the information in the timeline.
• Tell Ss to use the information in the timeline to answer the questions.
• Go over the answers as a class.
• Read the target question. Have Ss discuss with a partner.
• Circulate and assist as needed. Prompt with questions if Ss get stuck.
• Bring the class together and have groups 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 choose a debatable issue and think up 3–5 arguments to convince people to adopt a more scientific and/or critical
thinking perspective about it. If possible, allow Ss to do research online. (For example, An example of a debatable issue is childhood vaccinations for diseases such as polio and measles. Argument 1:
Thanks to advances in medical science, children can be protected from diseases. Argument 2: Vaccines have been researched thoroughly and are safe and effective. Argument 3: Vaccines prevent the spread of diseases to others. Argument 4: Vaccines reduce and eliminate diseases for future generations.)
• For step 2, have groups evaluate the arguments supporting the debatable issue and agree on the best one that refers to specific scientific evidence.
• For step 3, ask the reporters to present their group’s best argument to the class. Remind groups to be specific in supporting their argument. 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.
Aristotle 1961
telescopes, photographs, satellites Possible answer: Some people might ignore facts if they conflict with personal, religious, or political beliefs. Some people might associate scientific facts with social or political views based on how these facts are being portrayed in the media.
GET STARTED
41
CAMILA RIVAS
@CamilaR
My friend thinks he’ll become a famous artist. I hope so, but it could take decades to get there. In any case, I’m sure he’ll enjoy trying.
Read the unit title and learning goals. Besides painting, what are fi ve or more disciplines that are considered part of the arts?
Look at the photo. It shows a brush tipped with various paints.
How does this photo suggest art rather than house painting or furniture painting?
Read Camila’s message. Why might her friend be unrealistic, and why might it not matter?
LEARNING GOALS
In this unit, you
talk about street art talk about AI and art discuss the benefi ts
of improvisation
read about a famous festival write a descriptive essay