• Read the lesson title. Then call on a volunteer to read the social media message aloud.
• Ask, What sports team is Edgar a fan of? (Bears) Why do you think he doesn’t listen to both sides? (because he is a fan, and a fan is loyal to his or her team no matter what) Do you ever similarly only choose to see one side of a story?
LANGUAGE NOTE To listen to both sides of the story means that a person objectively checks a source and makes an effort to weigh all information before making a decision or forming an opinion
about something.
CULTURE NOTE Bears are an American football team based in Chicago. Many U.S. teams are named after animals, such as the Philadelphia Eagles (football), the Carolina Panthers (football), and the Detroit Tigers (baseball). Powerful intimidating animals are chosen to symbolize strength and impressive qualities.
Names of endearing animals are also chosen, such as the Pittsburgh Penguins (hockey) and the Miami Dolphins (football).
1 BEFORE YOU WRITE
• Ask for a volunteer to read the text about compare and contrast essays aloud.
• Clarify the meaning of integrate the benefits of both (combine the good points of each).
• Ask, Who has written a compare and contrast essay before? Ask for volunteers to share what their compare and contrast essays were about and why they had to write the essays.
• Have Ss look at the picture and describe what they see.
• Have Ss follow along in their books as you read the compare and contrast essay aloud.
• Focus on the title. Ask, Why do you think the writer of the article pairs the word game with politics? (He or she is comparing and contrasting the worlds of sports and politics.)
• Ask the target question. Elicit the answer.
• Clarify any unfamiliar vocabulary, such as commonalities (similarities or things in common), cohesive (united), affiliation (a connection that someone has with a sporting team or political or religious organization), divisive (causing a lot of disagreement between people), and take office (to start in an important position in government).
OPTION In small groups, have Ss take turns reading the essay aloud. Ask them to switch with
every paragraph.
• Read the instructions aloud. Before Ss look for main ideas, review the parts of an essay. Ask, What does the first paragraph of an essay do? (introduce the topic) What do the body paragraphs do? (develop the topic) What does the last paragraph do? (draw a conclusion)
• In pairs, have Ss find the main idea of each paragraph.
• Go over the answers as a class.
TEACHING TIP Encourage Ss to use tips from the Reading Skill on page 25 to identify key information.
Review that they can circle the main idea of each paragraph, underline words and phrases that relate to the main idea, and underline content words.
• Have Ss read the diagram and fill in any answers they already know. Then tell them to reread the model and complete the diagram.
• Circulate and assist as needed.
• Go over the answers as a class.
TEACHING TIP Graphic organizers are useful tools for effective writing. They can help Ss generate ideas, visually demonstrate the relationship between facts and concepts, classify ideas, examine relationships, summarize readings, analyze texts, and structure writing assignments.
EXTENSION In pairs, have Ss use the notes in the diagram to give a summary of the compare and contrast essay.
Possible answer: Because politics is much more likely to have a direct impact on people’s everyday lives and general wellbeing than sports would.
Paragraph 1: introduces the two things being compared; makes a thesis statement about why the topic is important Paragraph 2: talks about the characteristics of sports fans
Paragraph 3: talks about the characteristics that political partisans share with sports fans (similarities)
2 FOCUS ON WRITING
Read the Writing Skill. Then reread the model. Underline the transition words for comparison or contrast.
3 PLAN YOUR WRITING
Think of two different groups of people that you can compare (for example, online friends versus in-person friends, in-laws versus parents, or entertainers versus politicians). Create a diagram like the one in 1D to brainstorm the similarities and differences between the groups.
PAIRS Discuss your ideas.
I think I’ll write about vegetarians versus meat-eaters.
4 WRITE
Write a fi rst draft of a compare and contrast essay about the two groups you described in 3A.
Remember to use transition words. Use the essay in 1B as a model.
5 AFTER YOUR FIRST DRAFT
PEER REVIEW Read your partner’s essay.
• Does the introduction clearly state which groups are being compared?
• Does the essay give equal attention to both of these groups?
• Are both similarities and differences between the groups identifi ed and discussed?
• Does the essay use transition words effectively?
• Does the essay draw some kind of conclusion that goes beyond a simple list?
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 SKILL Use transition words To create smooth connections between your ideas, use transition words.
Some transition words for comparison are similarly, as with, and like. Some transition words that show contrast are whereas, while, unlike, and although.
Writing tip
Get it all out. When writing your fi rst draft, more is better. Your fi rst draft provides all the raw material, which you can then shape and refi ne. So it’s best to get all of your ideas onto the page.
Then you can move things around or cut things out as needed.
PAIRS Read the model again. Complete the diagram.
Sports fans Political partisans
• are unlikely to over the course of their lifetime
• go home
• loyalty often comes from
• sense of
connected to the team
• act
towards the other team
• occasionally switch during the course of their lifetime
• are affected in their by the outcome of the election
UNIT 2 27 I CAN WRITE A COMPARE AND CONTRAST ESSAY.
UNIT 2 T-27
2 FOCUS ON WRITING
• Bring Ss’ attention to the Writing Skill. Read it aloud.
• Elicit some examples of transition words used to compare or contrast. For example, write on the board: As with real-life friendships, people in online friendships communicate and share thoughts and feelings.
• Read the instructions. Have Ss reread the essay and underline the transition words.
• Go over the answers.
OPTION Ask, Based on the transition words you’ve underlined, which of the paragraphs mostly makes comparisons? (paragraph 3) Which one shows differences? (paragraph 4)
3 PLAN YOUR WRITING
• Read the instructions aloud. Have Ss draw their own diagram using the diagram in 1D as a model.
• Have Ss complete the diagram individually with their own ideas. Suggest that they write words and phrases, not complete sentences.
• Circulate as Ss work, assisting as needed.
• Read the Writing tip aloud. Focus on the term raw material. Ask, In what context did we see the adjective raw already in this unit? (raw emotion in Lesson 2, 1B
on page 20) Elicit or point out that, like raw emotion, raw material is still in its natural untreated state. The first draft contains raw material. Once it’s revised and edited and proofread, it is no longer raw.
• Call on a volunteer to read the example to the class.
• Then have Ss discuss their ideas in pairs. Circulate and prompt Ss to think deeper by asking follow-up questions about their topics.
• Encourage Ss to make additional notes.
4 WRITE
• Read the instructions aloud. Tell Ss to use the notes in their diagram from 3A to write the first draft of their compare and contrast essay.
• Remind them to use the essay in 1B as a model.
Encourage them to follow a similar structure, where paragraph 1 introduces the two things being compared and makes a thesis statement about why the topic is important; paragraph 2 talks about the characteristics of one group; paragraph 3 talks about the characteristics that another group shares with the first group (similarities); paragraph 4 talks about differences between the first and second group, noting how this might be important; and paragraph 5 draws
a conclusion about why the differences are important and what we can do with this information.
• Bring Ss’ attention to the tense used in the essay in 1B. Ask, What verb tense is used throughout most of the essay? (present) Why? (because the writer is stating thoughts and opinions; there aren’t references to specific past or future events) Tell Ss they should similarly use mostly present tense.
TEACHING TIP If Ss are familiar with other formats for compare and contrast essays, invite them to use those for their essay.
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 compare and contrast 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 walk around and summarize the content of their compare and contrast essay to two different classmates. Ss may bring their essay with them for reference, 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.
change loyalties regional pride
or family relationships
negatively self
loyalties
everyday lives at the end of the game
www.frenglish.ru
GET STARTED 1 PROBLEM SOLVING
CONSIDER THE PROBLEM Millennials are a group of people born between 1981 and 1996 and reaching adulthood in the early 21st century. They increasingly rely on online news rather than more reliable print sources. Review the data and circle the correct answers.
• follow news regularly
• follow news online
• trust news
• earn an undergraduate degree
• earn a graduate degree
Compared to other age groups, millennials are more / less likely to…
0%
–20%
–40%
–60% 20% 40% 60%
–34%
9%
31%
59%
–10%
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking Objectives
Talk about stereotypes Talk about
fandom Discuss bias
Vocabulary Words related
to stereotypes
Conversation Use hyperbole
Pronunciation Stress in causative
verb phrases
Listening
Listen for phrases that guide a conversation
Note-taking Use abbreviations
and symbols
Language Choices Passive voice:
agent versus no agent Causative verbs Active versus
passive reporting
Discussion Build on ideas
Reading Identify key
information
Writing
Use transition words
What will you do to learn the things you highlighted?
In the app, do the Lesson 1 Vocabulary activities: Words related to stereotypes.
Notes Done
2 REFLECT AND PLAN
1. Compared to older adults, millennials have the same amount of / less / more education.
2. Millennials do not trust / are less trusting of / are more trusting of the news.
3. All adults / Millennials / Older adults are more likely to follow the news online because they grew up with the internet.
THINK CRITICALLY Are millennials’ ideas more likely to be shaped by inaccurate or fake news? Why or why not? Discuss the impact that this may have.
FIND A SOLUTION Consider the data, the problem, and possible solutions in small groups.
Step 1 Brainstorm Think of 3–5 ways people can be more critical about news they read online.
Step 2 Evaluate Consider an example of online information that needs to be challenged and how your approach could help people to think more critically about it.
Step 3 Present Explain the best solution to the class.
PUT IT TOGETHER PUT IT TOGETHER
1 PROBLEM SOLVING
• Read the problem aloud.
• Direct Ss’ attention to the table. Ask a volunteer to read the data about millennials.
• Tell Ss to use the information in the table to answer the questions.
• Go over the answers as a class.
• Read the target question. In groups, have Ss discuss.
• Circulate and assist as needed. Prompt with questions if Ss get stuck. For example, Do you think millennials have access to more sources of news than people of earlier generations? Why or why not? How would this affect their relationship to the news?
• Bring the class together and have groups report some ideas.
• Ask groups to choose a timekeeper, a note taker, and a reporter. Give a time limit.
• For step 1, tell the group to write down tips for being more critical about news found on the internet. Have the note taker record tips. Encourage Ss not to limit themselves at this point.
• For step 2, have groups evaluate the tips and choose the best ones. Have them think of a specific example of where information should be checked carefully before accepting it as true and how this can be done.
• For step 3, ask the reporters to present their group’s best tip to the class. Remind groups to be specific in explaining the tips. Leave 2–3 minutes for questions and comments after each presentation.
EXTENSION In groups, have Ss do research online for ideas on how to fact-check news stories. Tell them to compile a list of 5–10 tips. (For example, examine the publication or site sharing a story, research who the author is and if he or she is an authority on the subject, check if the information appears on other sites, look for experts with different perspectives) Bring the class together and compile a list on the board. Ask, Which of these things do you make time to do? Are you ever guilty of confirmation bias—the tendency to interpret information in a way that affirms your own existing beliefs? Invite Ss to share.
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 answers: For argument: The internet provides a wider range of viewpoints than a single newspaper, forcing readers to think critically about sources and perspectives. Against argument: Because access to the internet is so much cheaper than starting a newspaper, less qualified reporters with less to lose often post opinions and
GET STARTED
29
ARTUR TAVARES
@ArturT
I love reading stories about lost treasure. And now that I’ve learned how to scuba dive, I’m going to look for some treasure myself!
Read the unit title and learning goals. The world is full of mysteries.
How do they sometimes make life more exciting?
Look at the photo. It shows someone about to enter a large maze.
If you were standing there, would you enter the maze? What would need to be at the center of the maze to make you enter it?
Read Artur’s message. What kind of treasure might he be looking for?
LEARNING GOALS
In this unit, you
talk about famous mysteries talk about personal mysteries discuss urban legends read about life’s mysteries write a plot summary