WRITE SIMPLE HEALTH ADVICE
LESSON 5 WRITE SIMPLE HEALTH ADVICE
74 UNIT 6
5
DIEGO SALAS
@DiegoS
Do you sleep on your stomach?
You should read this post!
WRITE SIMPLE HEALTH ADVICE
UNIT 6 T-74
LESSON 5 WRITE SIMPLE HEALTH ADVICE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, Who gives you health advice? Whose advice do you take? Do you ever give health advice?
1 BEFORE YOU WRITE
• Read Diego’s social media message aloud. Ask, Do you sleep on your stomach?
• Say, Diego is talking about the discussion board post in this exercise. What do you think the post is about?
(health advice)
CULTURE NOTE A lot of people in the United States seek medical advice on discussion posts and blogs. However, many people are not aware that this advice is not always given by doctors or certified professionals. In other words, the advice is not always reliable.
• Have Ss read the post and answer the question.
• Go over the directions. Have Ss read the post again and make a list of Dos and Don’ts.
OPTION For lower-level Ss, copy the list on the board. Elicit answers from Ss to complete the first couple of lines of each list and fill them in on the board. Then have Ss work in pairs to complete the rest of the chart.
OPTION For higher-level Ss, after they complete the task, ask them to add their own ideas to the list of dos and don’ts.
• Have Ss check answers in pairs or small groups.
EXTENSION Have a discussion about back pain.
Start by talking about your own experiences with back pain, if appropriate. Then ask Ss to share their own personal experiences with back pain if they are comfortable doing this. Ask, Do you agree with the advice in this blog? Encourage Ss to share their own tips about what they do to make their back pain go away.
• Have Ss look at the completed charts in Exercise 1B and identify the things they do and don’t do. Then have them discuss the habits they want to change.
• Give Ss a few minutes to complete the task.
• Have pairs share their answers with the class.
TEACHING TIP Health issues are sometimes considered sensitive. Ss may not want to discuss their health in class. Whenever you ask Ss to complete an activity related to health, or any other potentially sensitive topic, tell them they can make up information instead of giving personal details about themselves.
EXTENSION Bring in discussion board posts that feature questions about health. Make sure the posts are appropriate in level and content for your class and do not include complex medical terminology.
Have Ss read them for extra vocabulary and reading practice. You can also invite Ss to post responses to the discussion posts later in the lesson.
frenglish.ru
2 FOCUS ON WRITING
Read the Writing Skill.
Read the post again. Circle for example and like. Underline the examples that follow.
3 PLAN YOUR WRITING
Choose a cold, a sore throat, or the fl u. What should you do to get better? What shouldn’t you do?
Write notes.
DOs DON’Ts
PAIRS Give your partner some advice about remedies for a cold, a sore throat, or the fl u.
When you have a cold, you should wear warm clothes.
4 WRITE
Write a discussion board post about what you should do and shouldn’t do when you have a cold, a sore throat, or the fl u. Remember to use examples with like or for example. Use the post in 1A as a model.
5 REVISE YOUR WRITING
PAIRS Exchange posts and read your partner’s post.
1. Did your partner give advice about what you should and shouldn’t do for a cold, a sore throat, or the fl u?
2. Did your partner introduce examples correctly with like or for example?
PAIRS Can your partner improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
WRITING SKILL Give examples with for example and like Use for example or like to introduce examples. For example works well to introduce examples at the beginning of sentences. Use a comma after for example.
• Rest is often the best remedy. For example, if you hurt your back or get a headache, you should just lie down for a little while.
Like works well to introduce examples in the middle or at the end of sentences. Don’t use full sentences after like.
• Cold remedies like tea with lemon and soup never really work for me.
Check your
• spelling
• punctuation
• capitalization
UNIT 6 75 I CAN WRITE SIMPLE HEALTH ADVICE.
UNIT 6 T-75
2 FOCUS ON WRITING
• Read the Writing Skill box on using for example and like aloud. Ask, Why is it important to add examples to writing? (To add more details. Details make it easier for the reader to understand and also make the reading more interesting.)
• Write on the board: When I get the flu, I use remedies like eating garlic. Underline like. Say, This is an example of how we use like at the end of a sentence. Then write on the board: When I get the flu, I use remedies like I eat a lot of garlic. Cross out I eat a lot of garlic. Say, We can’t use full sentences after like.
• Direct attention back to the post Diego read in Exercise 1A. Have Ss circle all the examples of for example and like. Then have Ss underline the examples that follow.
• For lower-level Ss, model the task. Focus on the discussion board post and ask, Where is the first for example and the example it introduces? (in the second line of the post: for example, you should do exercises)
• Go over answers as a class.
3 PLAN YOUR WRITING
• Tell Ss it is time to start developing their own writing about health Dos and Don’ts. Ask them to choose a cold, a sore throat, or the flu. Ask, What should you do if you have this health problem? What shouldn’t you do?
• Give Ss time to take notes for the illness they chose.
Remind them to use the chart from 1B as an example as they work.
• Circulate to help Ss as needed.
• Read the directions and the example sentence aloud. Tell Ss they will use this sentence to have their own conversations.
• Pair Ss to talk about the advice in their notes.
• If time allows, ask Ss to share their advice with the class.
OPTION Put Ss into three groups to complete the exercise based on which condition they chose for 3A. Have them compile all their answers. Then have each group—cold, sore throat, and flu—present their answers to the other two groups. Ask Ss to vote on the three best pieces of advice for each condition.
4 WRITE
• Ask Ss to use their charts from 3A to write a discussion post. They should write about what someone should and should not do for one of the conditions listed.
Remind them to include for example and like in
their writing and to use the model as an example.
Encourage them to use correct spelling, punctuation, and capitalization.
5 REVISE YOUR WRITING
• Tell Ss they will peer-review their partner’s discussion post. Ask them to answer the questions in the book about their partner’s discussion post.
• Ask Ss to make suggestions for improvement.
TEACHING TIP When you ask Ss to peer-review each other’s work, keep in mind that they may worry that their English isn’t good enough to offer feedback. Remind them that they can focus on checking the specific grammar and vocabulary they studied in the unit. Also remind them that they are just offering suggestions and that the person they are giving feedback to can choose not to follow their recommendations.
6 PROOFREAD
• Have Ss proofread their discussion posts one last time.
• Ask them to check their spelling, punctuation, and capitalization.
• Then collect student work and offer individual feedback.
EXIT TICKET On a blank card or piece of paper, have Ss write a couple of sentences of health advice for an illness or symptom they did not write about in this lesson. For example, if they wrote about a cold in their discussion board post for 4, have them write advice for a sore throat or some other condition.
Collect cards as Ss leave. Read them to identify areas for further review and individual Ss who may need additional practice.
frenglish.ru
2 FOCUS ON WRITING
Read the Writing Skill.
Read the post again. Circle for example and like. Underline the examples that follow.
3 PLAN YOUR WRITING
Choose a cold, a sore throat, or the fl u. What should you do to get better? What shouldn’t you do?
Write notes.
DOs DON’Ts
PAIRS Give your partner some advice about remedies for a cold, a sore throat, or the fl u.
When you have a cold, you should wear warm clothes.
4 WRITE
Write a discussion board post about what you should do and shouldn’t do when you have a cold, a sore throat, or the fl u. Remember to use examples with like or for example. Use the post in 1A as a model.
5 REVISE YOUR WRITING
PAIRS Exchange posts and read your partner’s post.
1. Did your partner give advice about what you should and shouldn’t do for a cold, a sore throat, or the fl u?
2. Did your partner introduce examples correctly with like or for example?
PAIRS Can your partner improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
WRITING SKILL Give examples with for example and like Use for example or like to introduce examples. For example works well to introduce examples at the beginning of sentences. Use a comma after for example.
• Rest is often the best remedy. For example, if you hurt your back or get a headache, you should just lie down for a little while.
Like works well to introduce examples in the middle or at the end of sentences. Don’t use full sentences after like.
• Cold remedies like tea with lemon and soup never really work for me.
Check your
• spelling
• punctuation
• capitalization
UNIT 6 75 I CAN WRITE SIMPLE HEALTH ADVICE.
frenglish.ru
GET STARTED 1 MEDIA PROJECT
06-23 Listen or watch. What things does Omar show?
06-24 Listen or watch again. Complete the chart.
Thing Omar shows Why it’s good for his health 1
2 3
Make your own video.
Step 1 Think about things you use to stay healthy.
Step 2 Make a 30-second video. Show the things you use to stay healthy.
Describe why you like them.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
STUDY SYLLABLES
Choose some words you want to practice saying.
Write the words on a piece of paper and draw lines between each syllable. Check your work with a dictionary or ask your teacher for help.
Choose ten vocabulary words in this unit. Write them down and draw lines to break them into syllables. Practice saying each word. Count the syllables by touching your mouth to your hand.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about daily routines Talk about injuries Talk about illnesses and
their remedies
Vocabulary Daily routines Parts of the body Illnesses Remedies
Pronunciation Emphatic stress Consonant groups and
silent consonants
Grammar
Adverbs of frequency Should for advice and suggestions
Reading
Understand the purpose of each paragraph
Writing
Give examples with like and for example
What will you do to learn the things you highlighted?
Write notes.
In the app, watch the Pronunciation Coach video: Emphatic stress
Notes Done
teach / er jour / na / list
man / ag / er
~~~~~~~~~~
PUT IT TOGETHER
76 UNIT 6
sneakers, fruit (an apple and an orange), his bed
sneakers he uses them to exercise
fruit, an apple and an orange fruit is good for you
his bed sleep is important for our health
frenglish.ru
GET STARTED 1 MEDIA PROJECT
06-23 Listen or watch. What things does Omar show?
06-24 Listen or watch again. Complete the chart.
Thing Omar shows Why it’s good for his health 1
2 3
Make your own video.
Step 1 Think about things you use to stay healthy.
Step 2 Make a 30-second video. Show the things you use to stay healthy.
Describe why you like them.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
STUDY SYLLABLES
Choose some words you want to practice saying.
Write the words on a piece of paper and draw lines between each syllable. Check your work with a dictionary or ask your teacher for help.
Choose ten vocabulary words in this unit. Write them down and draw lines to break them into syllables. Practice saying each word. Count the syllables by touching your mouth to your hand.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about daily routines Talk about injuries Talk about illnesses and
their remedies
Vocabulary Daily routines Parts of the body Illnesses Remedies
Pronunciation Emphatic stress Consonant groups and
silent consonants
Grammar
Adverbs of frequency Should for advice and suggestions
Reading
Understand the purpose of each paragraph
Writing
Give examples with like and for example
What will you do to learn the things you highlighted?
Write notes.
In the app, watch the Pronunciation Coach video: Emphatic stress
Notes Done
teach / er jour / na / list
man / ag / er
~~~~~~~~~~
PUT IT TOGETHER
76 UNIT 6 UNIT 6 T-76
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture on the right. Ask, What do you see? (a person running in a park)
• Ask Ss, What do you think Omar will talk about?
Have Ss listen or watch the video and check their predictions.
• Give Ss time to answer the question. Have Ss listen or watch the video again if necessary.
• Have Ss compare answers. Then go over the answers as a class.
• Have Ss preview the chart to give them an idea of what to listen for. Then have them listen or watch again.
• Give Ss time to complete the chart. Have Ss listen or watch again if appropriate.
• Have Ss compare answers. Then go over the answers as a class.
EXTENSION Ask additional questions about the video to make sure students understand.
For example:
Where does Omar like to run? (park and gym) What else does he do for exercise? (walk to work) What fruit does he have with him today? (apple and orange)
When does he eat fruit? (for breakfast)
How long does he sleep every night? (eight hours) Why does he go to bed early? (so he can get up early)
• Explain to Ss that they will create a video similar to the one they watched.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of what things they use to stay healthy and why they like each item.
• For homework, tell Ss to make their video. Tell them they can film themselves or they can ask someone to film them.
• Back in class, write the following questions on the board:
Feedback: Is the student well-prepared?
Was the video well-organized?
Does the student speak loudly and clearly?
Does the student include items he / she uses to stay healthy?
Does the student describe why he / she likes each item?
Give Ss a few minutes to read over the questions.
Tell them to write each person’s name on a piece of paper before they watch the video and then take notes during the video referring to the questions on the board.
• Then invite classmates to ask questions and give feedback.
• You may choose to save the feedback until the very end and let Ss walk around and refer to their notes and tell Ss individually what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION Provide an opportunity for self-review. Have Ss watch their own video again and complete the feedback questions.
2 LEARNING STRATEGY
• Remind Ss about what a syllable is (a unit of
pronunciation that has one vowel sound and may or may not include consonant sounds). Write video on the board. Say, Divide this word into syllables. (vid-e-o) Point out that this word has three syllables.
• Ask Ss to read the Learning Strategy silently. Ask, Do you think this is a good way to practice English?
• Tell Ss to choose ten vocabulary words from this unit and divide them into syllables.
OPTION Ask Ss to write one of their words on the board and divide it into syllables. Make sure they can pronounce it correctly.
3 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 compare checklists in pairs and talk about the things they need to study or practice more.
• Have Ss work individually to think about what might help them learn the topics they don’t feel they know yet. Refer individual Ss to specific handouts, app practice, workbook pages, and so on to help them master any problem areas. 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 ideas for learning different topics.
UNIT REVIEW BOARD GAME To review the Unit content, go to the Pearson English Portal / Reproducibles / Unit Review Board Games folder and print out and make copies of the Unit 6 Board Game. You’ll find instructions for the game in the same folder.
frenglish.ru
GET STARTED
Read the title and the learning goals.
Look at the photo of the city. How can people move around the city?
Now read Rosa’s message. Where is she going next week?