WRITE AN EMAIL TO MAKE PLANS
LESSON 5 WRITE AN EMAIL TO MAKE PLANS
62 UNIT 5
5
CARLOS MORENO
@CarlosM
The beach was great! Now, I need to make some plans for next weekend!
WRITE AN EMAIL TO MAKE PLANS
UNIT 5 T-62
LESSON 5 WRITE AN EMAIL TO MAKE PLANS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, Do you use email to make plans? Who do you make plans with? What kinds of plans do you make?
• Then read the social media message aloud. Ask, Did Carlos enjoy the beach? (yes) What will his next messages be about? (plans for next weekend)
• Draw attention to the smiley face at the end of Carlos’s message. Say, This is called an emoji. Why do people use emojis? (to express their emotions or let people know how they are feeling)
LANGUAGE NOTE The word emoji actually has a Japanese origin from the 1990s. The e is from the word picture and moji means letter or character.
EXTENSION Show Ss examples of other emojis and have them discuss what emotion is expressed by each one. Have Ss look at their phones to see what types of emojis are available and share them with a partner or small group. Ask, Which of these do you use? Who do you send emojis to?
1 BEFORE YOU WRITE
• Draw attention to the beginning of the email message.
Ask, Who is writing this email message? (Edgar) Who is he writing to? (Carlos and Ryan) Ask, Do you send messages to more than one person at a time? Why do you do this?
• Have Ss read the email message silently and then answer the question.
• Go over the answer as a class.
• Answer any additional vocabulary or content questions.
EXTENSION To check understanding of the message, ask additional comprehension questions about it. For example:
When does Edgar want to go camping?
(next weekend)
Where does he want to go? (Red River Park) How will they cook their fish dinner? (over a fire) What does the emoji mean in Edgar’s message?
(He likes cooking over a fire.)
How does Edgar suggest they get there? (He can give them a ride or they can meet there.)
What time is he leaving? (3:00)
• Go over the directions. Give Ss a few minutes to read the email again and take notes in the chart.
OPTION Have Ss highlight the information for each day in the email in a different color. For example, have them highlight Friday’s activities in one color, Saturday’s in a second color.
• Have Ss check answers in pairs.
OPTION To check answers, copy the chart on the board and ask volunteers to come up and write their answers in the chart.
• In pairs, have Ss read the email again and identify the phrases that have similar meanings to the phrases listed.
• Do the first item with the class as an example. Ask, Which words in the email mean the same as We should go? (Let’s go.)
• Have them complete the exercise. Go over the answers as a class.
• Say, These are useful phrases that you can use in your own writing. Have them copy the phrases into their notebooks.
EXTENSION Ask Ss to write their own sentences with the phrases. In groups, have them read their sentences aloud. Circulate to make sure the phrases are being used correctly.
TEACHING TIP Whenever you introduce new grammar or vocabulary in class, it is a good idea to have Ss produce it independently. (For example, when you introduce new vocabulary, have Ss create their own sentences with the vocabulary. Checking their sentences will also enable you to ensure they understand the vocabulary.)
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2 FOCUS ON WRITING
Read the Writing Skill.
Read the email in 1A again. Circle or. Underline the choices that Edgar gives his friends.
3 PLAN YOUR WRITING
Think about plans for a weekend. Write possible activities below.
Friday Saturday Sunday
PAIRS Tell your partner about your ideas for the weekend. Include choices of places or activities.
Let’s go hiking. We can go to the mountains or …
4 WRITE
Write an email to a friend. Suggest a plan for the weekend. Include choices of place or activities.
Remember to use or. Use the email in 1A as a model.
5 REVISE YOUR WRITING
PAIRS Exchange emails and read your partner’s email.
1. Did your partner describe his or her plans?
2. Did your partner give choices of places or activities?
2. Did your partner use or between the choices?
PAIRS Can your partner improve his or her email? Make suggestions.
6 PROOFREAD
Read your email again. Can you improve your writing?
WRITING SKILL Use or to describe choices Use or to show a choice between two or more diff erent things, ideas, or activities.
• Would you like to go to a movie, a play, or a concert?
• We can leave now or wait for an hour.
Check your
• spelling
• punctuation
• capitalization
UNIT 5 63 I CAN WRITE AN EMAIL TO MAKE PLANS. UNIT 5
T-63
2 FOCUS ON WRITING
• Read the Writing Skill box aloud. Explain that or is a word that connects two or more choices. Read the examples in the box. Draw attention to the first example. Say, When we use or in a list of three or more things, we need to put commas between the things.
• Contrast or with and and but. Write on the board:
A: Would you like to go swimming and surfing at the beach on Saturday?
B: I want to go swimming, but I don’t want to go surfing.
I want to sunbathe or play volleyball on the beach.
Remind Ss that and is used to add information or connect two similar ideas. But is used to introduce different ideas.
• Direct Ss’ attention back to the email message. Have Ss circle examples of or and underline the choices on either side of each or.
• Go over answers as a class.
EXTENSION Say, What do you think of the choices Edgar offers in his email? Which activities do you think are fun? Then have Ss role-play their own conversations using or. One S plays the role of Edgar, and the other answers with his or her own choice(s).
For example:
A: Do you want to go swimming, jet skiing, or fishing?
B: I want to go swimming.
3 PLAN YOUR WRITING
• Tell Ss they are going to make plans with a friend for a weekend, and they have to think of ideas about what to do. Have them complete the chart with activities they enjoy doing.
• If appropriate, model the activity by copying the chart on the board and completing it with your own ideas for weekend plans.
• Give Ss time to complete their charts. Remind them to use the chart in 1B on page 62 as a model.
• Circulate to help Ss as needed.
• Go over the directions and the example. Say, In this conversation, explain what you want to do this weekend to your partner. You don’t have to decide what you are going to do. Encourage them to use or to describe choices.
• In pairs, have Ss describe their plans.
EXTENSION Have volunteers share the choices they discussed with the class. Have the Ss vote on the best ideas.
4 WRITE
• Have Ss write an email to a friend making suggestions for plans for the weekend. Require them to include choices of place or activities.
• Refer Ss to the email in 1A 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 email. Ask them to answer the questions in the book about their partner’s email.
• Ask Ss to make suggestions for improvement.
• Remind Ss that email messages such as this are informal and it is okay if they are not using formal English. They should, however, use correct grammar and spelling.
6 PROOFREAD
• Have Ss proofread their email messages one last time.
• Ask them to check their spelling, punctuation, and capitalization.
• Then collect Ss work and offer individual feedback.
EXTENSION Hold a class discussion. Have Ss make suggestions for in-class or after-class activities. Give an example: After class, do you want to go to lunch or study in the library? At the end of the discussion, take a vote to see which activity Ss like the most.
EXIT TICKET Give Ss a mini-quiz. Write a few sentences that use or on the board. For example, Do you want to go camping stay in a hotel this weekend? (or)
I want to play soccer basketball volleyball tennis this weekend. (,/,/,or)
Have Ss copy the sentences onto a blank card or piece of paper and to complete each one with or.
Remind them to include commas if necessary. Collect the quiz papers as Ss leave. Read them to identify areas for review in later lessons and individual Ss who may need additional practice.
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2 FOCUS ON WRITING
Read the Writing Skill.
Read the email in 1A again. Circle or. Underline the choices that Edgar gives his friends.
3 PLAN YOUR WRITING
Think about plans for a weekend. Write possible activities below.
Friday Saturday Sunday
PAIRS Tell your partner about your ideas for the weekend. Include choices of places or activities.
Let’s go hiking. We can go to the mountains or …
4 WRITE
Write an email to a friend. Suggest a plan for the weekend. Include choices of place or activities.
Remember to use or. Use the email in 1A as a model.
5 REVISE YOUR WRITING
PAIRS Exchange emails and read your partner’s email.
1. Did your partner describe his or her plans?
2. Did your partner give choices of places or activities?
2. Did your partner use or between the choices?
PAIRS Can your partner improve his or her email? Make suggestions.
6 PROOFREAD
Read your email again. Can you improve your writing?
WRITING SKILL Use or to describe choices Use or to show a choice between two or more diff erent things, ideas, or activities.
• Would you like to go to a movie, a play, or a concert?
• We can leave now or wait for an hour.
Check your
• spelling
• punctuation
• capitalization
UNIT 5 63 I CAN WRITE AN EMAIL TO MAKE PLANS.
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GET STARTED 1 MEDIA PROJECT
05-23 Listen or watch. What does Yuna talk about?
05-24 Listen or watch again. Answer the questions.
1. Where will the party be?
2. What are two things people can do?
3. What time can people go?
Show your own photos.
Step 1 Think about an event you want your friends to attend. Find one or more photos of the place.
Step 2 Show your photos to the class. Talk about the event.
Step 3 Answer questions about the event. Get feedback on your presentation.
2 LEARNING STRATEGY
WRITE A SENTENCE. CHANGE SOMETHING.
Choose a topic and write one sentence about that topic. Then choose something in the sentence to change. Write the sentence again with the change.
Then do it again. Write ten sentences in total. Do this for two new sentences with two different topics.
Write a sentence about a future plan that you have. Then rewrite the sentence and change only one thing in it. Write another sentence and change something else. Do this ten times.
I’m going to France on Sunday.
I’ll go to France on Sunday.
I’ll go to the movies on Sunday.
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 plans Plan an activity with
friends
Talk about problems with plans
Vocabulary
Time expressions Verbs for offers;
Activities with go + -ing Problems with plans
Pronunciation
Sounds and spelling:
the vowels /aɪ/, /ɪ/, and /i/
Contractions with will
Grammar
Present continuous for the future
Object pronouns Will for future intention
Reading
Think about similar readings
Writing
Use or to describe choices
What will you do to learn the things you highlighted?
Write notes.
In the app, listen to Listening 4A: Talk about problems with plans
Notes Done
PUT IT TOGETHER
64 UNIT 5
Yuna talks about Nate’s birthday party.
At a park near Yuna’s house.
eat food, play games, listen to music, go fishing, go kayaking at 2 o’clock or later
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GET STARTED 1 MEDIA PROJECT
05-23 Listen or watch. What does Yuna talk about?
05-24 Listen or watch again. Answer the questions.
1. Where will the party be?
2. What are two things people can do?
3. What time can people go?
Show your own photos.
Step 1 Think about an event you want your friends to attend. Find one or more photos of the place.
Step 2 Show your photos to the class. Talk about the event.
Step 3 Answer questions about the event. Get feedback on your presentation.
2 LEARNING STRATEGY
WRITE A SENTENCE. CHANGE SOMETHING.
Choose a topic and write one sentence about that topic. Then choose something in the sentence to change. Write the sentence again with the change.
Then do it again. Write ten sentences in total. Do this for two new sentences with two different topics.
Write a sentence about a future plan that you have. Then rewrite the sentence and change only one thing in it. Write another sentence and change something else. Do this ten times.
I’m going to France on Sunday.
I’ll go to France on Sunday.
I’ll go to the movies on Sunday.
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 plans Plan an activity with
friends
Talk about problems with plans
Vocabulary
Time expressions Verbs for offers;
Activities with go + -ing Problems with plans
Pronunciation
Sounds and spelling:
the vowels /aɪ/, /ɪ/, and /i/
Contractions with will
Grammar
Present continuous for the future
Object pronouns Will for future intention
Reading
Think about similar readings
Writing
Use or to describe choices
What will you do to learn the things you highlighted?
Write notes.
In the app, listen to Listening 4A: Talk about problems with plans
Notes Done
PUT IT TOGETHER
64 UNIT 5 UNIT 5 T-64
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture on the right. Ask, What do you see? (a park) Ask Ss to call out names of parks they are familiar with.
• Ask Ss what they think the video will be about. Play the audio or video.
• Give Ss time to answer the question. Play the audio or video again if necessary.
• Have Ss compare answers. Then go over the answer with the whole class.
• Play the audio or video again.
• Give Ss time to answer the questions. Play a third time if necessary.
• Have Ss compare answers. Then go over the answers with the whole class.
• Explain to Ss that they will use their own photos of a place and event they want their friends to attend. This event does not have to be real.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of what activities they will include.
• For lower-level Ss, tell Ss about local places or events that are happening in your community. Write a list on the board to give Ss ideas for their projects.
• For homework, tell Ss to find their photos. They do not need to print photos. They can just show their photos on their phones.
• Back in class, write the following questions on the board:
Feedback: Is the student well prepared?
Was the presentation well organized?
Does the student speak loudly and clearly?
Does the student talk about the event?
Does the student show a picture of the location?
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 presentation and then take notes during the presentation 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
• Ask, What can you revise or change? Elicit answers such as writing or plans.
• Ask Ss to read the Learning Strategy silently. Read the example sentences aloud. Ask, What changed in each sentence? (First, I’m going changed to I’ll go. Then to France changed to to the movies.) Ask, Do you think this is a good way to practice English?
• Give Ss time to write their own sentences. Remind them that the more they change their sentences, the more practice they get.
OPTION Adjust the number of times Ss revise the sentences based on the level of Ss. Higher-level Ss might be able to revise more than ten times; lower- level Ss might only be able to revise five times.
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 5 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
Read the title and the learning goals.
Look at the photo of the people. What problems do they have?
Now read Diego’s message. What problem does he have?