WRITE ABOUT WAYS TO RELAX
LESSON 5 WRITE ABOUT WAYS TO RELAX
38 UNIT 3
5
EMMA DAVIS
@EmmaD
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WRITE ABOUT WAYS TO RELAX
UNIT 3 T-38
LESSON 5 WRITE ABOUT WAYS TO RELAX
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Say, Is it important to find ways to relax? Why?
1 BEFORE YOU WRITE
• Read the social media message aloud. Say, Now we are going to read what Emma posted on Good Questions.
• Say, Good Questions is a discussion board. What is a discussion board? (a website where you can write messages about different topics and read responses to your messages)
• Ask Ss if they have ever posted on a discussion board.
Ask, What was the discussion about? What did you share?
• Read the directions aloud. Tell Ss to look for the answer to this question as they read.
• Have Ss read the post silently. Call on a S to answer the question.
• Make sure Ss understand the format of the discussion board. (For example, ask, How many people agree with Emma’s post? (twenty-two) How many disagree?
(three) What else can you read about on this discussion board? (Busy life, Family, Friends, Indoors, Outdoors))
• Answer any additional vocabulary or content questions about the post.
• Have Ss read the post again and take notes in the chart.
• To check answers, copy the chart on the board and ask volunteers to come up and complete it with their answers.
• Ask a few more comprehension questions about the post. (For example, When does Emma relax? (on the weekend) Why does she sometimes stay home and do chores? (Everyone is really busy.) Does Emma love doing all kinds of chores? (no))
• Ask, Was there anything surprising in Emma’s post?
(She thinks doing laundry is relaxing.) How do most people feel about doing laundry? (They don’t like it.) Are there things that you like to do that most people hate doing?
EXTENSION For higher-level Ss, Look up discussion board posts online. Print out a few posts and
bring them to class. Ask Ss to read them for extra vocabulary practice. If appropriate, you can also ask Ss to post responses to these discussion posts.
TEACHING TIP Whenever you bring models or examples taken from real life to class, check them carefully first to ensure that the vocabulary and content is suitable for your Ss. Do not expose your Ss to material that might be too difficult or confusing, or that may offend them for some reason.
• Read the directions aloud. Draw attention to the chart about Emma in 1B.
• Have Ss compare themselves to Emma and discuss the things they like and don’t like to do.
EXTENSION After pairs complete the task, call on volunteers. Ask, Who has more in common with Emma? What things do you both like?
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2 FOCUS ON WRITING
Read the Writing Skill.
Read the post again. Circle each example of and and but. Tell your partner why the writer used and and but.
3 PLAN YOUR WRITING
What do you do to relax? List things you like to do and some things you don’t like to do.
Use your own information to make a chart like the one in 1B.
WRITING SKILL Connect ideas with and and but Use and to connect ideas that are similar. Use but to introduce diff erent ideas or surprising information.
• She is funny and outgoing.
• I am short, but my sister is tall.
• Dan is having fun tonight, but I have to work.
Like Don’t like
PAIRS Tell your partner about what you like to do and don’t like to do.
I like to watch action movies, but I don’t like …
4 WRITE
Write a short discussion board post about what you do to relax. Include what you like to do and don’t like to do. Remember to use and and but. 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 use and to connect similar ideas and but to introduce different ideas or surprising information?
2. Did your partner include things that he or she likes to do and things that he or she doesn’t like to do?
PAIRS Can your partner improve his or her post?
Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UNIT 3 39 I CAN WRITE ABOUT WAYS TO RELAX.
UNIT 3 T-39
2 FOCUS ON WRITING
• Read the Writing Skill box on connecting ideas with and and but aloud. Ask, When do we use and to connect two ideas? (when the ideas are similar) When do we use but? (when the ideas are different)
• Point out that there is no comma after and in the example in the box. There is a comma before but in both examples.
• Have Ss turn back to Emma’s post on page 38 and circle examples of and or but. Ask them to explain why Emma used those words in each case.
• Go over the answers as a class.
LANGUAGE NOTE When you connect single words or phrases with and or but, you do not need to use a comma. For example, She is nice but shy. However, when you connect two independent clauses with and or but, you need to use a comma. (An independent clause has a subject and a verb. It can stand alone as a sentence.) For example, Dad is cleaning the house.
Mom is making dinner. ➝ Dad is cleaning the house, and Mom is making dinner.
3 PLAN YOUR WRITING
• Tell Ss it is time to start working on their own discussion board post. Ask, What are some ways you relax? What do you like to do? What don’t you like to do?
• Have Ss complete the chart. Remind them to use the chart in 1B on page 38 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 frame and the information in their charts in 3A to have their own conversations.
• Pair Ss to have conversations.
• If time allows, ask Ss to share what they learned about their partners with the class.
4 WRITE
• Have Ss work individually to write a discussion post about what they like to do and don’t like to do. Remind them to refer to their chart in 3A and the Writing
Skill box. 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.
TEACHING TIP For Ss who feel uncomfortable about peer reviewing, making the papers anonymous may help. So, have each S put a sticky note over his or her name. Collect their posts and then distribute them to different Ss.
• Ask Ss to make suggestions for improvement.
6 PROOFREAD
• Have Ss proofread their discussion posts one last time.
• Focus on the Note. Ask Ss to check their spelling, punctuation, and capitalization.
• Then collect Ss’ work and offer individual feedback.
EXIT TICKET Give Ss a mini-quiz. Write a few sentences that use and or but on the board.
For example,
I am going to school _____ work on Friday. (and) I have blond hair, _____ my best friend has brown hair. (but)
My friends like singing, _____ they also like listening to music. (and)
Have Ss copy the sentences onto a blank card or piece of paper and to complete each sentence with and or but. Collect the papers as Ss leave. Check 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 post again. Circle each example of and and but. Tell your partner why the writer used and and but.
3 PLAN YOUR WRITING
What do you do to relax? List things you like to do and some things you don’t like to do.
Use your own information to make a chart like the one in 1B.
WRITING SKILL Connect ideas with and and but Use and to connect ideas that are similar. Use but to introduce diff erent ideas or surprising information.
• She is funny and outgoing.
• I am short, but my sister is tall.
• Dan is having fun tonight, but I have to work.
Like Don’t like
PAIRS Tell your partner about what you like to do and don’t like to do.
I like to watch action movies, but I don’t like …
4 WRITE
Write a short discussion board post about what you do to relax. Include what you like to do and don’t like to do. Remember to use and and but. 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 use and to connect similar ideas and but to introduce different ideas or surprising information?
2. Did your partner include things that he or she likes to do and things that he or she doesn’t like to do?
PAIRS Can your partner improve his or her post?
Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UNIT 3 39 I CAN WRITE ABOUT WAYS TO RELAX.
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GET STARTED 1 MEDIA PROJECT
03-24 Listen or watch. Answer the questions.
1. What doesn’t Li like to do in the kitchen?
2. What does Li like to do in his living room?
3. Where does Li like to read?
Make your own video.
Step 1 Think of some things you like to do and some things you don’t like to do.
Step 2 Make a 30-second video. Say the activities you like and don’t like.
Show the place(s) you do the activities.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
WRITE ABOUT YOUR LIFE
Choose vocabulary you want to learn. Then use that vocabulary to write sentences about your life.
Look at the chores, movies, and free-time activities from this unit. Choose the vocabulary words you want to practice. Write sentences about your life.
I enjoy working out.
I love watching action movies.
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 household
chores
Make and respond to invitations
Talk about free time
Vocabulary
Household chores Types of movies Free-time activities
Pronunciation Stressed words Blending want to and
have to
Grammar
The present continuous for events happening now: Review
Verbs + infi nitives and gerunds
Reading
Find the main idea
Writing
Connect ideas with and and but
What will you do to learn the things you highlighted?
Write notes.
In the app, watch the Lesson 1 conversation: Talk about household chores
Notes Done
PUT IT TOGETHER
40 UNIT 3
wash dishes, cook his bedroom
play video games, eat meals, relax with friends
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GET STARTED 1 MEDIA PROJECT
03-24 Listen or watch. Answer the questions.
1. What doesn’t Li like to do in the kitchen?
2. What does Li like to do in his living room?
3. Where does Li like to read?
Make your own video.
Step 1 Think of some things you like to do and some things you don’t like to do.
Step 2 Make a 30-second video. Say the activities you like and don’t like.
Show the place(s) you do the activities.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
WRITE ABOUT YOUR LIFE
Choose vocabulary you want to learn. Then use that vocabulary to write sentences about your life.
Look at the chores, movies, and free-time activities from this unit. Choose the vocabulary words you want to practice. Write sentences about your life.
I enjoy working out.
I love watching action movies.
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 household
chores
Make and respond to invitations
Talk about free time
Vocabulary
Household chores Types of movies Free-time activities
Pronunciation Stressed words Blending want to and
have to
Grammar
The present continuous for events happening now: Review
Verbs + infi nitives and gerunds
Reading
Find the main idea
Writing
Connect ideas with and and but
What will you do to learn the things you highlighted?
Write notes.
In the app, watch the Lesson 1 conversation: Talk about household chores
Notes Done
PUT IT TOGETHER
40 UNIT 3 UNIT 3 T-40
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture on the right. Ask, What do you see? (a man drinking in a room in an apartment) Ask Ss to call out rooms in an apartment or house.
(For example, kitchen, living room, bathroom, family room, dining room)
• Tell Ss they will hear Li talk about where he likes and doesn’t like to do certain things. Before they listen or watch, have Ss preview the questions.
• Play the audio or video. Have Ss answer the questions.
Play the audio or video again if appropriate.
• Have Ss compare answers. Then go over the answers as a class.
EXTENSION Have Ss identify vocabulary and grammar they learned in this unit in the video. (For example, present continuous verbs (I’m making), verbs with infinitives and gerunds (I like to do), household chore vocabulary (washing dishes), free- time activities vocabulary (play games)) Encourage them to use this language in their own videos.
• Explain to Ss that they will create a similar video to the one they watched.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of the activities and locations they will include. Explain that they can talk about outdoor activities too.
• 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 talk about things he / she likes to do and doesn’t like to do?
Does the student show different locations?
• 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 as they hear each presentation.
• 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 Ss to read the Learning Strategy silently. Ask, Do you think this is a good way to practice English vocabulary?
• Focus on the picture. Ask, What does this girl like doing? (working out, watching action movies)
• If appropriate, have Ss review the vocabulary on pages 30, 32, and 34, and list the phrases they want to include. Then have them complete the task.
OPTION Have Ss share their sentences in small groups.
EXTENSION Have Ss write their sentences on small pieces of paper. Collect the sentences and put them in a bag. Then pull each paper out of the bag, read it aloud, and ask Ss to guess who wrote the sentences.
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, etc., 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 3 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 a desk. What things do you see?
Now read Simon’s message. Where is he? What is he doing?