I cAn wRIte A messAge ABoUt weAtHeR. UNIT 5
T-53
LESSON 5 WRITE A MESSAGE ABOUT WEATHER
1 FOCUS ON WRITING
• Read the Writing Skill aloud. Review by asking, What do we call a noun that names a specific person, place, or thing? (a proper noun) What is the rule about writing proper nouns? (Capitalize the first letter.) Refer Ss back to the Writing Skill on page 13 as needed. Say, Months are proper nouns, but seasons are generic nouns. Don’t capitalize spring, summer, fall, or winter.
• Tell Ss to scan the messages on page 52 for months.
They will likely remember that each message talks about March. Have them underline the capital M in March in each message.
2 PLAN YOUR WRITING
• Have Ss write a month and their city name. Then have them fill in notes describing the weather, the temperature, and clothes needed for that month.
• In pairs, have Ss talk about the month they chose. Tell them to use the model. For lower-level Ss, write an additional prompt on the board: You need...
OPTION Bring the class together. Ask, Who chose January? February? March? etc. Have Ss raise their hands and group Ss who chose the same month. Have them compare information. Then ask, Why did you choose this month? Have groups share. Then call on each group to report the weather, temperature, and clothes needed for their month and why they chose it.
3 WRITE
• Have Ss work individually to write a message. Say, For ideas about how to start your message, look at the messages on page 52. For information to write in your message, use your word webs on page 53. For lower- level Ss, write these lines from the messages on page 52 on the board: I’m excited about your visit! I can’t wait to see you! I am so happy you are coming to .
• Circulate and help as needed. Remind Ss to capitalize the month they chose. Encourage them to mention seasons. (For example, It’s rainy in the spring here.) For higher-level Ss, have them also write the message from the friend who is planning to visit their city. Have them use Gaby’s message on page 52 as a model.
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing.
Say, Read your partner’s message and complete the checklist in your partner’s book.
• Then have Ss return books and discuss topics in the chart in 4A. Give Ss time to make any corrections or improvements.
5 PROOFREAD
• Have Ss proofread their messages. Remind them to read their message three times, checking once for spelling, once for punctuation, and once for capitalization.
• Circulate and look over Ss’ messages. Suggest any remaining corrections. If Ss have made a lot of changes, encourage them to recopy their messages or print them again with corrections.
EXIT TICKET Write on the board: boston is beautiful in the spring. come visit in may. it’s warm and sunny. you only need a sweater. Have Ss write their names on a blank card or piece of paper and rewrite the sentences, making capitalization corrections. Collect cards as Ss leave. Read the cards to identify areas for review and extra practice in later lessons and to identify individual Ss who may need additional practice.
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1 FOCUS ON WRITING
Read the Writing Skill.
Read the messages on page 52 again.
Circle the months of the year.
2 PLAN YOUR WRITING
Complete the chart. Write a month and your city. Describe the weather and temperature.
Suggest clothes to wear.
WRITING SKILL Capitalization Start months of the year with a capital letter. Don’t capitalize the names of seasons. Look at these examples:
I like summer. July is my favorite month.
PAIRS Talk about the month you chose. In June, the weather is …
3 WRITE
Write a message to someone visiting your city. Describe the weather and temperature.
Suggest clothes to match the weather. Use the messages on page 52 as models.
4 REVISE YOUR WRITING
PAIRS Read your partner’s message. Complete the chart.
Did your partner …? Yes No
describe the weather and temperature suggest clothes
capitalize months of the year
PAIRS Can you improve your partner’s message? Make suggestions. Then revise your writing.
5 PROOFREAD
Read your message again. Check your spelling, punctuation, and capitalization.
Month:
City:
the weather the
temperature clothes
UnIt 5 53
lesson 5 wRIte A messAge ABoUt weAtHeR
I cAn wRIte A messAge ABoUt weAtHeR.
see page 52
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1 MEDIA PROJECT
05-22 Listen or watch. Answer the questions.
1. What are Martin’s favorite clothes?
2. What color is his jacket?
3. When does he wear his jacket?
Make your own video.
Step 1 Choose some of your favorite clothes.
Step 2 Make a 30-second video. Describe the clothes.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
MAKE PICTURE FLASHCARDS
On a card, draw a picture of a new word. On the back of the card, write a short sentence using the vocabulary word. Make 3–5 new cards every day.
Review the cards twice a week.
` Review the weather words in the unit. Make at least fi ve picture fl ashcards.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about prices Talk about the weather Talk about what people
wear and carry
Vocabulary Weather items Weather and
temperature Seasons
Things you wear or carry
Pronunciation The letter o Plural nouns
Grammar
Regular and irregular plurals
Reading
Scan for details
Writing
Capitalization
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
Review the Writing Skill:
Capitalization, page 53.
Notes Done
It’s a cloudy It’s a cloudy day.
PUt It togetHeR
54 UnIt 5
His favorite clothes are a T-shirt, jeans, sneakers, and a jacket.
His jacket is black.
He wears his jacket when it’s cold and rainy.
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1 MEDIA PROJECT
05-22 Listen or watch. Answer the questions.
1. What are Martin’s favorite clothes?
2. What color is his jacket?
3. When does he wear his jacket?
Make your own video.
Step 1 Choose some of your favorite clothes.
Step 2 Make a 30-second video. Describe the clothes.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
MAKE PICTURE FLASHCARDS
On a card, draw a picture of a new word. On the back of the card, write a short sentence using the vocabulary word. Make 3–5 new cards every day.
Review the cards twice a week.
` Review the weather words in the unit. Make at least fi ve picture fl ashcards.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about prices Talk about the weather Talk about what people
wear and carry
Vocabulary Weather items Weather and
temperature Seasons
Things you wear or carry
Pronunciation The letter o Plural nouns
Grammar
Regular and irregular plurals
Reading
Scan for details
Writing
Capitalization
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
Review the Writing Skill:
Capitalization, page 53.
Notes Done
It’s a cloudy It’s a cloudy day.
PUt It togetHeR
54 UnIt 5 UNIT 5 T-54
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What do you see? (clothes / things you wear)
• Before Ss listen or watch, ask them to read the questions. Tell them to listen for this information.
• Have Ss listen or watch. Ask, What does favorite mean?
(It describes something you like the most.)
• Then have Ss answer the questions individually. If appropriate, let them listen or watch again. Note that Ss who listen rather than watch the video may need an additional listen.
• In pairs, have Ss compare answers. Then bring the class together to go over any questions.
• Explain to Ss that they will create a similar project.
• Give Ss some time in class to read the three steps.
Answer any questions.
• Ask Ss to work individually on Step 1 and think of clothes they want to talk about. Tell them to answer the questions in 1A with their own information. Invite Ss to share in pairs. Say, ask your partner: What are your favorite clothes? What color is your ? When do you wear your ?
• Tell Ss, Create a script of what you want to say. Model an introduction on the board: Hi, I’m . These are some of my favorite clothes. This is... / These are...
• Have Ss do Step 2 for homework.
• For Step 3, have Ss share their videos in class. Write the following questions on the board.
1. Does the person talk about his / her favorite clothes?
2. Does the person describe the clothes?
3. Does the person speak clearly?
4. Is the video interesting?
Give Ss a few minutes to read over the questions.
Tell them to write each person’s name on a piece of paper before the person presents, 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, refer to their notes, and tell Ss individually what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION To provide an opportunity for self-critique, have Ss watch their video for homework and complete the following checklist:
Did I talk about my favorite clothes?
Did I describe my clothes?
Did I speak clearly?
Was my video interesting?
Encourage Ss to be honest with themselves and to keep notes of their observations for the next time they prepare a similar presentation.
2 LEARNING STRATEGY
• Write picture flashcards on the board. Have Ss look at the example of a picture flashcard. Ask, What do you think picture flashcards are good for? (learning vocabulary words)
• Then read the Learning Strategy aloud. Ask for a show of hands, Do you use this strategy?
• Distribute five notecards or slips of paper to each S.
Have Ss review the weather words in 1A on page 48 or other vocabulary from the unit. For each card, tell Ss to write a short sentence about weather on one side and draw a picture on the other. Alternatively, assign the flashcards for homework. Tell Ss to have fun with the task and not worry about making their drawings perfect.
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 topics they need help with or want 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
55 Read the unit title and learning goals.
Look at the photo. What do you see?
Now read Ester’s message. What are her plans?
leARnIng goAls
In this unit, you talk about music talk about interests
talk about free-time activities read and write a member
profi le