I cAn wRIte ABoUt A PlAn to meet. UNIT 4
T-43
LESSON 5 WRITE ABOUT A PLAN TO MEET
1 FOCUS ON WRITING
• Give Ss a few minutes to read the Writing Skill. Write statement and question on the board.
• After Ss read, ask, What punctuation can we use at the end of a statement? (a period or an exclamation point) Elicit additional examples of statements ending with each type of preposition. Invite Ss to come to the board and write sentences. (For example, I live in Canada. I love chocolate!)
• Then ask, What punctuation do we use at the end of a question? (a question mark) Invite a S to write another example on the board. (For example, Is the restaurant on Bridge St.?)
• Give Ss a few minutes to reread the emails in 2A on page 42 and circle all of the question marks.
• Have Ss check answers in pairs. Then ask three volunteers to write the questions on the board. Make sure they include the question mark.
EXTENSION Ask Ss to read the emails on page 42 again and underline the exclamation points. Have Ss check answers in pairs. Then ask three volunteers to write the exclamations on the board. Make sure they include the exclamation point. Read each exclamation with excitement and have Ss repeat.
2 PLAN YOUR WRITING
• Have Ss work individually to outline their writing.
For lower-level Ss, copy the chart on the board and model answers: Who: Deanna; What: breakfast; When:
on Sunday, October 9; Where: at Rosa’s Diner on Main Street. Leave the information on the board to refer to when modeling the writing section.
• Invite Ss to plan their writing.
• Have Ss share their plans in pairs. (For example, I want to have breakfast with Deanna on Sunday. I want to go to Rosa’s Diner on Main Street.)
3 WRITE
• For lower-level Ss, use the information in 2A on the board to elicit an example message. Write Hi, Deanna, on the board. Then call on Ss to continue the email, referring to the chart on the board. (For example, Let’s have breakfast soon.) Call on another S for the next line. (For example, Are you free Sunday, October 9?)
Call on another S for the following line. (For example, How about Rosa’s Diner? We both love it there.)
• Have Ss write their emails. For lower-level Ss, write prompts on the board to help them: Let’s... / Are you free on...? / How about...?
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing. Say, Read your partner’s email and complete the checklist in your partner’s book.
• Then have Ss return books and give and receive advice about how to improve their emails. Circulate as pairs work and monitor that feedback is correct and constructive. Help steer Ss in the right direction if they are not giving appropriate feedback.
5 PROOFREAD
• Have Ss proofread their email one last time. If Ss have made a lot of changes, encourage them to recopy their emails or print them again with corrections.
• Then collect Ss’ work and offer individual feedback.
EXIT TICKET Tell Ss to write their names, followed by a statement, an exclamation, and a question on a blank card or piece of paper. Remind them to use correct end punctuation. 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.
frenglish.ru
1 FOCUS ON WRITING
Read the Writing Skill.
Read the emails on page 42 again. Circle the question mark at the end of each question.
2 PLAN YOUR WRITING
Choose a friend to make plans with. Imagine what you want to do. Decide where and when to do it.
Complete the chart.
WHAT?
WHEN?
WHERE?
WHO?
PAIRS Talk about your plans.
I want to have lunch with … I want to go to …
3 WRITE
Write to your friend. Invite your friend to meet you someplace. Suggest a day, a time, and a place. Use the email from Yusef on page 42 as a model.
4 REVISE YOUR WRITING
PAIRS Read your partner’s email. Complete the chart.
Did your partner …? Yes No
invite a friend to meet
suggest a day, time, and place
use correct punctuation at the end of each sentence
PAIRS Can you improve your partner’s email? Make suggestions. Then revise your writing.
5 PROOFREAD
Read your email again. Check your spelling, punctuation, and capitalization.
WRITING SKILL
End of sentence punctuation A sentence can be a statement or a question.
End a statement with a period or an exclamation point.
Use an exclamation point to express emotion.
It’s great to see you again!
End a question with a question mark.
Are you free for lunch on Saturday?
UnIt 4 43
lesson 5 wRIte ABoUt A PlAn to meet
I cAn wRIte ABoUt A PlAn to meet.
see page 42
frenglish.ru
GET STARTED 1 MEDIA PROJECT
04-26 Listen or watch. Answer the questions.
1. How does Lena go to school?
2. When does she have English classes?
3. Where does she go after school?
Show your own photos.
Step 1 Think about what you do. Take 4–6 photos of the places and how to get there.
Step 2 Show the photos to the class. Tell what you are doing. Describe the places.
Describe how to get there.
Step 3 Answer questions from the class about your daily activities. Get feedback on your presentation.
2 LEARNING STRATEGY
MAKE TRANSLATION FLASHCARDS
On a card, write a new word or phrase. On the back of the card, write a translation.
Review the grammar in Lesson 3. Make at least fi ve translation fl ashcards for the imperative.
3 REFLECT AND PLAN
go north go north ir al
norte
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about an event Make plans with
someone Ask for and give
directions
Vocabulary The calendar Ways to connect Words for getting
around town
Pronunciation The sound /ɚ/
Stress in numbers
Grammar
Questions with when + be
Prepositions of time The imperative:
Affi rmative and negative
Reading
Ask and answer questions
Writing
End of sentence punctuation
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.
In the app, listen to Listening 4A: Ask for and give directions.
Notes Done
PUt It togetHeR
44 UnIt 4
Lena takes the bus to school.
She has English classes on Monday and Wednesday.
She works in an office after school.
frenglish.ru
GET STARTED 1 MEDIA PROJECT
04-26 Listen or watch. Answer the questions.
1. How does Lena go to school?
2. When does she have English classes?
3. Where does she go after school?
Show your own photos.
Step 1 Think about what you do. Take 4–6 photos of the places and how to get there.
Step 2 Show the photos to the class. Tell what you are doing. Describe the places.
Describe how to get there.
Step 3 Answer questions from the class about your daily activities. Get feedback on your presentation.
2 LEARNING STRATEGY
MAKE TRANSLATION FLASHCARDS
On a card, write a new word or phrase. On the back of the card, write a translation.
Review the grammar in Lesson 3. Make at least fi ve translation fl ashcards for the imperative.
3 REFLECT AND PLAN
go north go north ir al
norte
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about an event Make plans with
someone Ask for and give
directions
Vocabulary The calendar Ways to connect Words for getting
around town
Pronunciation The sound /ɚ/
Stress in numbers
Grammar
Questions with when + be
Prepositions of time The imperative:
Affi rmative and negative
Reading
Ask and answer questions
Writing
End of sentence punctuation
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.
In the app, listen to Listening 4A: Ask for and give directions.
Notes Done
PUt It togetHeR
44 UnIt 4 UNIT 4 T-44
PUT IT TOGETHER
1 MEDIA PROJECT
• Books closed, Say, Listen to Lena talk about what she does. Listen for places. Play the audio or video and then ask, What places does Lena mention? (her school, her classroom, an office)
• Books open, have Ss look at the photograph on the right. Ask, What do you see? (buildings, a fountain) Which place do you think this is? (her school / university) Tell Ss to read the questions. Tell them to listen again for this information.
• Have Ss listen or watch. Then have them answer the questions individually.
• 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. To prepare for the project, have pairs ask each other questions similar to the ones in 1A. Write on the board: How do you go to school / work? When do you have English class? Where do you go after school / work?
• For homework, tell Ss to take and organize the photos. Clarify that they don’t have to print copies of their pictures, but that they should have them easily accessible and in the correct order on their phone or other device.
• Back in class, have Ss practice Step 2 once with a partner. Then call on individual Ss to present their photos.
• Write the following questions on the board:
1. Does the person show 4–6 photos of places?
2. Does the person say what he / she does at the places and how to get there?
3. Does the person speak clearly?
4. Is this presentation 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, record presentations or have Ss record one another’s presentations with their phones. Then have Ss watch their own presentation and complete the following checklist:
Did I show 4–6 photos of places?
Did I say what I do at the places and how to get there?
Did I speak clearly?
Was my presentation 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
• Have Ss look at the flashcards on the right. Ask, What language is this? If Ss don’t know, explain that this is Spanish. The words mean go north.
• Ask Ss to read the Learning Strategy. Ask, Do you use flashcards to learn English vocabulary? other subjects in school?
• Tell Ss to work in pairs. Tell them to refer to the Grammar in Exercise 2 on page 40 and create translation flashcards. Have Ss use small pieces of paper, or provide notecards if possible.
• Finally, if appropriate, have Ss from the same language background use the flashcards to quiz each other on how to say imperative expressions in English.
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 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 4 Board Game. You’ll find instructions for the game in the same folder.
frenglish.ru
GET STARTED
GABY RAMOS
@GabyR
I’m in New York for two days for a meeting.
leARnIng goAls
In this unit, you ask about prices talk about the weather talk about what people wear
and carry
read and write messages about weather