I cAn wRIte An Ad FoR An APARtment FoR Rent. UNIT 3
T-33
LESSON 5 WRITE AN AD FOR AN APARTMENT FOR RENT
1 FOCUS ON WRITING
• Books closed, write sentence on the board. Ask, What is a sentence? Have Ss write their answer in their notebooks.
• Then books open, read the Writing Skill aloud. Let Ss compare the explanation in the Writing Skill to what they wrote in their notebooks.
• Write on the board: The apartment. Ask, Is this a sentence? (no) Why not? (A sentence needs a subject and a verb.) Then write: the apartment is old. Then ask, Is this a sentence? (Yes, but it needs a capital letter at the beginning.)
• Invite Ss to read the ad on page 32 again, paying attention to the complete thought in each sentence.
2 PLAN YOUR WRITING
• Focus on the pictures. Point to each one and elicit vocabulary for places in the home. (a garden, a living room, a bedroom, a kitchen)
• Have Ss work individually to write details about the house and the rooms. Tell Ss to write notes, not complete sentences, so that the information fits in the boxes. (For example, beautiful garden for Picture 1;
sunny for Picture 2) For lower-level Ss, refer them
to Vocabulary in Lessons 1–3 to get ideas. If Ss focus too much on the placement of items in the rooms, encourage them to write general descriptions like they might find in an ad.
• Read the examples. Then, in pairs, have Ss use their notes to make statements about the house and the rooms. Circulate and make sure Ss are saying full sentences.
3 WRITE
• Focus Ss’ attention on the ad in 2A on page 32. Read it aloud, pausing between sentences. Say, These sentences can be models for the sentences you write. Refer Ss to the Writing Skill to reinforce how to form a sentence.
• If Ss choose to write about the photos in 2A, tell them to start writing their ad. If they choose to write about their own home, say, Repeat the Plan Your Writing step in 2A.
Write notes about your house or apartment and about three rooms in your home. Then start writing your ad.
• Circulate and assist as needed.
TEACHING TIP A way to offer feedback without singling out individual Ss is to quietly observe while Ss work. Circulate, glancing at Ss’ writing and taking notes on problem areas. Later, take a few minutes to go over common errors on the board with the whole class. Don’t identify who made which mistake. This way individual Ss get the help they need. Also, it offers a good review for everyone in class.
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing.
Say, Read your partner’s description and complete the checklist in your partner’s book.
• Then have Ss return books and give and receive advice about how to improve their ads. 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.
TEACHING TIP In order for peer review to be effective, actively circulate as pairs read each other’s work. Listen to the feedback Ss are giving each other.
Don’t hesitate to step in if a S is making suggestions that are incorrect. If you hear that Ss are disagreeing or if a weaker S appears to be unsure about what to say to his / her partner, discreetly step in and guide Ss, modeling appropriate feedback.
5 PROOFREAD
• Tell Ss to proofread their own work. Remind them that a good technique for proofreading is to read a piece of writing several times, each time focusing on one issue. For example, say, First read to check for spelling.
Then read to check for capitalization. Then read to check for punctuation.
• If Ss have made a lot of changes, encourage them to recopy their ads or print them again with corrections.
EXTENSION Return to the social media message on page 32. Ask, Are the two statements Dan makes full sentences? (No, they aren’t.) Point out that in social media posts and texts, writing tends to be informal and sentence fragments are common.
EXIT TICKET Write on the board: Need a new apartment. Ask, Is this a sentence? Why or why not?
Have Ss write their names on a blank card or piece of paper and write their answers. (No, because it is not a complete thought. It doesn’t have a subject.) Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
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1 FOCUS ON WRITING
Read the Writing Skill.
Read the ad on page 32 again. Circle the capital letters in the beginning of each sentence.
2 PLAN YOUR WRITING
Label the pictures. Write details about the house and the rooms.
PAIRS Talk about the home in the pictures.
The living room has big windows. It has a nice kitchen.
3 WRITE
Write an ad for an apartment for rent, using the photos in 2A or your own home. Describe the rooms and tell what the home is like. Use the ad on page 32 as a model.
4 REVISE YOUR WRITING
PAIRS Read your partner’s ad. Complete the chart.
Did your partner …? Yes No
describe the home
capitalize the fi rst word in a sentence capitalize proper nouns
PAIRS Can you improve your partner’s ad? Make suggestions. Then revise your writing.
5 PROOFREAD
Read your ad again. Check your spelling, punctuation, and capitalization.
WRITING SKILL Complete sentences A sentence is a complete thought. It has a subject and a verb. Capitalize the fi rst letter of the fi rst word in a sentence.
UnIt 3 33
lesson 5 wRIte An Ad FoR An APARtment FoR Rent
I cAn wRIte An Ad FoR An APARtment FoR Rent.
see page 32
Possible answers:
the kitchen is new the window in the
bedroom is big the living room is nice
the garden is in front of the house
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GET STARTED 1 MEDIA PROJECT
03-22 Listen or watch. Answer the questions.
1. What place does Pilar talk about?
2. Why does she like it?
3. What is in it?
Make your own video.
Step 1 Choose a room in your home.
Step 2 Make a 30-second video. Talk about the room.
Describe what is in it.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
CLAP YOUR HANDS
To practice pronunciation, say a word and clap your hands on the stressed syllable.
Listen to the audio of compound nouns in the unit. When you hear the stressed syllable, clap your hands.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Describe my home Describe my
neighborhood Talk about things in
the home
Vocabulary
Places in the home Places in the
neighborhood Things in the kitchen Things in the house
Pronunciation The vowel /ə/ in
unstressed syllables Stress in compound
nouns
Grammar
Adjective + noun placement
Prepositions of location There is / There are Questions with where
+ be
Prepositions of placement
Reading
Use background information
Writing
Complete sentences
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, watch the Lesson 1 conversation:
Describe your home
Notes Done
shopping center
PUt It togetHeR
34 UnIt 3
Pilar talks about her bedroom.
It has everything she needs.
There’s a desk, lamp, computer, bed, dresser, closet, and rug.
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GET STARTED 1 MEDIA PROJECT
03-22 Listen or watch. Answer the questions.
1. What place does Pilar talk about?
2. Why does she like it?
3. What is in it?
Make your own video.
Step 1 Choose a room in your home.
Step 2 Make a 30-second video. Talk about the room.
Describe what is in it.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
CLAP YOUR HANDS
To practice pronunciation, say a word and clap your hands on the stressed syllable.
Listen to the audio of compound nouns in the unit. When you hear the stressed syllable, clap your hands.
3 REFLECT AND PLAN
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Describe my home Describe my
neighborhood Talk about things in
the home
Vocabulary
Places in the home Places in the
neighborhood Things in the kitchen Things in the house
Pronunciation The vowel /ə/ in
unstressed syllables Stress in compound
nouns
Grammar
Adjective + noun placement
Prepositions of location There is / There are Questions with where
+ be
Prepositions of placement
Reading
Use background information
Writing
Complete sentences
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, watch the Lesson 1 conversation:
Describe your home
Notes Done
shopping center
PUt It togetHeR
34 UnIt 3 UNIT 3 T-34
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What do you see? (a room)
• Before Ss listen or watch, have them preview the questions. Say, Listen for this information.
• Have Ss listen or watch. Then have them answer the questions. If appropriate, let them listen or watch again.
• In pairs, have Ss compare answers. Then bring the class together. Focus on Question 2. Say, Pilar doesn’t say directly that she likes her room, but how do we know that she likes it? (She says it has everything she needs.)
• 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 choose a room they plan to film. Tell them to answer items 2 and 3 in 1A with their own information. Invite them to share in pairs. Say, Ask your partner: What room? Why do you like it? What is in it?
• Tell Ss, Create a script of what you want to say. Model an introduction on the board: Hi, I’m Angela. This is my living room. It’s ...
• Have Ss do Step 2 for homework. Say, Use notes or a script you prepared in class.
• For Step 3, have Ss share their videos in class.
Write the following questions on the board:
1. Does the person describe a room?
2. Does the person name items in the room?
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 fill out the following checklist:
Did I describe a room?
Did I name items in the room?
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
• Clap your hands and ask, What am I doing? (clapping your hands) Say, Clapping your hands is a way to practice stress. Read the Learning Strategy aloud.
• Point to the picture and say, shopping center. Then say it again and clap while saying shopping.
• Read the directions and ask, Where is the stress in compound nouns? (on the first word) Have Ss refer back to Stress in compound nouns on page 29 as needed. Play the audio and have Ss clap their hands on the first word they hear.
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 3 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
YUSEF SAYED
@YusefS
I travel a lot for work. I’m always on a plane or a train!
Read the unit title and learning goals.
Look at the photo of a train station. What do you see?
Now read Yusef’s message. Why do you think he travels a lot?
leARnIng goAls
In this unit, you ask about an event make plans with someone ask for and give directions read and write about a
plan to meet
wHeRe ARe YoU
4 now?
35
PREVIEW THE UNIT
T-35
LESSON 1 Ask about an event
Vocabulary The calendar
Grammar Questions with when + be; Prepositions of time Pronunciation The sound /ɚ/
LESSON 2 Make plans with someone
Vocabulary Ways to connect
Speaking Ask someone to repeat the time Pronunciation Stress in numbers
LESSON 3 Ask for and give directions
Vocabulary Words for getting around town
Grammar The imperative: Affirmative and negative Listening skill Listen to follow directions
LESSON 4 Read about a plan to meet
Reading skill Ask and answer questions
LESSON 5 Write about a plan to meet
Writing skill End of sentence punctuation
PUT IT TOGETHER
Media project Photos: How to get somewhere Learning strategy Make translation flashcards
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Write the title of the unit on the board and read it aloud, Where are you now? Then pose the question to the class. Elicit answers. (For example, in school, in English class, in [name of city, country])
• Tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about already? Which topics are new for you? If Ss have studied the topics before, reassure them that they will still learn new things.
• Ask, What do you see? In pairs, have Ss look at the photo and talk about what they see.
• Bring the class together and ask pairs to share. Write the words on the board. (For example, train, train station, a clock, a puddle, a man) To elicit detailed responses, focus on specific things in the photo and ask, What’s this?
• Focus on the social media message and bring Ss’ attention to the photo and name. Have Ss read what Yusef says in Meet the People of TSW Media on page 4 or play the video of Yusef. Then ask, Where is Yusef from? (Dubai) What is his occupation? (He’s a lawyer.) Is he married? (Yes, he is.)
• Have Ss turn back to page 35. Read the social media message aloud. Ask, Why does Yusef travel a lot? (for work)