WRITE ABOUT HOW TO DO SOMETHING
LESSON 5 WRITE ABOUT HOW TO DO SOMETHING
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and the social media message aloud. Ask, Have you ever had New York style pizza?
Project an image of New York style pizza on the screen.
It is a thin pizza so it is easy to fold a slice of the pizza in half.
• Ask, What other styles of pizza can you name? (deep dish, thin crust, stuffed crust, grilled, etc.) If your Ss are familiar with the United States, ask them to name regional types of pizza (Chicago, St. Louis, New Haven, Detroit, California, Ohio Valley, Quad Cities, Colorado Mountain, DC Jumbo).
CULTURE NOTE Popular pizza toppings in the United States include mushrooms, pepperoni, onions, extra cheese, bacon, sausage, black olives, pineapple, green peppers, and spinach.
EXTENSION Put Ss in groups to discuss their favorite pizza toppings and vote on their most popular toppings.
1 BEFORE YOU WRITE
• Say, Is there a right way to eat pizza? Read the
questions aloud. Have Ss share their own opinions and experiences in pairs or small groups.
• Have volunteers share their answers with the class.
EXTENSION If possible, show online videos about how to eat New York style pizza.
• Draw attention to Hana’s blog. Ask, What is a blog?
(a website that is updated regularly by an individual;
blogs have an informal or conversational tone)
• Ask Ss to look at the title. Ask, Do you know how to eat pizza like a New Yorker?
• Have Ss follow along in their books as you read Hana’s blog aloud for the class. For higher-level Ss, have them read silently and then answer any questions.
• Give Ss time to review the blog and answer the question about what Hana recently learned how to do.
Have them compare answers with a partner.
• To review, announce the correct answer to the class.
OPTION In pairs, have Ss take turns reading the blog aloud. Ask them to take turns reading each sentence or paragraph.
EXTENSION Have Ss read the blog again and underline any words or phrases they do not understand. Put them in pairs to discuss and write definitions of those phrases. Circulate to help as needed. Make a list of these words on the board.
EXTENSION Show a popular food blog or find another blog about eating pizza to project online. Ask Ss what the blog is about. Then ask, What would you like to learn how to do? Do you think there is a blog that can teach you how to do it?
• Tell Ss to look at the blog. Say, Whenever we talk about how to do something, we usually list the steps. Say, Hana’s blog about how to eat pizza like a New Yorker lists three steps. As you read, write each step into the chart. Circulate to help as needed.
• As Ss work, draw a blank chart on the board. Solicit volunteers to fill in the different sections of the chart to check answers.
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2 FOCUS ON WRITING
• Ask, What is a sequence? (the order) Ask, What is a sequence of events? (the order in which something happens) Say, It is important to list the steps of how to do something in the order they are to be done.
• Ask Ss to open their books. Say, There are several words and phrases that show the order in which something happens. Read the Writing Skill aloud. Give an example of the words by presenting the instructions using the words in the box. The first thing we need to do is read the Writing Skill. The next step is to reread Hana’s blog. At the same time, underline the words and phrases she uses to show the sequence of events.
• Tell Ss to work individually.
• Have Ss compare their underlining in pairs. Go over answers with the whole class.
EXTENSION Project another blog or an article that shows a sequence of events. Have higher-level Ss work with lower-level Ss in pairs to find the sequence words used in the blog or article. Monitor Ss’ work to make sure they are doing this correctly. Go over the answers as a whole class.
3 PLAN YOUR WRITING
• Tell Ss they will now plan their own description of a sequence. Tell Ss to think of something they recently learned how to do.
• Tell Ss to draw a chart like the one in 1C. Draw a sample chart on the board and complete it for something you recently learned how to do yourself.
• Before Ss begin their own chart, put them in pairs for discussion. Remind them to take notes, especially if their partners don’t understand the sequence. They can add these details to their charts.
• Higher-level Ss should write more detailed steps.
Take this opportunity to work one-on-one with lower-level Ss who struggle with writing.
4 WRITE
• Direct Ss’ attention to the Pre-writing tip. Read the information aloud. Ask, What is a mental picture? (an image you only see in your head, not a physical picture or electronic picture) Why is this a good strategy? Invite volunteers to share their ideas. Anticipate or suggest answers such as helps make sure you don’t miss any steps, makes it easier for someone else to follow the directions, makes the details more vivid.
• Give Ss time to write their blogs. Remind them to use details from their charts to help with the planning and to use Hana’s blog as a model.
• Tell them that each step should include a word or phrase to show the sequence of events.
5 REVISE YOUR WRITING
• Arrange Ss in mixed-level pairs. This way, lower- level Ss benefit from seeing models of more complex writing, and higher-level Ss benefit from reviewing key English skills as they give their partners suggestions for improvement.
• Ask Ss to exchange and read each other’s blogs. Have them underline the steps their partner wrote about and circle the sequence words and phrases.
• Have Ss give peer feedback and discuss how improvements can be made. Encourage them to ask
clarification questions if there was information that was unclear.
• Encourage Ss to help their partner add more
sequence words or steps to make the process clearer to the reader.
• Walk around as Ss work and check that Ss’ feedback is correct and constructive.
• Invite volunteers to share with the class any suggestions that were particularly useful.
6 PROOFREAD
• Give Ss time to review their partners’ feedback and make corrections. If there is a piece of feedback they still don’t understand, encourage them to ask their partner for clarification.
• Have Ss review their writing individually three times:
first for spelling, then for punctuation, and finally for capitalization.
• If many edits were made, encourage Ss to rewrite a clean version of their blog.
EXIT TICKET Ask, What city or country do you want to visit? Have Ss choose one place and write their names on a blank card or piece of paper. Have Ss list what they would visit while they were in the city or country they chose. Encourage them to write the things they choose in order. Tell them to start with these sentences:
I want to visit [CITY]. The first thing I would visit is…
Then give them five minutes to write what they would do after that. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread Hana’s blog.
Underline the words and phrases she uses to show the sequence of events.
3 PLAN YOUR WRITING
THINK What is something that you have recently learned how to do? What are the steps in the process? Draw a chart like the one in 1C.
PAIRS Explain the process.
I recently learned a great new way to make guacamole. To begin with, you need to go out and fi nd some really fresh avocados…
4 WRITE
Write a blog about something that you have recently learned how to do. Be sure to include at least three steps. Remember to use words and phrases to show the sequence of events. Use the blog in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange blogs and read each other’s writing.
1. Did your partner include at least three steps? Underline them.
2. Did your partner use words and phrases to show the sequence of events? Circle them.
PAIRS Can your partner improve his or her blog? Make suggestions.
6 PROOFREAD
Read your blog again. Check your
• spelling
• punctuation
• capitalization
Pre-writing tip
Make a mental image of each step in the process.
This will help you to explain the steps clearly and completely.
Read the blog again. Take notes in the chart.
WRITING SKILL Show the sequence of events Use words and phrases such as fi rst, to begin with, next, after that, the next step is, at the same time, and last but not least to show the sequence of events.
Step 1 Step 2 Step 3
75 UNIT 6 I CAN WRITE ABOUT HOW TO DO SOMETHING.
choose the kind of pizza you want right away
figure out how to hold the slice and eat it
decide if you want to add any of the extra toppings on the table
1 PRESENTATION PROJECT
06-21 Listen or watch. What is the topic of the presentation?
06-22 Listen or watch again. Answer the questions.
1. What culture is the quinceaủera from?
2. What does the quinceaủera celebrate?
3. What three customs does the quinceaủera include?
Read the presentation skill. How can you remember to use this skill?
Make your own presentation.
Step 1 Research a tradition from a culture that you’re familiar with.
Step 2 Prepare a two-minute presentation about the tradition. Include what the tradition is, what culture it is from, what customs it includes, and why it interests you. Bring an item or picture that is related to the tradition.
Step 3 Give your presentation to the class. Remember to use the presentation skill.
Answer questions and get feedback.
2 REFLECT AND PLAN
Vary your intonation
As you are speaking, make your voice rise and fall instead of speaking in a monotone.
This will make your voice easier to understand and more interesting.
PRESENTATION SKILL
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives
Describe a decorative object Describe music you like Discuss traditional food
Vocabulary
Materials and decorative objects
Musical terms and descriptions
Conversation Express surprise
Pronunciation
Pausing and intonation with relative clauses
Listening
Listen for supporting details
Grammar
Simple present and simple past passive
Restrictive and non-restrictive relative clauses
You, they, can / can’t, could / couldn’t for general truths
Reading
Identify supporting reasons
Writing
Show the sequence of events
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 Listening Skill:
Listen for supporting details, page 71.
Notes Done
How did you do? Complete the self-evaluation on page 165.
PUT IT TOGETHER
76 UNIT 6
Answers may vary. Possible answer: This presentation is about a tradition called a quinceaủera.
The quinceaủera comes from Latin American culture.
The quinceaủera celebrates a girl’s fifteenth birhtday.
The quinceaủera includes wearing a fancy dress and a crown, giving a doll to a younger girl, and wearing high heels to dance.
UNIT 6 T-76
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture on the right. Ask, What do you think is being celebrated? The answer is a quinceaủera, but accept any reasonable answer such as a birthday or an anniversary.
• Tell Ss to listen to or watch the presentation. Remind them to listen for the main idea, not the details, at this stage. Then ask, What is the topic of the presentation?
(a celebration of someone becoming an adult) Review the answer as a class.
• Give Ss time to preview the questions. In pairs, have them recall information from the presentation and guess the answers based on what they remember.
• Have Ss listen or watch again. Elicit a list of words that Ss are unfamiliar with and define them. Some words Ss might select are: a very fancy dress, crown, banquet hall, high heels.
• Ask them to complete the exercise individually.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Ask, What is something surprising and new you learned about quinceaủeras? Did you have one? Is there something similar from your own culture? Is it also at age 15 or at a different age? Are there different celebrations for men and women? Invite volunteers to share their answers with the class.
OPTION Review sequence words and phrases as studied in Lesson 5. Write Paragraph 3 of the script on the board and have Ss identify the sequence words and phrases that were used (on the day, before the party, after that).
• Read the Presentation Skill aloud. Demonstrate rising and falling intonation for the Ss. Show them what a monotone sounds like and discuss why this is unappealing.
• Have Ss find a partner and practice intonation with each other using sentences from the script or from the article in Lesson 4.
• Tell them they will make their own presentation about a tradition from a culture they are familiar with. Tell them to include what culture the tradition is from, the name of the tradition, the customs it includes, and why this tradition interests them.
• Give Ss time to list ideas for their presentations.
Remind them about the presentation they heard in 1A. Say, This model can also be useful as you plan your presentation.
• For homework, ask Ss to prepare a two-minute presentation based on their notes. Have them refer to the following checklist as they practice their presentations:
Introduce the tradition.
Say what culture the tradition is from.
List the customs it includes.
Give reasons why it is interesting.
Use sequence words.
Vary the intonation.
• Remind Ss to bring in an item or picture related to their tradition to show during their presentations.
• Back in class, write the checklist on the board. Tell the class to refer to it as they watch each other’s presentations and prepare to give each other constructive feedback.
• Have Ss give their presentations. Leave 2–3 minutes for questions and comments after each presentation.
• Encourage Ss to complete the self-evaluation on page 165.
2 REFLECT AND PLAN
• Have Ss complete the checklists individually. Walk around and answer any questions. Encourage Ss to look back at each lesson in the unit.
• Have Ss highlight the things they need to study or practice more and compare their checklists in pairs.
• Have Ss work individually to think about what might help them learn the topics they highlighted. Refer individual Ss to specific handouts, app practice,
workbook pages, etc., to help them master any problem areas. Encourage them to make a study plan.
• 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 their ideas for learning different topics.
PREVIEW THE UNIT
T-77
LESSON 1 Talk about air travel preferences Vocabulary Air travel terms
Grammar Comparisons with gerund and noun phrases Pronunciation Reduced pronunciation of than
LESSON 2 Talk about travel memories
Vocabulary Train and car travel terms
Grammar Past habits with would / used to: Review and expand Conversation skill Show strong agreement
LESSON 3 Discuss past transportation predictions Grammar It + past passive
Listening skill Listen for adverbs of degree
LESSON 4 Read about unique transportation systems
Reading skill Identify problems and solutions
LESSON 5 Write a thank-you email
Writing skill Choose the right level of formality
Writing tip Read your first draft out loud several times
PUT IT TOGETHER
Presentation project A place that you are interested in or have visited Presentation skill Repeat your main ideas
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Write the unit title on the board and read it aloud. Say, Raise your hand if you have ever flown somewhere. Call on volunteers to answer questions such as Where did you go? When did you go? Elicit answers.
• Tell Ss to read the learning goals. Answer any questions they have.
• Direct Ss’ attention to the picture. In pairs, have Ss talk about what they see.
• Have pairs report back. Write key words and phrases on the board, such as a family at an airport, people leaving on vacation, an airplane taking off, an airport terminal, people with suitcases.
• Explore the context. Ask, Where do you think these people are going? Where do you think they are starting from?
• Focus on the social media message. Ask, Who wrote the message? (Elena Rubio) Have them read what Elena says on page 4 or play the video of Elena. Then ask, What do you know about Elena? (For example, She’s a market research specialist from Peru.)
• Read Elena’s social media message aloud. Ask, Do you agree with Elena that the best part of traveling is what happens before you get to your destination? Why or why not?