WRITE AN EMAIL TO DISPUTE A PROBLEM
LESSON 5 WRITE AN EMAIL TO DISPUTE A PROBLEM
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. Elicit the meaning of the verb dispute. (disagree with someone about something) Read the social media message aloud. Ask, Who was Pablo mad at? (his bank) Is he still mad? (No, he solved the problem.)
• Ask, Have you ever been mad at your bank? Why? Have you ever been mad at another business? What made you mad? Elicit ideas from the class.
1 BEFORE YOU WRITE
• Say, I once had a problem at the grocery store. The check-out clerk charged me too much for the items I bought. I took the receipt to the customer service desk and showed them the wrong price. The store refunded me the difference in the price. Read the questions aloud. Have Ss share their experiences in pairs or small groups.
• Have volunteers share their answers with the class. Ask Ss if they have ever used the stores or banks that the Ss mention when they share their answers.
• Say, There is a big difference between credit and debit.
Does anyone know the difference?
• Have Ss read the two sentences and choose the correct word.
• Go over the answers.
• Tell Ss to look at the text. Ask, What is it? (an email message) Ask, Who wrote it? (Pablo) Who did he write it to? (customer service at his bank) What is the subject? (his loan)
• Ask, Based on Pablo’s social media message, what do you think he will write about? What do you think the problem was? Have Ss make predictions in pairs.
• Have Ss follow along in their books as you read Pablo’s email message aloud for the class. Remind them to determine why he wrote the email message. Give Ss time to discuss the answer in small groups.
• Ask Ss to underline any instances in the email where Pablo used a connective to express contrast or surprise. (but, however, However) Let Ss compare answers. Ask, Did Pablo use connectives the right way?
What were the contrasting ideas?
• Clarify the meaning of any words Ss have questions about.
OPTION In pairs, have Ss take turns reading the email message aloud. Ask them to take turns reading every 4–5 lines.
EXTENSION In pairs, have Ss rewrite the sentences using however with different connectives that show contrast or surprise.
• Tell Ss to look at the text again and complete the chart.
Tell them to identify the general problem, the details, and the request.
• Circulate to help Ss as needed.
• Draw a blank chart on the board. Solicit volunteers to write their answers to the chart on the board.
OPTION Have Ss highlight the information in the email message that helped them determine the answers for the chart.
UNIT 2 T-27
2 FOCUS ON WRITING
• Ask Ss to close their books. Copy the chart on the board without headings. Include just the first row of sample answers. Ask, Can you guess what the headings of these columns should say? Elicit answers.
• Ask Ss to open their books. Read the Writing Skill aloud. Make sure Ss can tell the difference between the polite versus less polite examples. Above the headings
in the chart write the words Less polite language and Polite language.
• Tell Ss to individually reread the text in 1C. Say, Find examples of polite language that we can use to complete the second column of this chart.
• Have Ss complete the exercise individually and then compare their charts in pairs. Invite volunteers to add their answers to the chart on the board.
3 PLAN YOUR WRITING
• Say, You are going to write an email message disputing a problem you had with a business. Have Ss write notes answering the questions.
• Have them draw a chart like the one in 1D. Have them transfer their notes into the chart.
• Walk around the class as Ss work. Provide feedback on vocabulary and spelling as necessary. Encourage Ss to use a dictionary if they want. Make sure they include the company’s name, the general problem, some of the details of the problem, and how they wanted the company to resolve the problem.
• Solicit a volunteer to read the sample sentence. Then put Ss in pairs to take turns describing their dispute.
• Monitor Ss’ conversations to make sure they are including relevant details.
EXTENSION Have pairs form groups of four. Ask each pair to share the details about their dispute.
Lower-level Ss can look at their classmates’ chart while presenting. Challenge higher-level Ss to complete the activity without looking at their notes.
4 WRITE
• Bring Ss’ attention back to 1D. Say, You can see how Pablo used this chart to organize his email message.
• Tell Ss to use the notes in their chart to write their email. Remind them to use 1C as a model and include 3–4 sentences in each paragraph.
• Higher-level Ss should write longer email messages and add more detail where possible. Take this opportunity to work one-on-one with lower-level Ss who struggle with writing to help them use connectives and organize their writing.
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 email messages. Have them underline all of the connectives and identify the problem, details, and request. Then have them respond to the second question.
• Have Ss give peer feedback and discuss how improvements can be made.
• Encourage Ss to help their partner add more polite language words or fix any errors with connectives or the past unreal conditional.
• 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 or interesting.
• Direct Ss’ attention to the Revising tip. Read the information aloud. Ask, How can being angry when you write affect the outcome of your letter? (When you are angry when you write, your language might not be as polite as it could be. When that happens, you might not get the result you want or the dispute might remain unsolved.) How long do you think you should wait for? Invite volunteers to share their ideas.
6 PROOFREAD
• Give Ss time to review their partners’ feedback.
• 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 email.
EXIT TICKET Ask, What would have made you feel better about a dispute you had in the past? Have Ss write their names on a blank card. Encourage them to use the grammar from this unit to answer the question. Give an example: I might have felt better if the store had refunded my money. Collect cards as Ss leave to identify areas for review and additional practice.
2 FOCUS ON WRITING
Read the Writing Skill. Then reread Pablo’s email. Find the examples of polite language in the email that have the same meaning as the less polite language below. Complete the chart.
Less polite language Polite language You have to credit my
account…
Would you kindly credit my account…
You have to send me an email…
Do this right away.
Thanks for taking care of this.
Tell me if you need anything else.
3 PLAN YOUR WRITING
THINK When did you have a dispute with a company? What was the general problem, what were the details of the problem, and how did you want them to resolve the problem?
Draw a chart like the one in 1D.
PAIRS Talk about the dispute.
I disputed a charge from my credit card company because they charged me a late fee twice.
4 WRITE
Write an email about a fi nancial charge from a company that you thought was incorrect.
Describe the problem and how you want them to resolve it. Include polite language. Use the email in 1C as a model.
5 REVISE YOUR WRITING
PAIRS Exchange emails and read each other’s writing.
1. Did your partner clearly state the problem and what he or she wanted done about it? Underline the problem and circle the request.
2. Did your partner use polite language? Check (✓) the examples of polite language.
PAIRS Can your partner improve his or her email? Make suggestions.
6 PROOFREAD
Read your email again. Check your
• spelling
• punctuation
• capitalization
Revising tip
Take a walk and think about the language in your email. If you’re writing about a dispute, it’s a good idea to step away and calm down before you revise it and send it.
WRITING SKILL
Use polite language in a formal email Use polite language in a formal email when writing to complain or dispute a problem. It is more eff ective than using language that demands action. Polite requests usually help you get the results you want. Notice the diff erence between Could you please fi nd out how the problem happened? and I insist you tell me what happened!
27 UNIT 2 I CAN WRITE AN EMAIL TO DISPUTE A PROBLEM.
I would (also) appreciate it if you would send me an email...
Please take care of this as soon as possible.
Thank you for your attention to this matter.
Please let me know if any further information is required.
1 PRESENTATION PROJECT
02-20 Listen or watch. What is the topic of the presentation?
02-21 Listen or watch again. Answer the questions.
1. Why was Misaki excited by the project?
2. Who is this product good for?
3. What did the creator offer to investors?
Read the presentation skill. How can you get better at this skill?
Make your own presentation.
Step 1 Search the internet for a crowdfunding project that would interest you. Search
“crowdfunding”plus a hobby or subject that you’re interested in.
Step 2 Prepare a two-minute presentation about the crowdfunding project. Include
information about why the product is special and what the creator offers to investors.
Bring an item or picture that relates to your project.
Step 3 Give your presentation to the class. Remember to use the presentation skill. Answer questions and get feedback.
2 REFLECT AND PLAN
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about a return policy Discuss taking out a loan Talk about crowdfunding
Vocabulary
Return policy language Language for loans
Conversation
Ask questions for clarifi cation
Pronunciation Blend past modals
Listening
Listen for the introduction and conclusion
Grammar
As long as, providing (that), unless
Past unreal conditional Connectives to express
contrast and surprise
Reading
Identify sources of information
Writing
Use polite language in a formal email
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 Reading Skill: Identify sources of information, page 25.
Notes Done
Speak with authority
Your audience expects you to be an authority on your topic—so, even if you don’t feel confi dent, pretend that you are.
PRESENTATION SKILL
How did you do? Complete the self-evaluation on page 165.
PUT IT TOGETHER
28 UNIT 2
Answers may vary. Possible answer: The topic of the presentation is an interesting crowdfunding project.
Misaki was excited by the project because it’s for a foldable kayak.
The product is good for people
The creator offered T-shirts, waterproof bags, and water bottles to investors.
who like kayaking but don’t have enough space to store a regular kayak.
UNIT 2 T-28
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture on the right. Ask, How would you describe what you see in this picture? (a woman paddling or rowing a kayak)
• Tell Ss to listen to or watch the student presentation.
Remind them to listen for the main idea, not the details, at this stage. Then ask, What is the topic of the presentation? 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. Ask them to complete the exercise individually.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Have Ss discuss in pairs if their predictions were correct.
• Ask, What is something surprising and new you learned about kayaking? What is something surprising or new you learned about crowdfunding? Invite volunteers to share their answers with the class.
OPTION If appropriate, pause the video, and ask Ss to predict what is coming up next. For example, pause after the phrase I’m excited about a crowdfunding project that raised money for… Ask, What do you think the crowdfunding was raising money for? Elicit ideas from the class before moving on.
• Read the Presentation Skill aloud. Ask, What actions can you use to show or pretend that you are confident?
Elicit answers, such as speak loudly, make eye contact, or stand up straight.
• Read the three steps aloud for the class. Tell Ss they can present on any crowdfunding project they are
interested in. Have them look for several and then choose one.
• Have them take notes about the crowdfunding project that they found and explain how it is related to their hobby or a subject they are interested in. Invite them to share their ideas in pairs. Encourage Ss to ask each other questions and give feedback to help improve their idea development.
• Remind Ss to think about a good introduction and conclusion for their presentation. Walk around as Ss work and offer feedback on the introductions and conclusions as well as the organization. Provide help with pronunciation as necessary.
• For homework, ask Ss to prepare a two-minute presentation based on the information in their notes.
Have them refer to the following checklist as they practice their presentations:
Introduce a crowdfunding project.
Include an introduction and conclusion.
Talk about the reasons for the topic selection.
Identify any sources of information.
Speak loudly and clearly.
• Remind Ss to bring in an item or picture related to their crowdfunding source or their hobby 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-29
LESSON 1 Describe how you feel and ask for advice Vocabulary Flu symptoms
Grammar Giving and asking for advice: Review and expand Pronunciation Link consonant and vowel sounds
LESSON 2 Describe injuries and report advice
Vocabulary Injuries and treatments
Grammar Reporting advice: Review and expand Conversation skill Respond to bad news
LESSON 3 Talk about medical research
Grammar Not only…but also
Listening skill Listen for topics
LESSON 4 Read about the pros and cons of an issue Reading skill Identify pros and cons
LESSON 5 Write a summary
Writing skill Write a good summary
Writing process tip Compare your summary to the original text
PUT IT TOGETHER
Presentation project An app or innovation designed to help people improve their health
Presentation skill Keep graphics simple
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 seen a doctor in his or her office.
Call on volunteers to answer questions such as: What did you see the doctor for? What did the doctor tell you to do to make you feel better?
• 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 woman on crutches, woman filling out forms, doctor helping a patient, a hospital or doctor’s office, a waiting room.
• Focus on the social media message. Ask, Who wrote the message? (Gina Clark) Have them read what Gina says on page 4 or play the video of Gina. Then ask, What do you know about Gina? (She’s a human resources specialist.)
• Read Gina’s social media message aloud. Ask, What is she worried about? (getting the flu) Why is she worried about this? (a lot of people at her office are sick) Why doesn’t she want to get sick? (She has a lot of work right now.)