WRITE ABOUT PERSONAL STYLE
LESSON 5 WRITE ABOUT PERSONAL STYLE
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, What is Ed doing? (shopping for new work clothes) What does he mean when he says, What kinds
of outfit say “professional, but still cool”? (What kinds of clothes are both professional and fashionable?)
• Ask, What are examples of clothing items that are professional? Cool? Both?
1 BEFORE YOU WRITE
• Read the questions aloud. Have Ss discuss their personal clothing style in pairs.
• Invite volunteers to share their style with the class.
Then take a class vote. Ask Ss, Do you think having a personal style is important? Call on Ss to give reasons for their opinion.
• Tell Ss to look at the text. Ask, What kind of text do you think it could be? (a blog post, a magazine article) Why do you think that? (It mentions “our readers” in the introduction. There are two posts/responses to the question. This happens on blogs and in magazines.) What else do you notice about the text? (For example, the title, the two pictures, the respondents’ names and ages)
• Read the title aloud. Ask, What is a style idol? (a person whose style you admire a lot)
• Read the first part of the introduction. Pause after what is important to us. Write on the board: The clothes make the man. Ask, Do you agree with this saying?
Why? Elicit opinions.
• Continue reading the rest of the introduction and the responses aloud for the class. Ask the target questions, Who is Mateo’s style idol? (his co-worker Luis) Who is Kristen’s? (her sister Violet) Elicit answers.
• Have Ss take turns reading the responses aloud in pairs.
• Bring the class back together. Ask, Is the text written in a formal or informal style? (informal) How do you know?
(use of first person, tone is conversational and friendly)
• Clarify any new or confusing words, such as afford (to be able to pay for something), plain (simple; not unusual or special in any way), or vintage (a vintage object or vehicle is old, but is kept in good condition because it is interesting or attractive).
• Ask, What does Mateo mean when he says that Jason always looks like he stepped out of a magazine? (He looks like a model from a fashion magazine.)
OPTION Have three volunteers take turns reading the introduction and responses aloud for the class.
• Copy the chart on the board. Read the instructions.
• Have Ss work in pairs to complete the exercise but fill in the chart individually. Ask them to include examples from the text.
• Walk around to provide help as necessary.
• Invite volunteers to add their answers to the chart on the board. Review answers as a class.
UNIT 7 T-87
2 FOCUS ON WRITING
• Read the Writing Skill aloud. Elicit additional words and phrases that express opinion like those mentioned in the Listening Skill box. Write Ss’ ideas on the board for reference.
• Tell Ss to individually reread the text in 1B. Say, Circle phrases that express opinion and underline the opinion that the speaker is giving. Have Ss compare their findings in pairs.
3 PLAN YOUR WRITING
• Read the instructions aloud. Have Ss complete the exercise. Tell them to use the chart in 1C as a model.
• Have Ss brainstorm several people that have a personal style they like. Remind them they can write about people they know or celebrities.
• Then have Ss choose one person to write about and complete the graphic organize with information about that person’s style.
• Walk around as Ss work. Provide help with vocabulary and spelling as necessary.
OPTION Lead a class brainstorm about style idols.
Show or project photos of celebrities on the red carpet. In pairs or small groups, have Ss identify each person’s type of style, describe his or her outfit, and share if they like this personal style. After each photo, ask Ss, Is this your style idol? Take a class vote. Then have Ss complete 3A.
• In pairs, have Ss take turns talking about the ideas in their chart.
• Encourage them to use phrases and expressions to express their opinion as they share information about their personal style idols.
• Tell Ss to ask follow-up questions and provide feedback on ways their partner can add more detail or examples.
4 WRITE
• Read the instructions aloud. Write on the board: Who’s your style idol? Tell Ss to use the notes in their chart to write a response to the question.
• If they finish early, higher-level Ss can write about another personal style idol.
• Explain that Ss’ responses should be a short
paragraph. Remind them to use the responses in 1B as models.
• Suggest that Ss state the type of style in the first few sentences and then include 2–3 examples of the style.
• Remind Ss to use the first person (I, me, my, mine) and the expressions in the Writing Skill box to make their opinion clear.
• Review the Drafting tip. Explain that the first draft should focus on ideas and the later drafts should focus on revision and proofreading.
5 REVISE YOUR WRITING
• Arrange Ss in same-level pairs. Ask them to exchange and read each other’s responses.
• Have Ss underline the type of style. Ask them to consider if it is clear enough.
• Have Ss put a check mark next to examples of the style that help them clearly imagine the person’s outfits and circle any words or phrases that show their partner is expressing an opinion.
• Tell Ss to take turns asking and answers the questions in 5A. Encourage them to ask clarification questions if information was unclear.
• Encourage Ss to help their partner add more details or examples.
• 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.
TEACHING TIP Remind Ss to provide examples and reasons for their opinions when giving feedback so that their partners have a clear idea of why and how they should improve their writing.
6 PROOFREAD
• Give Ss time to review their partners’ feedback and make corrections.
• 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 essay.
EXIT TICKET Write on the board: What’s your personal style? Have Ss write their names on a blank card or piece of paper and write 3–5 sentences describing their personal style. Tell Ss to write about their style right now or the style they want to have.
Either way, have them include the type of style, 2–3 examples of outfits, and at least one reason why they like it. 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 the text in 1B. Circle the phrases that show that the writer is expressing his or her opinion and underline the opinion he or she is giving.
3 PLAN YOUR WRITING
Think of someone you know or a celebrity who has a personal style that you really like.
Complete the chart with information about this person’s style.
Person Style Examples Why I like it
PAIRS Talk about your ideas. Suggest ways your partner can improve or add to his or her ideas.
Can you give another example …
4 WRITE
Write a response to the question “Who’s your style idol?”
Make sure you use phrases that make it clear that you are giving your opinion. Use the responses in 1B
as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s responses.
1. Underline the type of style. Is it clear what it is?
2. Put a check mark (✓) next to examples of the style.
Can you clearly imagine what the person wears?
3. Circle any words or phrases that show the writer is expressing an opinion.
PAIRS Can your partner improve his or her response? Make suggestions.
6 PROOFREAD
Read your response again. Check your
• spelling
• punctuation
• capitalization
Drafting tip
Don’t be afraid of making mistakes in your fi rst draft. Let your ideas come out, and don’t worry too much about spelling and grammar. You can always fi x your mistakes later.
WRITING SKILL Express opinions
When you give an opinion, use words and phrases such as without a doubt, as far as I’m concerned, and in my mind. These phrases show you are saying how you personally feel about something, even if other people might disagree.
87 UNIT 7 I CAN WRITE ABOUT PERSONAL STYLE.
1 PRESENTATION PROJECT
07-19 Listen or watch. What is the topic of the presentation?
07-20 Listen or watch again. Answer the questions.
1. What do the people in Misaki’s examples wear?
Person 1:
Person 2:
2. Do the people’s clothes match reality? Why or why not?
Person 1:
Person 2:
Read the Presentation Skill. What kind of information should you write on note cards?
Make your own presentation.
Step 1 Brainstorm examples of how the meaning of the expression “Don’t judge a book by its cover” can be applied to
someone’s clothing.
Step 2 Prepare a two-minute presentation about this idea using your examples.
Bring an item or picture that is related to your examples.
Step 3 Give your presentation to the class. Use notes to help you remember what to say.
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 Talk about
people’s clothes Talk about
clothing repairs Discuss fashion
and attitude
Vocabulary
Verbs related to clothing Adjectives related to
clothing Clothing repair
Conversation
Accept compliments
Pronunciation Emphatic stress
Listening
Listen for opinions
Grammar
Reduced defi ning relative clauses Passive causatives Would rather (than)
Reading
Identify reasons
Writing
Express opinions
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 vocabulary in Lesson 1, page 78.
Notes Done
How did you do? Complete the self-evaluation on page 165.
Use notes
To remember what you want to say and the order you want to say it in, write notes on note cards. Write only key words—not sentences—so you don’t just read from the cards.
PRESENTATION SKILL
PUT IT TOGETHER
88 UNIT 7
You can’t judge people by the clothes they wear.
expensive designer suit
no; the person is not wealthy exercise clothes
no; the person does not work out
UNIT 7
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture on the right. Ask, What do you see? (the same man dressed in two different outfits) Say, If these two people were twins, how would you describe their separate personal styles? What do their clothes say about them? Elicit ideas from Ss. Write them on the board.
• Ask, What do you think will be the topic of this presentation?
• 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? Were your predictions correct?
• 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 answer the questions individually.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Say, Listen (or Watch) again. What words or phrases does the speaker use to present examples? Replay the audio or video. Elicit answers. (For example…, Another example of… is…) Encourage Ss to use these phrases in their presentations.
• Read the Presentation Skill and question aloud.
Elicit ideas.
• Encourage Ss to make notecards to help prepare for and practice their presentation. Tell them to number the cards to keep them in order. Remind them to write key words and not complete sentences.
• Model effective body language when presenting with note cards (for example, glancing at cards rather than reading from them, holding them low rather than in front of your face).
• Read the three steps aloud for the class. Write on the board: Don’t judge a book by its cover. In pairs, have Ss explain the meaning of the expression in their own
words without looking at their books. Call on Ss to explain the expression to the class.
• Have Ss brainstorm examples of how the meaning can be applied to someone’s clothing. Tell Ss to include two examples in their presentation of how people’s appearances don’t represent reality.
• Write the following outline on the board:
1. Introduction: Meaning of expression 2. Example 1: clothes versus reality 3. Example 2: clothes versus reality 4. Conclusion: Final message
Review the outline. Encourage Ss to organize their presentation in this way.
• Say, Listen (or Watch) again. How does the presenter compare the person’s clothes with their reality? Replay the audio or video. Elicit the answer. (you might think…, The truth is…) Write it on the board for reference.
• Walk around as Ss work on their outlines and provide help with vocabulary and spelling as necessary.
• Have Ss share the ideas in their outlines in pairs.
Encourage them to ask each other questions and give feedback to help improve their idea development.
• For homework, ask Ss to prepare a two-minute presentation based on the information in their outline.
Have them refer to the following checklist as they practice their presentations:
Introduce the expression.
Describe what two people wear.
Discuss if their clothes match reality.
Practice glancing at, not reading from, notecards.
Speak loudly and clearly.
• 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.
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.
T-88
PREVIEW THE UNIT
T-89
LESSON 1 Talk about regrets
Vocabulary Technology
Grammar Wish / If only to express regrets Pronunciation Contractions of the auxiliary had
LESSON 2 Describe using a computer
Vocabulary Using software
Grammar Showing purpose
Conversation skill Respond to gratitude
LESSON 3 Discuss social media and friendship
Grammar Even to emphasize a point Listening skill Listen for sources
LESSON 4 Read about a high-tech city
Reading skill Recognize bias
LESSON 5 Write about a new technology
Writing skill Explain a problem and solution
PUT IT TOGETHER
Presentation project Favorite apps and websites Presentation skill Use charts
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Write the unit title on the board. Ask Ss, What does it mean to install something? (to put a new program or a piece of equipment somewhere and make it ready for use) What is something you have installed recently?
• Tell Ss to read the learning goals. Ask, Do you use social media? Are you interested in technology?
• Ask, What’s going on in this photo? Have the class talk about what they see. Write key words and phrases on the board, such as robots, tablet, software, programs, high-tech, factory.
• Ask, Who wrote the social media message? (Paula Florez) What do you remember about Paula? (For example:
She lives in Mexico City. She’s a sales rep.)
• Read the social media message aloud. Ask, How does Paula feel about her computer? (like it’s taking up all of her time) What kind of week is she having? (busy, frustrating)
• Ask Ss, Do you ever feel like the computer is taking up all of your time? Why or why not?