UNIT 7 T-80
LESSON 2 TALK ABOUT CLOTHING REPAIRS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What kinds of repairs would clothes need? Elicit examples from the class.
Write Ss’ ideas on the board.
• Read the social media message aloud. Have Ss recall information from earlier units. Ask, What is a photo shoot? (an event when a photographer takes a series of photos in the same place) Why do you think Ed says photo shoots are complicated? Elicit ideas.
1 VOCABULARY
• Bring Ss’ attention to the infographic. Read the title aloud. Ask volunteers to take turns reading the facts aloud.
• Point out the definition of decompose.
• For each fact, ask Ss follow up questions. For example, Why does it take so much water to make one shirt? Is 40 years a long time for something to decompose?
What about 1,000? Do you recycle or wear used clothing? Why or why not?
• Ask Ss, Which facts are most surprising or interesting?
Elicit answers.
CULTURE NOTE The US gallon is defined as 231 cubic inches (3.785 liters).
EXTENSION Ask Ss, What makes a reliable source?
(up-to-date information, credible author, peer reviewed, based on research) Show or project different sources to Ss (for example, a blog, a newspaper article, an academic study, a social media message). Take a class vote on if they are reliable.
EXTENSION Ask, What happens to used clothing after it is donated? Have Ss go to the website PlanetAid.org and read about how used clothes are processed and shipped to developing countries.
Tell Ss to take notes on key ideas and compare their findings in pairs.
• Have Ss scan the images and captions in the
advertisement. In pairs, tell them to share which words they know and circle any they are unfamiliar with.
• Tell Ss to listen, and then listen again and repeat. Play the audio.
• Review meaning and pronunciation. If necessary, consult the following definitions:
1. let out: to use the extra cloth in a fold of a piece of clothing to make it wider
2. take in: to make a piece of clothing more narrow or tight
3. repair: to fix something that is broken or damaged 4. replace: to get rid of something, and to put a new
thing in its place
5. hem: turn under and sew the edge of a piece of cloth or clothing
6. lengthen: to make something longer
7. sew (do sewing): to make or repair a piece of clothing by using a needle and thread
8. dry clean: to clean something by using special chemicals instead of water
EXTENSION Have Ss search online or in newspapers to find local alterations and clothing repair services near them. Ask them to take notes on what services are offered in at least one place. Have Ss describe the local shops to the class or in small groups.
• Read the instructions and questions aloud. Read the example conversation with a higher-level S.
• Have Ss talk about the tailor’s services in pairs.
Walk around as Ss discuss. Listen for the correct pronunciation and word use.
• For each service in 1B, ask, Is this difficult to do? Would you do this yourself or pay someone else to do it? Elicit ideas from the class.
2 GRAMMAR
• Ask Ss to look at the grammar chart. Read the title and explanation aloud. Say, This means the subject causes the action to happen, but doesn’t do the action itself.
• Write on the board: I had/got my hair cut. Say, I caused the haircut to happen, but I didn’t cut my hair myself.
Maybe I paid a stylist or asked a friend to do it.
• Ask, Why do we call this causative passive? (We don’t focus on the agent of action but rather on what was done.) Elicit answers from Ss.
Write on the board: get + subject + past participle (get something done) and have + subject + past participle (have something done). Read the examples aloud.
• Bring Ss’ attention to the Note. Read it aloud. Tell Ss the only difference between causatives get and have is that get is slightly less formal.
• Provide additional examples, such as I had my car washed. Did you get your pants hemmed yet?
UNIT 7 T-81
3 CONVERSATION SKILL
• Give Ss compliments. For example, I like your plaid shirt. Your hair looks great today. Write Ss’ responses to your compliments on the board. Ask the class, How do you respond when someone gives you a compliment?
Add any new ideas to the board.
• Read the conversation skill aloud. Write the examples on the board. Model the correct pronunciation and intonation of the expressions. Have Ss repeat.
• Direct Ss’ attention to 3A. Ask Ss to listen to the conversations. Play the audio.
• Arrange Ss in pairs. Read the instructions. Tell Ss to make the compliment true for their partner.
• Have Ss take turns giving and accepting compliments.
Remind them to respond with expressions from the conversation skill box.
EXTENSION Have Ss repeat 3B as a mingle activity.
First, give Ss time to individually write a compliment for each of their classmates. Walk around as Ss work to help with vocabulary or ideas. Then, ask them to walk around and give their compliments. Remind Ss to use the expressions from the conversation skill box to accept the compliments.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Ed and Leti) What is their relationship? (co- workers) Where are they? (New York office at Ed’s desk)
• Give Ss time to preview the answer choices. Have Ss listen or watch. Ask, What are they talking about? (a photo shoot)
• Review the answer.
• Read the questions aloud. Then have Ss listen or watch again and complete the exercise.
• Have Ss compare their answers in pairs. Review answers.
• Ask Ss, How do Leti and Ed accept each other’s compliments? (Aw, thanks Ed! / Thank you.)
• Read the first question in the Discuss sidebar aloud.
Elicit ideas from the class about how Leti feels. Read the other questions aloud. Have Ss discuss in small groups. Remind them to give reasons to explain their reactions.
• Take a class survey to see how Ss react to problems.
Ask, Are you like Leti? Do you react differently? Elicit answers.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Review answers. Have Ss practice the conversation in pairs.
• Clarify any new or confusing words, such as spill (to accidentally pour a liquid out of its container).
5 TRY IT YOURSELF
• Ask Ss, What clothes do you need to have fixed? Read the instructions.
• Next to each clothing item, ask Ss to write exactly what they need done. For example, 1. dress: needs to be hemmed. 2. long-sleeved shirt: button needs to be sewn back on.
• Walk around as Ss write their list. Remind them to use the target vocabulary in 1B. Provide help with vocabulary and spelling.
• Tell Ss to make up problems if they don’t have clothing items that need to be fixed. Suggest they reference 1B for ideas.
• Read the instructions and example conversation aloud with a higher-level S.
• In pairs, have Ss take turns acting out their conversation. Remind them to use causatives to explain what they want the tailor to do.
• Keep time. After five minutes, ask Ss to swap roles.
• Monitor. Listen for the correct use of verb forms.
• Invite volunteers share their clothing problems with the class. Elicit suggestions from Ss about how to fix or deal with the problems.
• Write on the board:
1. have the items repaired by somebody else 2. repair the items yourself
3. recycle the items 4. throw the items out
• Ask Ss, In real life, which of these options would you choose to fix your problem? Why? Invite volunteers to share their answers with the class.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:
✓ using the vocabulary to talk about clothing repair
✓ using passive causatives
✓ using expressions to accept compliments EXIT TICKET Say, You are bringing your clothes to the tailor to be fixed. Make a list of repairs that need to be done. Have Ss write their names on a blank card or piece of paper. Give them a few minutes to write instructions for the tailor. Tell them to use causatives and write complete sentences. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
5 TRY IT YOURSELF
THINK Make a list of four clothing items (real or imaginary) that you want to have fixed.
ROLE PLAY Student A: You’re the customer. Explain to the tailor what the problem is and what you want done. Student B: You’re the tailor. Tell the customer whether you can make the repair and how much it will cost.
A: I need to get these pants hemmed.
B: I can do that. It will be $10.
ANALYZE Share the clothing problems with the class. Talk about whether you would really have the items repaired, repair them yourself, or throw them out and why.
3 CONVERSATION SKILL
07-09 Read the conversation skill. Listen.
Notice how the speakers accept compliments.
1. A: Did you get your hair cut? It looks great!
B: That’s so nice. Thank you.
2. A: You’re an excellent artist.
B: Thanks! That’s kind of you to say.
Complete the compliments. Then take turns saying them to a partner and accepting them.
Use the language from the conversation skill box.
1. You’re an excellent .
2. Where did you buy that ? It’s really nice.
3. You’re very .
4 CONVERSATION
07-10 Listen or watch. What are they talking about?
a. what happened at the photo shoot
b. why the photo shoot is happening Wednesday c. where they are going to find different models
07-11 Listen or watch again. Answer the questions.
1. What compliment does Ed give to Leti?
2. What’s the problem with the room?
3. What are Ed and Leti going to do later?
07-12 FOCUS ON LANGUAGE Listen. Complete the conversation.
Leti: Let’s see … Mindy’s skirt is too loose, so we need to . John spilled something on his jacket, so we need to . Marta broke the zipper on her pants, so we need to .
Ed: Oh, boy.
Accept compliments
Use expressions like these to accept a compliment. You can say thanks or thank you before or after these expressions.
That’s sweet of you.
That’s kind of you to say.
That’s so nice.
Do you think Leti is upset about things not being ready for the photo shoot? Have you ever had a problem because someone wasn’t prepared? How did you react?
81 UNIT 7 I CAN TALK ABOUT CLOTHING REPAIRS.
You’re one of the best photographers we have.
One of the lights isn’t working.
They’re going to go to lunch.
have it taken in get it cleaned
get that fixed
1 BEFORE YOU LISTEN
07-13 VOCABULARY Listen.
Then listen and repeat.
confi dent: believing you can do something well and without feeling nervous physically: related to your body, not your mind
an attitude: the way you think or feel about something a negotiator: someone who negotiates
negotiate: to talk about something in order to get an agreement
traditional: based on ideas and ways of doing things that have existed for a long time a social life: the time you spend enjoying yourself with friends
socialize: to spend time with people for fun
Complete the sentences with the words in 1A. Use each word only once.
1. When you buy a new car, you need to to get a good deal.
2. It’s in many countries for businesspeople to wear dark-colored suits.
3. I like to with my co-workers at a restaurant after work.
4. Of course your job is important, but your is important, too.
5. A good athlete must be strong.
6. My boss is an excellent . He always gets the best deals.
7. It’s easier to do a good job if you feel .
8. Carol is always smiling and never gets upset at work. She has a great . PAIRS Discuss the questions.
1. Are you a good negotiator? How do you feel when you have to negotiate something?
2. Do you think you have a good balance between your social life and work or school? Why?
3. Where do you feel the most confi dent (for example, at work, when you are socializing)? Why?
4. What day of the week do you socialize the most? Why?
5. Would you describe your clothing style as traditional? Why or why not?
6. Do you think you have a good attitude toward school? Explain.
2 GRAMMAR Would rather (than)
Use would rather (than) to talk about preferences.
Would Rather Base verb
I would rather be comfortable (than fashionable).
He would rather stay home (than go out).
You would rather not wear a suit (than wear one).
Note: In speaking and informal writing, we usually use contractions with subject pronouns and would. I’d rather wear a T-shirt.
>>FOR PRACTICE, GO TO PAGE 145
LESSON
82 UNIT 7
3
ED MILLER
@EdM
First big project after my promotion.
I’m so nervous. Maybe I should wear a superhero T-shirt!