UNIT 7 T-78
LESSON 1 TALK ABOUT PEOPLE’S CLOTHES
• Read the lesson title aloud. Ask, What are situations where you would need to talk about clothes?
(when trying on and buying clothes, dressing for different weather conditions, working in the fashion industry, choosing appropriate dress for formal and informal events)
• Read the social media message aloud. Ask, What is Ed’s plan for tonight? (stay home and watch the awards) What does he mean when he says his pajamas are fancy? (They are expensive, popular, and fashionable.) Elicit ideas. You might want to point out that Ed is likely being sarcastic; his pajamas are probably not going to be fancy, but he’s joking about dressing up to watch the awards at home.
1 VOCABULARY
• Ask Ss to close their books. Write clothing on the board and circle the word. Ask, What are some words—especially verbs and adjectives—you associate with clothing?
• Model the activity. Say, When I think of clothing, I think of sizes, like small, medium, and large. Draw a line out from the circle. At the end of it, write sizes. Circle it, and draw out three lines from that. At the end of each, write small, medium, and large.
• In pairs, have Ss to discuss verbs or adjectives that come to mind when they think of clothing.
• Invite volunteers to add their ideas on the board.
Encourage them to group or categorize them logically in the mind map.
• Have Ss open their books and scan the pictures and captions in 1A. Ask Ss to underline words they are unfamiliar with. In pairs, have Ss share and compare their previous knowledge.
• Say, First, listen to verbs related to clothing. Play the audio. Pause after button. Say, Now, listen to adjectives to describe clothing. Continue the audio. Pause after solid blue.
• Ask Ss to listen again and repeat. Play the rest of the audio without pausing. Review the meaning and pronunciation of the terms.
• Read the questions aloud. Have Ss complete the exercise individually.
• Walk around and help Ss with vocabulary, if necessary.
• In pairs, have Ss take turns asking and answering the questions. Encourage them to ask follow-up questions to learn more about their partners.
• Read the questions aloud. Elicit answers from the class. Take a vote on which type of clothing is the most popular among Ss.
EXTENSION In pairs, have Ss take turns acting out and guessing the verbs related to clothing. Tell them they can use movements and sounds, but no words.
Have them play the game until they’ve reviewed each verb two or three times. Invite volunteers to the front to act out the verbs and elicit answers from the class.
EXTENSION Show or project several pictures of fashion models. Choose pictures before class to make sure they are appropriate. For each picture, tell Ss to use the vocabulary in 1A to talk about the model’s clothes. Give them a few minutes to discuss in pairs and then elicit descriptions from volunteers.
2 GRAMMAR
• Ask Ss to close their books. Write the grammar title on the board. Ask, What do relative clauses do? (modify the subject or object of a sentence) What do defining relative clauses do? (give essential information that defines the person or thing we are talking about)
• Write on the board: The job that I applied for starts next week. They want someone who has worked in social media. Ask, What are the defining relative clauses in these sentences? (1. that I applied for; 2.
who has worked in social media) What are the relative pronouns? (1. that; 2. who) Remind Ss that both who and that can be used to talk about people, but only that can be used to talk about things.
• Ask Ss to open their books and look at the grammar chart. Read the explanation aloud.
• Write on the board: I see a guy who is tying his shoe over there. Read it aloud. Ask, What is the defining
relative clause in this sentence? (who is tying his shoe) Who does it describe? (a guy) What is the relative pronoun? (who)
• Cross out who is. Read the new sentence aloud. Ask, What is the reduced defining relative clause? (tying his shoe) Say, We created a reduced relative clause be removing who and is. Remind Ss the two sentences have the same meaning.
• Read the rest of the examples. Tell Ss that reduced relative clauses can modify the subject but not the object of a sentence.
• Provide additional examples. For example, Full:
The clothes that are lying on the floor need to be washed. Reduced: The clothes lying on the floor need to be washed.
UNIT 7 T-79
3 PRONUNCIATION
• Tell Ss to follow along as they listen to the information in the pronunciation note about emphatic stress. Play the audio.
• Say, You will hear two sentences with emphatic stress. Play the audio. Point out the rising and falling intonation on the syllable with the emphatic stress.
• Replay the audio, and ask Ss to repeat after each line. Remind Ss that the syllables or words in all caps indicate where to place emphatic stress.
• Have Ss listen to the conversation and underline the words with emphatic stress.
• Say, Listen to the conversation again, and repeat. Play the audio again.
• Review answers.
• Have Ss practice the conversation in pairs.
4 CONVERSATION
• Have Ss look at the video stills. Ask, Who are they?
(Ed and Paula) What are they doing? (talking on the phone) What do you think they’re talking about?
(an awards show)
• What is the relationship between Ed and Paula? (co- workers, good friends) What do you think they are talking about? (people’s clothes)
• Have Ss listen or watch. Ask, Were your predictions correct?
• Tell Ss to listen or watch again, and answer the questions. Say, This time, focus on the details. Give them time to preview the questions.
• Play the audio or video again. Have Ss complete the exercise individually and then compare their answers in pairs. Replay the conversation if appropriate.
• Read the questions aloud. Elicit answers.
• Clarify any new expressions. Ask Ss, What does the term red carpet refer to? (a long, narrow red carpet laid on the ground to formally greet an important guest
who has just arrived to an event) What does Ed mean when he asks Paula if the show is live in Mexico? (if the show is being broadcast while it is happening) What does Paula mean when she tells Ed, You’ve got a point?
(she thinks he made an important statement) What is a live feed? (a place where viewers can watch something in real time)
• Focus Ss’ attention on the Discuss sidebar. Read the first question aloud. Lead a class brainstorm of reasons why Paula likes award shows. Elicit ideas from Ss.
• In pairs, have Ss discuss whether they like award shows.
• Take a class poll to see how many Ss like award shows.
Invite volunteers to share their opinions.
• Ask Ss to predict ways the gaps might be filled.
• Then have them listen and complete the conversation.
Review answers.
• In pairs, have Ss practice the conversation, then swap roles and practice again.
5 TRY IT YOURSELF
• Bring Ss’ attention to the pictures. Ask Ss, Where are these people? (the red carpet)
• Arrange Ss in same-level pairs. Tell them to choose who is Student A and who is Student B. Say, Make up names for the three people in your picture. Write them on the line below the image. Do not show your partner the names.
• Read the instructions and the example conversation aloud with a higher-level S. Ask Ss, What are the reduced relative clauses in the example? (wearing a floral dress; holding a microphone) Who are they describing? (a woman named Pam)
• Give lower-level Ss time before discussing to write down reduced relative clauses describing the people in their pictures.
• Tell Student A to ask about Student B’s picture first.
Have Ss switch roles after Student A has written down the names of the people in Picture B.
• Ask the class questions about the people in the pictures. Elicit answers.
• Lead a class discussion about how the people in the pictures are dressed. For each picture, ask, What are they wearing? Do you like these clothes? Why or why not?
• Invite volunteers to share their opinions 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 people’s clothes
✓ using reduced defining relative clauses
✓ using emphatic stress
EXIT TICKET Say, Let’s have a fashion show! Have Ss write a short description of their clothes and take turns sharing them in small groups. Invite each group to the front, and have Ss describe each other’s clothes to the class. For example, And up next is Naomi. Today, she is wearing a solid green sweater with fantastic floral pants. As Ss present, take notes on areas for review and extra practice in later lessons.
5 TRY IT YOURSELF
THINK Student A: Write names for Picture A. Student B: Write names for Picture B.
A
ICS -FM
B
PAIRS Ask and answer questions about the people in your partner’s picture. Student A:
Ask about the person by describing something he or she is doing. Student B: Ask a question to be sure you understand. Then write the names.
A: Who’s the woman wearing the floral dress?
B: The one holding a microphone?
A: Yeah.
B: That’s Kay. K-A-Y.
EVALUATE Tell the class your opinion of the people’s clothing.
3 PRONUNCIATION
07-02 Read and listen to the pronunciation note.
07-03 Listen. Notice the emphatic stress on the words with capital letters.
Her dress is GORgeous!
07-04 Listen. Underline the words with emphatic stress.
Then listen again and repeat.
A: Aren’t you freezing in that light jacket? It’s cold.
B: Yes, but it was warm when I left home. The weather is crazy.
4 CONVERSATION
07-05 Listen or watch. What are they talking about?
07-06 Listen or watch again. Answer the questions.
1. What is Stella Davina wearing?
2. What does Amanda Morgan do in the video Paula is watching?
3. What does Ed realize about Paula’s video?
07-07 FOCUS ON LANGUAGE Listen. Complete the conversation.
Paula: Who is that woman ?
Her dress is gorgeous.
Ed: Uh, which one?
Paula: The blonde woman the guy in the plaid jacket.
Of COURSE I am.
Emphatic stress
Sometimes we want to emphasize a word to show a strong feeling or to focus on a difference. To do this, we use very strong stress to emphasize the word. The word should be longer and louder than other words. The voice is usually high over the stressed syllable.
Why does Paula like awards shows? Do you like awards shows? Why or why not?
79 UNIT 7 I CAN TALK ABOUT PEOPLE’S CLOTHES.
a red carpet event before an awards show something
loose and pink with polka dots that looks like pajamas
She bumps into a guy who is tying his shoes so that he hits a reporter doing an interview.
She’s watching an old video of last year’s awards.
wearing the blue dress
standing next to
1 VOCABULARY Clothing repair
Look at the clothing facts. What do you
do with old clothes? Do you repair them? Recycle them? Throw them away?
PAIRS Talk about the tailor’s services. Are they diffi cult to do? Would you do these things yourself or pay someone else to do them?
A: I think hemming pants is easy. I’ve done it myself, but I’ve never paid for it.
B: I don’t know how to replace a zipper. I would pay someone to do it, or ask my aunt.
2 GRAMMAR Passive causatives
Use passive causatives to talk about having things done by other people.
Get / have Subject Participle
They need to get the light fi xed.
Did you get your suit dry cleaned?
I hope the models have their makeup done on time.
Note: Causatives get and have mean the same thing.
>>FOR PRACTICE, GO TO PAGE 144