WRITE ABOUT BAD HABITS
LESSON 5 WRITE ABOUT BAD HABITS
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 a bad habit? (a habit that negatively affects your health) What does it mean to break a habit? (change it)
• Ask, What is Ahmet’s bad habit? (eating sweets) What are examples of sweets? (candy, soft drinks, desserts) How many people have a bad habit of eating sweets?
Take a class survey.
1 BEFORE YOU WRITE
• Read the questions aloud. Have Ss discuss their bad habits in pairs. Tell Ss to give each other advice for how to break them.
• Ask volunteers to share their bad habits with the class.
List them on the board. Then ask, What are ideas to change these habits? List pieces of advice next to each bad habit.
• Tell Ss to look at the text. Ask, What is it? (a blog post) What is the name of the blog? (The Modern Life of Dave Tanner) Who do you think wrote the blog post?
(Dave Tanner)
• Have Ss follow along in their books as you read the blog post aloud for the class. Ask the target question, What examples of bad habits does it mention? (not exercising enough, eating unhealthy food, watching too much TV) Elicit answers. Write them on the board.
• Have Ss take turns reading the blog aloud in pairs. Tell them to change roles every 3–4 lines.
• Bring the class back together. Ask, Is the blog post 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 struggle (to try hard to do something that you find very difficult), overcome (to successfully deal with or gain control of something difficult), kickboxing (a form of boxing in which fighters are allowed to kick each other with their bare feet), and treadmill (a piece of exercise equipment with a flat moving surface that you walk or run on while staying in the same place).
EXTENSION Show or project side-by-side photos of someone kickboxing and someone walking or running on a treadmill. Ask, Which looks more fun to you? Which is more effective? Which would you prefer? Have Ss discuss in pairs or small groups. Take a class vote on which is more fun and effective. Ask, What are your preferred forms of exercise? Invite volunteers to share with the class.
EXTENSION Ask, What health or lifestyle blogs do you follow? In small groups, give Ss time to talk about their favorite blogs. If appropriate, allow them to show each other the websites on their phones. Invite volunteers to share blogs that interest them with the class.
• Copy the chart on the board. Read the instructions.
Elicit the bad habits mentioned in the article. Add them to the chart. Tell Ss to do the same.
• Make sure Ss understand the headings before moving on. Ask, According to the post, why are habits so hard to break, and what are some ideas to help us break them?
• Have Ss work in pairs to complete the exercise but fill in the chart individually. Ask them to include examples from the post.
• Walk around to provide help as necessary.
• Invite volunteers to add their answers to the chart on the board. Review answers as a class. Elicit from Ss any additional ideas for how to break these bad habits.
EXTENSION Bring Ss’ attention to the comment section at the bottom of the blog post. Ask Ss, How would you respond to this blog post? Give Ss a few minutes to write 2–3 comments and then share them in small groups. Have volunteers share their comments with the class.
UNIT 5 T-63
2 FOCUS ON WRITING
• Read the Writing Skill aloud. Tell Ss to reread the text in 1B and underline the hook.
• Have a volunteer read the hook aloud. Ask, How does this personal experience catch the readers’ interest?
Does it make you want to read more? Why? Lead a class discussion about why this is an effective hook.
• Ask, Other than using an anecdote, what could be effective ways to write a hook? (ask a question, include a quotation, report statistics) Elicit ideas.
LANGUAGE NOTE To catch the interest of someone means to have a sudden effect on someone’s attention or imagination.
3 PLAN YOUR WRITING
• Read the instructions aloud. Have Ss complete the chart, using 1C as a model.
• Remind Ss they can write about their own bad habits or someone else’s.
• Walk around as Ss work. Provide help with vocabulary and spelling as necessary.
• In pairs, have Ss share their ideas.
• As they share bad habits, encourage them to show understanding using the expressions in the Conversation Skill on page 55.
• 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. Tell Ss to use the notes in their graphic organizer to write a blog post.
• Lower-level Ss can write about one bad habit; higher- level Ss can write about two.
• Explain that Ss’ posts should have four short
paragraphs: one for the hook and then one paragraph for each of the boxes in the chart.
• Suggest that Ss include the main idea of each paragraph in their concluding sentences.
• Ask Ss to look back at the last expression, Let’s do this!
Encourage Ss to end their blog post with a similar motivational expression, such as Nice work! or Here we go!
5 REVISE YOUR WRITING
• Review the Revising tip. Tell Ss that revising often has to do with ideas or the organization of information.
• Write on the board: My alarm cloc rings and its 6:30 am and I promised me I wanted to start going to the gim before work. Say, Proofread this sentence; fix any problems with spelling, grammar, or punctuation.
• Have Ss compare their answer to the first sentence of the blog post in 1B. Invite a volunteer to edit the sentence on the board.
• Arrange Ss in same-level pairs. Ask them to exchange and read each other’s blog posts.
• Have Ss underline the hook and consider if readers can relate to or might be interested by it.
• Have them put a check mark next to examples of why someone has this bad habit and circle the suggestion(s) for how to break it.
• 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.
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 a bad habit on the board, such as eat unhealthy food. In small groups, have Ss discuss if they have this bad habit, why it’s hard to break, and what to do about it. Remind them to show agreement by using short responses with so, too, neither, and either and to show understanding by using the expressions in the Conversation Skill on page 55.
Walk around to make sure they are all participating.
Take notes on areas for review and extra practice in later lessons.
2 FOCUS ON WRITING
Read the Writing Skill. Underline the hook in the blog post.
3 PLAN YOUR WRITING
Think of a bad habit that you have or someone you know has. What is the bad habit?
Why is it hard to break this bad habit? What can someone do to break the bad habit?
Take notes in the chart.
WRITING SKILL Use a hook
Use an anecdote or a personal experience at the beginning of your writing as a “hook” to catch readers’ interest. A hook helps the reader relate to your experience and makes him or her want to read more.
PAIRS Talk about your ideas. Suggest ways your partner can improve or add to his or her ideas.
I think you explain the bad habit well, but you should include …
4 WRITE
Write a blog post to explain a bad habit. Make sure you use a hook that the reader can relate to.
Use the blog post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange blog posts and read your partner’s description of a bad habit.
1. Underline the hook. Can many readers relate to it?
2. Put a check mark (✓) next to examples of why someone has this bad habit. Is the reason clear?
3. Circle the suggestion(s) for what to do about the bad habit. Is it a good idea that
anyone can do?
PAIRS Can your partner improve his or her blog post? Make suggestions.
6 PROOFREAD
Read your blog post again. Check your
• spelling
• punctuation
• capitalization
Revising tip
Understand the difference between revising and proofreading. When we revise, we change anything that can make the text clearer or more interesting to the reader. These can include big or small changes. When we proofread, we look for problems in spelling or grammar and mark them.
Why they’re hard to break
Bad Habits What to do about them
63 UNIT 5 I CAN WRITE ABOUT BAD HABITS.
1 PRESENTATION PROJECT
05-20 Listen or watch. What is the topic of the presentation?
05-21 Listen or watch again. Complete the chart.
Problem Home remedy Would the speaker try it?
Read the Presentation Skill. What are examples of visual aids? Make a list.
Make your own presentation.
Step 1 Find information about home remedies.
Think about whether you would try each one. Complete a chart like the one in 1B.
Step 2 Prepare a two-minute presentation about home remedies. Remember to include large visual aids. Bring items or pictures related to them.
Step 3 Give your presentation to the
class. 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
health resolutions Describe symptoms
and injuries Discuss sleep habits
Vocabulary Healthy living Symptoms and injuries
Conversation
Show understanding
Pronunciation
Blending phrases with so and neither
Listening
Listen for understood comparisons
Grammar Past intentions So, too, neither,
and either
Plans and intentions for the future
Reading
Notice concluding sentences
Writing Use a hook
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 Lesson 1 Vocabulary: Healthy living on page 54.
Notes Done
Use large visual aids
Visual aids, like pictures or charts, make a presentation easier to understand and keep the audience interested. Use visual aids that are large enough for everyone in the audience to see.
PRESENTATION SKILL
How did you do? Complete the self-evaluation on page 165.
PUT IT TOGETHER
64 UNIT 5
home remedies
sunburn aloe vera plant yes
yes
yes a pulled muscle, a sore
back, or swollen ankles Epsom salts colds onion in your sock
while you sleep no
trouble falling asleep cup of warm milk
UNIT 5
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture on the right. Ask, What do you see? (garlic, oranges, grapefruits, cinnamon, honey, ginger, tea) Write Ss’ answers on the board.
Ask, What do you think the topic of this presentation will be?
• 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?
OPTION If appropriate, pause the video, and ask Ss to predict what’s coming. For example, pause after For minor problems, though, you can try simple home remedies. Ask Ss, What are examples of minor health problems? What might be home remedies to cure them? You can also pause the video to have Ss reflect on what was said. For example, pause after I would try it because it sounds relaxing. Ask Ss, Would you try this home remedy? Does it sound relaxing to you? Ask similar questions after each remedy the speaker presents.
• Give Ss time to preview the chart. If necessary, clarify the meaning of home remedy (a medicine made with ingredients available at home).
• 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 chart individually.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Ask, What kind of hook did the speaker use? (asked a question) Do you think this was an effective hook? Why or why not? Have Ss share their opinions with the class.
• Have Ss listen or watch again. Ask, What words or phrases did the speaker use to present each problem and remedy? Elicit answers and list them on the board.
For example:
1. One problem I’ve heard a home ready for is…
2. A problem that I did use a home remedy for was…
3. … also have several home remedies.
4. One of these is…
5. Last,
Encourage Ss to use these words or phrases in their presentations.
• Read the Presentation Skill and question aloud. Have Ss make individual lists. Then elicit examples and write them on the board (pictures, charts, graphs, tables, infographics, diagrams).
• Read the three steps aloud for the class. Have Ss find information about different home remedies.
Allow them to use their phone to research, but also encourage them to base their presentation on their personal experiences.
• Suggest Ss complete a chart like the one in 1B to organize their ideas.
• Higher-level Ss should present on four problems and home remedies. Allow lower-level Ss to present on 2–3.
• Walk around as Ss work and provide help with vocabulary and spelling as necessary.
• Have Ss share the ideas in their charts 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 2-minute presentation based on the information in their chart and bring in an item or picture related to it to show during their presentation. Have them refer to the following checklist as they practice their presentations:
Introduce each problem.
Describe the home remedy.
State if you would try it, and why or why not.
Use a large visual aid.
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-64
PREVIEW THE UNIT
T-65
LESSON 1 Describe a crime
Vocabulary Crime and criminals
Grammar Past perfect
Conversation skill Keep your listener interested
LESSON 2 Talk about law and order
Vocabulary The legal process Grammar Present perfect passive Pronunciation The letters -se
LESSON 3 Discuss crime-solving technology
Grammar Do / did as a verb substitute Listening skill Listen for contrasts
LESSON 4 Read about Sherlock Holmes
Reading skill Identify examples
LESSON 5 Write about a crime
Writing skill Use the 5 Ws and how
PUT IT TOGETHER
Presentation project True crime stories Presentation skill Make eye contact
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. Ask the class, What is a criminal? (someone who acts illegally)
• Tell Ss to read the learning goals. Answer any questions they have. Tell Ss they will learn who Sherlock Homes is later.
• If Ss have studied the topics before, reassure them that they will learn something new.
• Direct Ss’ attention to the photo. In pairs, have Ss talk about what they see.
• Have pairs report back. Write key words on the board: police, investigation, gloves, camera, evidence, forest.
• Focus on the social media message. Ask, Who wrote the message? (Marcos Alves) Have them read what Marcos says in Meet the People of TSW Media on page 4 or play the video of Marcos. Then ask, What do you remember about Marcos? (For example, He’s a Brazilian market research analyst.)
• Read Marco’s social media message aloud. Ask, What does Marcos mean when he says the show is a true crime show?
(a show about real-life criminal situations) What does fascinating mean? (very interesting or appealing) Why do you think Marcos finds these shows fascinating?
• Further explore the context of the photo. Ask, What profession do these people work in? Is that a profession you’d like to get into? Why or why not?