UNIT 5 T-54
LESSON 1 TALK ABOUT HEALTH RESOLUTIONS
• Read the lesson title aloud. Ask, What is a resolution?
(a promise to yourself that you will make a serious effort to do something that you should do)
• Read the social media message aloud. Ask, What is hard for Ahmet to do? (be healthy) Why do you think it’s hard? Elicit ideas.
CULTURE NOTE Around the word people make New Year’s resolutions, that is, promises to do something different in the new year. The most common New Year’s resolutions in the United States are to eat healthier, to get more exercise, and to save more money.
1 VOCABULARY
• Ask Ss to close their books. Write the vocabulary title on the board. Ask, What are some ways to live in a healthier way? Elicit ideas. Write them on the board.
• Have Ss open their books and scan the pictures and captions. Ask them to underline words they are unfamiliar with. In pairs, have Ss share and compare their previous knowledge.
• Say, Listen to the words and phrases to talk about healthy living. Remind Ss to listen first, and then listen again and repeat. Play the audio.
• Review the meaning and pronunciation of the terms.
• Ask Ss, Which of these activities do you do? Which do you want to do more? Take a class survey to see which healthy activities are common among Ss.
• Say, Listen to eight people give advice about healthy living. Circle the activity each person talks about.
• Have Ss complete the exercise individually and then compare their answers in pairs.
• To review, call on Ss to say the answers. Elicit further details about each piece of advice.
• Ask Ss if they agree or disagree with the advice in the listening. For example, Do you think listening to birds is relaxing? Do you agree that soda has no nutritional value?
• Take a class vote on which of the activities will most increase healthy living.
• Read the instructions. Write on the board: How do I ___?
• Ask, How do I stop drinking soda? How do I get more exercise? Ask volunteers to take turns reading the examples aloud for the class.
• Point out the use of could to give advice in the examples. Ask Ss to recall other ways of making polite suggestions and giving advice. Encourage them to use these expressions as they discuss.
• In pairs, have Ss talk about how to accomplish health resolutions. Encourage them to use the vocabulary in 1A and give detailed advice.
• Read each health resolution aloud. Elicit advice from the class. Write Ss’ ideas on the board. Circle any ideas the class found particularly interesting.
EXTENSION Say, Some people say that making resolutions creates unrealistic goals. Others say they support positive change and self-reflection. Write on the board: unrealistic goals and positive change.
Ask Ss, Which opinion do you agree with? Why?
Ask Ss to take notes individually and then discuss in pairs. Remind them to give reasons to support their opinions. Take a class vote to see how many Ss think resolutions promote unrealistic goal-making or support positive change.
2 GRAMMAR
• Ask Ss to close their books. Write on the board: I was going to join the gym last week. Ask, What verb tense does this sentence use? What does this sentence mean? (Past continuous; I was planning on going to the gym last week, but I didn’t.)
• Ask Ss to open their books and look at the grammar chart. Read the title aloud. Ask, What is an intention? (a plan in your mind to do something)
• Read the explanation and example aloud. Explain the example in other words. For instance, This means that he planned to start his diet in his mind, but, in the end, he didn’t actually start eating any differently.
• Read the examples in the chart. Ask, What verb tense is used in these examples? (past continuous)
• Point out the verb + preposition combinations used in the last two examples. Explain that you can only use gerunds after planning on and thinking about.
• Bring Ss’ attention to the note. Read it aloud. Provide additional examples, such as I was about to call you.
LANGUAGE NOTE It’s common to use the phrase just about to stress the meaning of almost or nearly. For example, I was just about to leave. or I was just about to call you.
LANGUAGE NOTE Think of is another verb + preposition combination that is commonly used with gerunds to express past intentions. For example, I was thinking of making stew for dinner.
UNIT 5 T-55
3 CONVERSATION SKILL
• Ask, What expressions can you use to show that you understand how someone feels or that you have had a similar experience? Write Ss’ ideas on the board.
• Read the Conversation Skill aloud. Model the correct intonation of the expressions. Have Ss repeat.
• Ask Ss, What non-verbal language helps show understanding? Elicit from Ss facial expressions, body language, and gestures that help show
understanding, such as smiling, nodding, and making eye contact.
• Direct Ss’ attention to 3A. Ask Ss to listen to the conversations. Say, Listen for the expressions to show understanding. Play the audio.
• Read the instructions. Tell Ss to make the statements true for them.
• Arrange Ss in same-level pairs. Have them take turns saying their sentences aloud and responding with expressions to show they understand.
• Have higher-level Ss write and share two more statements.
• Invite volunteers to share their statements with the class.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Lan and Ahmet)
• What is the relationship between Lan and Ahmet?
(co-workers) What do you think they are talking about?
Have Ss preview the answers and guess.
• 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.
• To review, read the questions aloud and ask volunteers to say the answers. Ask follow-up questions to elicit more information.
• Ask Ss additional comprehension questions to check understanding, such as:
1. Does Lan belong to a gym? What does she do to exercise? Does Ahmet? Why not? (Lan doesn’t, and Ahmet doesn’t.)
2. What is a suggestion Lan gives to Ahmet about going to the gym? (bring clothes to work and go to the gym at lunchtime)
3. What are Lan’s health resolutions? (get more exercise, drink more water, get more sleep)
• Read the first question in the Discuss sidebar aloud. In small groups, have Ss brainstorm reasons why Ahmet and Lan didn’t keep their health resolutions. Ask Ss to take notes as they discuss.
• Elicit ideas from Ss. Write them on the board.
• Ask, What advice would you give Ahmet and Lan about keeping their health resolutions? Invite volunteers to share their advice with the class.
• Read the second question aloud. Take a class vote.
Then ask, Why do you think most people have trouble keeping their health resolutions? Add any new ideas to the board.
• 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
• Ask Ss to list 3–5 resolutions they made in the past but didn’t keep.
• Encourage them to write a reason to explain what happened with each resolution.
• Monitor. Provide help with vocabulary and spelling as necessary.
• In pairs, have Ss take turns reading their resolutions aloud and providing their reasons. Read the example conversation aloud with a higher-level S.
• Remind Ss to use the past continuous to describe their resolutions followed by a but clause to provide the excuse or reason.
• Encourage them to show understanding with the expressions in the Conversation Skill box.
• Invite volunteers to share their stories with the class.
• Take a class survey to determine the most common reasons Ss didn’t keep resolutions.
• Lead a class brainstorm for ways to overcome the problems. Write Ss’ ideas on the board.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about healthy living
✓ expressing past intentions with verbs in the past or past continuous
✓ showing understanding
EXIT TICKET Write on the board: My family’s health resolutions. Have Ss write their names on a blank card or piece of paper. Tell Ss to write 4–5 sentences about health resolutions their family members made but didn’t keep, and what happened. If Ss don’t know, tell them to guess what resolutions their family might make. For example, My mom was hoping to practice meditation in the morning, but she had to get my brother up for school. 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 health resolutions or other resolutions that you made but didn’t keep.
PAIRS Explain what happened. Why didn’t you do what you were planning to do?
A: I was going to take an exercise class, but I haven’t done it yet. I’m just so busy.
B: I’m the same way. It’s hard to find the time.
ANALYZE Share stories with the class. Determine what are the most common reasons people don’t do what they plan to do. Make
a list of ideas for overcoming the problems.
3 CONVERSATION SKILL
05-03 Read the conversation skill. Listen. Notice how the speakers show understanding.
1. A: I was planning to run in the park this weekend, but I was too tired.
B: I know how that is. I’m always tired on the weekends.
2. A: I want to eat healthier food, but I love sweets.
B: I’m the same way.
Complete the statements with your own ideas. Say them to a partner and take turns showing that you understand. Use the language from the conversation skill box.
1. I was planning , but .
2. I was going , but .
4 CONVERSATION
05-04 Listen or watch. What are they talking about?
a. the importance of exercise b. foods in a healthy diet
c. health habits they’d like to change
05-05 Listen or watch again. Answer the questions.
1. Why does Ahmet want to go on a diet?
2. How does Ahmet’s wife make sure she drinks enough water?
3. What does Lan say about her sleeping habits? What does Ahmet say about his?
05-06 FOCUS ON LANGUAGE Listen. Complete the conversation.
Lan: My hotel has a really nice gym. I there every day, but I’ve been here for a week and I haven’t gone once!
Ahmet: Do you belong to a gym at home?
Lan: No. I go to yoga classes sometimes, not as often as I should. I’m just so busy all the time.
Ahmet: I know what you mean. I the gym near my house, but by the time I get home from work, I’m always too tired to go.
Show understanding
Use expressions like these to show that you understand how someone feels or that you have had a similar experience:
I’m the same way.
I have the same problem.
I know how that is.
I know how you feel.
I know exactly what you mean.
Why do you think Ahmet and Lan have trouble keeping their health resolutions? Do you think most people have trouble keeping their health resolutions?
55 UNIT 5 I CAN TALK ABOUT HEALTH RESOLUTIONS.
He wants to be healthier.
She fills a bottle in the morning and makes sure to finish it by the end of the day.
Lan doesn’t get enough sleep. Ahmet always gets enough sleep.
was planning on going
was thinking about joining
1 VOCABULARY Symptoms and injuries
05-07 Listen. Then listen and repeat.
Write the statements from 1A in the correct column.
Symptoms Injuries
PAIRS Talk about each symptom or injury in 1A. When would or wouldn’t you go to the doctor for this problem?
I wouldn’t go to the doctor if my feet ached after a long walk.
2 GRAMMAR So , too , neither , and either
Use short responses with so, too, neither, and either to show similarity or agreement.
Verbs other than be
To agree with affi rmative statements, use So + auxiliary verb + subject OR
Subject + auxiliary verb + too.
To agree with negative statements, use Neither + auxiliary verb + subject OR Subject + negative auxiliary verb + either. Present A: I have a sore back.
B: So do I. / I do, too.
A: I don’t have time to exercise.
B: Neither do I. / I don’t either.
Past A: I pulled a muscle.
B: So did I. / I did, too.
A: I didn’t get sick last year.
B: Neither did I. / I didn’t either.
Modal A: I can run pretty fast.
B: So can I. / I can, too.
A: I can’t go to the Fun Run.
B: Neither can I. / I can’t either.
Present perfect
A: I’ve sprained my ankle twice.
B: So have I. / I have, too.
A: I’ve never broken my arm.
B: Neither have I. / I haven’t either.
Be So + be + subject OR Subject + be + too
Neither + be + subject OR Subject + negative be + either A: I’m exhausted.
B: So am I. / I am, too.
A: I wasn’t at the race.
B: Neither was I. / I wasn’t either.
to show similarity or agreement.
In conversation, we often use me too and me neither to show similarity or agreement.
>>FOR PRACTICE, GO TO PAGE 138 My feet ache.
My knee hurts.
I pulled a muscle. My ankles are swollen.
I feel exhausted.
My back is sore.
I broke my thumb.
I sprained my wrist.
I’m having trouble
swallowing. I have a stiff neck.
LESSON
56 UNIT 5
2
AHMET TANIR
@AhmetT
Running is usually good for you … but sometimes it’s not!