UNIT 4 T-48
LESSON 4 READ ABOUT IMPORTANT POSSESSIONS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask Ss, What is a possession? (something that you own)
• Read the social media message aloud. Ask, What does it mean to get rid of something? (to do something so that you no longer have or are bothered by something or someone) Provide additional examples, such as I got rid of some old furniture by selling it online.
• Ask, What’s the one thing that Lan would never get rid of? (an old blanket her grandmother made)
LANGUAGE NOTE To express that a possession is important, it’s common to say that it is prized or treasured. For example, What is your most prized possession? My most treasured possession is a teddy bear I won at a carnival when I was young.
1 BEFORE YOU READ
• Read the questions and the example aloud. Give Ss time to discuss in pairs.
• Ask, What’s one thing that you would never get rid of?
Invite volunteers to share their answers with the class.
• Take a class survey to see what kinds of possessions are the most important for Ss.
• Have Ss preview the vocabulary before listening.
Tell them to circle any terms they are unfamiliar with.
In pairs, have them share and compare their previous knowledge.
• Tell Ss to listen to the vocabulary, and then listen again and repeat. Play the audio.
• In small groups, have Ss define the terms. Review the definitions as a class.
• Remind Ss they can go to page 136 for further clarification and practice.
2 READ
• Read the title and headings of the article aloud. Ask, What do you think this article is about? What does the title refer to? Have Ss discuss in pairs.
• Direct Ss’ attention to the pictures. Ask, What do you see? How do you think these items relate the topic of the article? Elicit descriptions and ideas from Ss.
• Have Ss listen to the article and read along silently.
Suggest that lower-level Ss follow along with a finger.
• Ask Ss to underline any vocabulary words in the article.
Have them circle words they are unfamiliar with.
• After listening, ask, Were your predictions correct?
• Point out the use of quotations marks. Ask Ss, Why does the writer use quotations here? (to signal a thought or direct quote)
• Point out the names of people. Ask Ss, Why does the writer include these names? (to show that those people said the following quote)
• Clarify the meaning of any new words or phrases, such as tragic (causing or involving great sadness), flood (a large amount of water covering an area that was dry
before), and robbed (when somebody illegally took your money or property).
OPTION Read the article aloud and pause after each person’s name. Ask Ss, Who can be Jeremy? Sarah?
Dana? Ask three different volunteers to read the direct quotes for the class.
EXTENSION Have Ss analyze the use of headings in an article. Write on the board:
1. What are headings? (short phrases describing what the next section is about)
2. What do they look like? (in bold)
3. When do we use them? (in longer articles with many paragraphs)
4. What is their purpose? (to help readers identify the main points of each section in the article)
In pairs, have Ss discuss the questions. Lead a class review of the answers.
UNIT 4 T-49
3 CHECK YOUR UNDERSTANDING
• Read the question and answer choices aloud. Have Ss discuss the answer to the question in pairs.
• Review the answer as a class. Ask, Do you agree with this answer? Why or why not? What are other reasons why people become attached to their possessions?
Elicit ideas from Ss.
EXTENSION Ask, Do you think people’s important possessions are similar across cultures? Why or why not? Have Ss discuss in pairs. Elicit ideas from the class.
CULTURE NOTE Surveys have shown that in the United States people’s most important possessions are their homes, family photos, and personal technology, such as computers and smartphones.
• Tell Ss to preview the exercise items and answer the ones they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare their answers in pairs. Ask the questions, and call on Ss to read the answers aloud.
• Ask a volunteer to read lines 1–4 of the article aloud for the class.
• Read the questions and answer choices aloud. Have Ss discuss in pairs.
• Review the answers as a class.
• Point out that the writer also uses the word like to give examples of tragic events.
• Read the Reading Skill aloud. Arrange Ss in groups of three. Read the instructions aloud. Have group members take turns rereading the descriptions aloud.
• In each description, have Ss underline how the person feels today and circle what happened in the past to cause those feelings.
• In pairs, have Ss take turns retelling the most important ideas in the article in complete sentences. Remind them to use their own words as they summarize.
• Read the example aloud. Encourage Ss to start their summary in this way.
• Have Ss look back at the article in 2B. Point out that the few sentences after the headings usually give information about the main ideas.
• Challenge Ss to complete the exercise without looking at the book. Walk around and provide help as necessary.
4 MAKE IT PERSONAL
• Read the instructions. Copy the chart on the board.
• Model note-taking as you elicit an example from the class. Ask Ss, What is one object that is important to you? Elicit the answer from a volunteer. Write it in the chart.
• Then ask the volunteer, Is it important because it’s part of your identity, because it has sentimental value, or because of a specific memory? Point to each heading in the chart as you say it aloud. Write the answer in the appropriate column in the chart.
• Have Ss complete the chart based on their own experiences. Remind them to include one or more reasons for why each object is important.
• Walk around as Ss work. Provide help with spelling and vocabulary as necessary.
• Have Ss compare their charts in pairs. Tell them to give reasons to explain why they chose those three objects.
• Invite volunteers to share their stories with the class.
EXTENSION Ask Ss to bring in an important possession and present it to the class or in small groups. Have them describe why it’s important to them and provide any details about how they got it in the past.
EXTENSION Direct Ss’ attention to the research question. Have Ss interview a friend or family member about their most important possession. Ask Ss to ask the person about the reason or reasons why this object is so important. Remind Ss to take notes.
Back in class, have Ss share their findings in small groups. To wrap up the activity, ask Ss, Did you learn anything surprising or interesting in your interview?
Invite volunteers to share their answer with the class.
EXIT TICKET Have Ss write their names on a blank card or piece of paper. Ask them to choose one object from their chart in 4A and write a short paragraph about why it’s important to them. Ask Ss to describe how they got the possession in the past and how it makes them feel today. Remind them to describe the event in the past in detail to help their reader understand why the object is important.
Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
3 CHECK YOUR UNDERSTANDING
Read the article again. According to the article, what are three things that make someone want to keep a possession? Circle the correct answer.
a. They are useful, cost a lot of money, and have sentimental value.
b. They are useful, connect us to a loved one, and are associated with a bad memory.
c. They are part of our identity, a substitute for a loved one, and a reminder of a special time.
Circle the correct answers, according to the article.
1. Jeremy’s old camera . a. is a family heirloom.
b. is part of his identity c. doesn’t work anymore 2. Sarah’s teapot .
a. is used every day b. is a priceless antique
c. belonged to her grandmother.
3. Dana associates her crown with . a. one special memory
b. one special person c. all of her birthdays
CLOSE READING Reread lines 1–4. Then choose the correct answers.
1. What sentence is closest in meaning to the first sentence?
a. Most people have been in a fire or flood and feel sad about it.
b. Most people feel sad for others who have had something bad happen to them.
c. Fires and floods are normal events in many people’s lives.
2. Why does the author use the phrase like me? a. to say that he is the same as many other people b. to say that he is a popular person
c. to say that he is unusual when compared to other people Read the Reading Skill. Reread the descriptions of important
possessions. Underline how each person feels today. Then circle the events in the past that help explain why he or she feels that way.
PAIRS What is the article about? Summarize the most important ideas. Use your own words.
The article is about why people value some of their possessions …
4 MAKE IT PERSONAL
What three objects are the most important to you? Complete the chart. Write the object and a short reason or reasons for why it’s so important.
Object Identity Sentimental value Memory
PAIRS Compare your ideas in 4A. Use your notes in the chart to explain why you chose those three objects.
My first object is my high school swimming award because …
What are other reasons people become attached to their possessions?
READING SKILL
Link the past to the present Writers often describe something in the past in detail to explain how they feel today.
Look for these details to better understand the writer and his or her meaning.
49 UNIT 4 I CAN READ ABOUT IMPORTANT POSSESSIONS.
1 BEFORE YOU WRITE
What do you do when you buy something online and it doesn’t work or you are sent the wrong product? Do you complain?
Read the complaint. What problems did Lan have with her online order?
Reread the complaint. Complete the outline with information from the complaint.
A: Recipient (who the complaint is to) B: Body of letter
1. Reasons for complaint a.
b.
2. Details of complaint a.
b.
c.
3. Suggested resolution C: Closing and sender Dear Ms. Green,
This email is to tell you about a problem that I had with one of my orders from your online store. On May 5, I ordered two shirts from your website to wear on a special family vacation. Unfortunately, they not only arrived late, but they were also the wrong shirts.
Because the vacation started on May 20, I paid extra for fast delivery. Your website said that I would receive my order by May 10. However, it did not arrive until May 13. When I opened the package, I saw that I was sent the wrong items. I had ordered the “Madeline” style, one in red and one in yellow, both size 12. In the package were two blue shirts, size 8. Please see the attached pictures.
I called your customer service number, and Marie, who was very understanding, told me that the correct shirts would be mailed to me overnight. They didn’t arrive until May 21, the day after I left for my vacation.
I have shopped with your store before and never had a problem. I love your clothes, too. That’s why I’m hoping that you will refund my money for the two shirts, as well as the extra money I spent for fast delivery.
Thank you for your help. I hope to hear from you soon.
Sincerely, Lan Pham
Subject: Wrong clothes sent Date: May 30
Lan Pham
From: To: Ida Green, Manager of Clothes and More
LESSON
50 UNIT 4
5
LAN PHAM
@LanP
A clothing store messed up my online order. I hope they fi x the problem soon!