WRITE ABOUT LOCAL EVENTS
LESSON 5 WRITE ABOUT LOCAL EVENTS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and the social media message aloud. Elicit examples of local events from the class.
Write Ss’ ideas on the board.
• Ask Ss, How do you decide what events to go to when there’s so much going on? Ask volunteers to share their ideas with the class.
1 BEFORE YOU WRITE
• Lead a class discussion about how to find out about local events. Ask Ss the questions and elicit other ideas.
• Ask, What social media sites or apps help you find activities and events to go to? Write ideas on the board.
EXTENSION If possible, bring up local online guides or websites to show to the class. Ask comprehension questions about the events based on the titles, headings, and listed details available (such as the name, date, time, and price of the event). Ask additional critical thinking questions, such as Who do you think would enjoy this kind of event? Why? Why might people choose not to go to this event?
• Read the title of the event guide aloud, Around Town.
Say, There are three different things to do this weekend:
eat, see an exhibit, and go to a show.
• Tell Ss to match the headings to the correct sections.
Say, Write the headings on the line above the section that talks more about that specific activity.
• Review answers as a class.
• Have Ss follow along in their books as you read the article aloud for the class.
• Ask, Which of these events do you want to go to? Have Ss choose an event and explain to a partner why it sounds interesting.
• Take a class vote to see which event is the most interesting to the class.
OPTION Before class, make audio recordings of three different English speakers reading the three sections in the event guide aloud. Ask the speakers to read the text as if they were advertising the event.
Play the recordings for Ss in class. Ask Ss to listen and follow along as they read.
OPTION Arrange Ss in groups of three. Have them take turns reading each section aloud.
LANGUAGE NOTE The phrase music to one’s ears refers to something that is pleasant or satisfying to hear or discover. For example, The positive review of our TV show was music to my ears.
• Copy the chart with the examples on the board. Read the instructions.
• Have Ss work in pairs to complete the exercise but fill in the chart individually. Walk around to provide help as necessary.
• Invite volunteers to add their answers to the chart on the board. Review answers as a class.
EXTENSION Write on the board: What’s going on this weekend? Have Ss walk around the classroom and have short conversations about local events with five different classmates. Tell them to start their conversation by asking the question on the board and respond by telling their partner about one of the events listed in the guide. Lower-level Ss can look at the text. Challenge higher-level Ss to complete the activity without looking at their books.
Category Eat See an Exhibit Go to a Show
Events Farmer’s Market
Foodie Festival International Food Fair
Johnson History Museum Modern Gallery
Longman Park Concert Series Laugh Factory
Things to do at events Fresh fruits and vegetables, baked items
Cooking contests
Foods from around the world
Dinosaurs
Nature photography
Concert series Comedy show Ex. 1C answer:
UNIT 3 T-39
2 FOCUS ON WRITING
• Read the Writing Skill aloud.
• Tell Ss to individually reread the text in 1B. Say, Circle the categories and underline the words in each section that are related to the category.
• Have Ss compare their findings in pairs.
• To review, write the three categories on the board.
Invite volunteers to come up to the front and list the words they underlined under each category.
3 PLAN YOUR WRITING
• Read the instructions aloud. Lead a class brainstorm.
Ask, What are things to do in your city? Elicit ideas from Ss and write categories on the board for reference.
• Have Ss choose three categories and list them in their chart. Give Ss time to brainstorm different events in each category and things to do at each event.
• Allow Ss to use their phones to look up information about events, if appropriate. Monitor. Help with vocabulary and spelling as necessary.
• In pairs, have Ss take turns talking about the ideas in their chart.
• Encourage Ss to ask follow-up questions and provide feedback on ways their partner can add more detail.
4 WRITE
• Read the instructions aloud. Tell Ss to use the notes in their chart to write an event guide for tourists visiting their city.
• Ask them to include three categories and at least two events in each category. Remind them to use 1B as a model.
• Higher-level Ss can include more events.
• Tell Ss to use descriptive language including adverbial intensifiers with adjectives to make their events sound interesting and exciting.
OPTION Encourage Ss to be creative and include their text within a pamphlet or poster.
5 REVISE YOUR WRITING
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s event guides.
• Have them circle the categories of things of things to do and identify if the events listed are under the correct category.
• Tell Ss to make sure their partner’s categories make sense and assess if there is enough detail about each event. If not, tell Ss to take note of the different pieces of information that are missing (dates, times, etc.).
• Have Ss give feedback. Encourage them to ask clarification questions if there was information that was unclear.
• Encourage Ss to help their partner fix any errors with descriptive language and add more details to their advice.
• 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.
• Review the Proofreading tip. Tell Ss to look at 1B.
Ask, What kinds of details did the author include about the events? (location, date, time, names of performers, etc.)
• Give Ss time to go online and fact-check the details in their event guides.
• If many edits were made, encourage Ss to rewrite a clean version of their essay.
EXIT TICKET Ask Ss, What going on in your city?
Have Ss write their names on a blank card or piece of paper. Ask them to choose one category and describe one event from that category in detail. Tell Ss they can write about a real or imagined event. Ask them to write 3–5 sentences. Collect cards as Ss leave.
Read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice.
2 FOCUS ON WRITING
Read the Writing Skill. Circle the categories in the event guide. Then underline the words in each section that are related to the category.
3 PLAN YOUR WRITING
What kinds of things can you do in your city? What categories can you think of? Complete the chart with your categories and event information.
Category
Events
Things to do at events
PAIRS Talk about your ideas. Suggest ways your partner can improve or add to his or her ideas.
My city has a lot of festivals so that can be one category …
4 WRITE
Write an event guide for things to do in your city. Use at least three categories to organize the events that you choose. Use the event guide in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange event guides and read your partner’s ideas for things to do.
1. Circle the categories of things to do.
2. Is each event under the correct category? Do the categories make sense?
3. Does your partner give enough detail about each event?
PAIRS Can your partner improve his or her event guide? Make suggestions.
6 PROOFREAD
Read your article again. Check your
• spelling
• punctuation
• capitalization
Proofreading tip Fact-check your writing.
Before you fi nish your event guide. Go online and make sure all of the details about your events are correct.
WRITING SKILL Categorize
When you categorize, you put similar things or ideas into groups. Using subheadings is a good way to make your categories obvious and help a reader understand a long list of information.
39 UNIT 3 I CAN WRITE ABOUT LOCAL EVENTS.
1 PRESENTATION PROJECT
03-20 Listen or watch. What is the topic of the presentation?
03-21 Listen or watch again. Complete the chart.
Festival Location Participants (who, how many) Activities
Read the Presentation Skill. What kinds of information should you pause after?
Make your own presentation.
Step 1 Find information about a festival in another country. It could be related to a hobby, nature, art, movies, music, or other entertainment. Complete a chart like the one in 1B.
Step 2 Prepare a two-minute presentation about the festival you chose. Bring an item or picture related to the festival.
Step 3 Give your presentation to the class. Remember to use pauses.
Answer questions and get feedback.
Use pauses
Pausing after important phrases gives your audience time to think about what you’re saying. Think about the most important information in your presentation and pause after you say it so your audience can focus on that point.
PRESENTATION SKILL
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about cultural events Give opinions about
TV shows
Discuss ways to make life more interesting
Vocabulary Cultural events Describing TV shows
Conversation
Disagree with an opinion
Pronunciation Phrases with of
Listening
Listen for lists of examples
Grammar
Superlative adjectives Negative questions Adverbial intensifi ers
with adjectives
Reading
Construct mental images
Writing Categorize
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 grammar chart in Lesson 2, page 32.
Notes Done
2 REFLECT AND PLAN
How did you do? Complete the self-evaluation on page 165.
PUT IT TOGETHER
40 UNIT 3
The Tomatina Festival
The Tomatina Bunol, Spain
mostly young adults from all over the world—
about 20,000
throwing tomatoes, parade, fireworks
UNIT 3
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture. Ask, What is the first thing that gets your attention, and why? What questions do you have as you look at it?
• Ask, What do you think will be the topic of this presentation?
• 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? (a festival) Were your predictions correct?
OPTION If appropriate, pause the video, and ask Ss to predict what’s coming up next. Pause after the question So, what do they do? Repeat the question aloud. Then, pause after I can offer a few recommendations. Ask Ss, What recommendations will the speaker offer? Elicit ideas from the class before moving on.
• In pairs, have Ss 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. Write the names Buủol and Tomatina on the board for Ss’ reference.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Ask Ss, What other details could you add to your chart?
(For example, time of the main activity; details about what to wear)
• Ask, What other details do you still want to know? (For example, ticket cost; where Buủol is located in Spain)
• Ask Ss what comparison for measurement the speaker used in the presentation. (The speaker compared 150 tons of tomatoes to the weight of 30 elephants.) Remind Ss that comparisons for measurement help the audience understand information about size and weight.
• Ask, What other descriptive language did the speaker use to help you construct a mental image of the festival? (For example, very large trucks, bright red tomatoes)
• Read the Presentation Skill and question aloud.
Elicit ideas.
• Tell Ss to listen to or watch the student presentation again and listen for pauses. After, ask, When did the speaker pause? (after surprising pieces of information, such as 20,000 people, for an hour, at each other, and 30 elephants)
• Read the three steps aloud for the class. Tell Ss they can present on any festival in another country that interests them. Have them brainstorm festivals and then choose one. Suggest they choose the festival that they know that most about.
• Have Ss complete the chart in Step 1 and share their ideas in pairs. Encourage Ss to ask each other questions and give feedback to help improve each other’s idea development.
• Ask Ss to include at least three activities to do at the festival. Remind Ss to go online and fact-check the details of their festival.
• For homework, ask Ss to prepare a two-minute presentation based on the information in their chart.
Have them refer to the following checklist as they practice their presentations:
Introduce the festival and location.
Describe the participants.
Describe at least three activities.
Share your opinion about the festival.
Include pauses in the presentation.
Speak loudly and clearly.
• Remind them to bring in an item or picture related to the festival to show during their presentations.
• 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.
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