WRITE ABOUT MAKING A CHANGE
LESSON 5 WRITE ABOUT MAKING A CHANGE
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 does Ed mean when he says making a career move? (changing jobs)
• Ask Ss, Do you agree with Ed? Why or why not? Elicit opinions from the class.
1 BEFORE YOU WRITE
• In pairs, have Ss discuss if they or someone they know has made a big job or life change. Invite volunteers to share their experiences with the class.
• Say, My grandfather always told me, “A journey of a thousand miles begins with a single step.” Ask Ss, What does this mean? (Big changes starts with small actions.)
• Ask, What advice have you been given about how to change? What advice would you give someone who wants to make a change? Elicit ideas from the class.
Write Ss’ ideas on the board.
• Ask Ss, What qualities does someone need to make a job or life change? (For example, courage, open- mindedness, persistence)
• Tell Ss to look at the text. Ask, What is it? (an article) Ask, Who wrote the post? (Janet Garcia) Where did she write it? (in Life Coaching Magazine) What do you think is the purpose of this article? (to help people pursue their professional goals)
• Read the title aloud. Ask, What do you think the article will be about?
• Have Ss follow along in their books as you read the article aloud for the class. Ask the target questions.
Give Ss time to discuss the answers in small groups.
• Take a class survey on how many Ss think the author gave good advice. Ask volunteers to explain why or why not.
OPTION Read the introduction of the article aloud.
Stop after the phrase fulfilling career. Then ask Ss to read the rest of the article aloud in pairs. Say, Each partner should read one paragraph. Encourage Ss to discuss the meaning of any new or confusing words and consult the dictionary if necessary.
EXTENSION Have Ss do an internet search about the most common jobs in the area where they live or an area where they want to live. Ask, Are you interested in any of these jobs?
• Copy the idea web on the board. Above the middle circle, write A for advice. Above the six outer circles, write R for reasons for the advice.
• Read the instructions aloud. Say, An idea web visually organizes information. It shows how all the ideas are related to the main topic.
• Have Ss work in pairs to complete the exercise but fill in the idea web individually. Walk around to make sure Ss are filling out the idea web correctly.
• Invite volunteers to add their answers to the idea web on the board. Review answers as a class.
EXTENSION Have Ss ask their friends and family what career they think would be best for them and report back to the class. Ask, Were you surprised by their answers?
EXTENSION Read the last sentence of the article aloud for the class. Ask, What do you think are the how and the when of finding a perfect career? Write on the board: 1. How can you get your dream job?
2. When is a good time to change careers? In pairs, have Ss discuss the answers. Have pairs form groups of four and share their ideas.
UNIT 2 T-27
2 FOCUS ON WRITING
• Read the Writing Skill aloud. Write the linking expressions on the board for reference.
• Tell Ss to individually reread the text in 1B. Say, Circle the linking expressions and underline the reasons.
• Have Ss compare their findings in pairs.
• To review, read the article aloud. Tell Ss to raise their hand when they hear a linking expression. When this happens, stop reading, and ask,
1. What is the linking expression?
2. What does it show? (either the reason or purpose) 3. What is the reason/purpose?
LANGUAGE NOTE Other linking expressions that express reason or purpose are accordingly, as a result, for this reason, consequently, then, hence, therefore, and thus.
3 PLAN YOUR WRITING
• Read the instructions aloud. Ask, What are examples of big life changes? Who will you give advice to? Elicit responses.
• Model notetaking as you fill in an idea web on the board. Say, My sister wants to get a new job. Write new job in the central circle. Say, One piece of advice is to research the location because she wants to be near family. She also wants to live in a city in order to take public transportation. Write research location in the left circle and close to family and public transportation in outer circles to the left.
• Say, Another piece of advice is to research the salary of the new job so that she can negotiate her offer and
not take a salary cut. Write research salary in the right circle and negotiate offer and no salary cut in the outer circles to the right.
• Monitor. Answer questions about the idea web structure. Help with vocabulary and spelling as necessary.
• In pairs, have Ss take turns explaining the ideas in their idea web.
• Encourage Ss to ask follow-up questions and provide feedback on ways their partner can add more detail.
• Monitor Ss’ conversations to make sure they are using linking expressions to describe the relationship between the advice and reasons.
4 WRITE
• Read the instructions aloud. Tell Ss to use the notes in their idea web to write their article. Tell them to use 1B as a model and include two pieces of advice and two or three reasons.
• Higher-level Ss can include 3–4 pieces of advice.
• Review the Writing Tip. Ask Ss to look at 1B. Ask, Does the writing sound relaxed and natural? Elicit ideas about what makes the writing informal, such as expressions like Don’t worry! and of course.
• Point out the writer’s use of you, your, and yourself.
Encourage Ss to write their article in this way. Tell Ss to imagine they’re talking to the person they’re giving advice to as they write.
TEACHING TIP Writing in the second person (using you, your, yours, and yourself) is common in do-it yourself or how-to writing, such as cooking recipes or instruction manuals.
5 REVISE YOUR WRITING
• Arrange Ss in mixed-level pairs. Ask them to exchange and read each other’s articles.
• Have them circle the life change, number the advice, and underline the linking expressions.
• 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 linking expressions 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.
• If many edits were made, encourage Ss to rewrite a clean version of their essay.
EXIT TICKET Ask Ss, What is a job or life change you want to make? How will you do it? Have Ss write their names on a blank card or piece of paper. Then give them 5–10 minutes to write about their life change.
Ask them to include two specific actions to make this change and the reasons why each action is necessary.
Remind Ss to use linking expressions to show reason and purpose. 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. Then circle the linking expressions and underline the reasons in the article in 1B.
3 PLAN YOUR WRITING
Think about advice you can give someone who wants to make a change in his or her life, such as moving to another city, changing schools, or getting a new job. Take notes in the chart.
WRITING SKILL Use linking expressions
Good writers use linking expressions to show the reason something happens or the purpose of an action. Some linking expressions are because, due to, in order to, so that, and since. Sometimes the reason comes before the linking word and sometimes after.
PAIRS Talk about your ideas. Suggest ways your partner can improve or add to his or her ideas.
I want to write about changing to another school. One good piece of advice I heard was …
4 WRITE
Write an article about making a life change. Describe the specifi c type of change and then give your advice. Write at least two pieces of advice. Remember to use linking expressions to show reason and purpose. Use the article in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange articles and read your partner’s advice about make a life change.
1. Circle the life change. Underline the linking expressions.
2. Did your partner give at least two pieces of advice?
3. Did your partner give information to show the purpose of the advice?
PAIRS Can your partner improve his or her article? Make suggestions.
6 PROOFREAD
Read your article again. Check your
• spelling • punctuation • capitalization
Writing tip
When you’re writing an informal article, imagine you’re talking to a friend. This will help to make your writing more relaxed and natural.
CHANGE
27 UNIT 2 I CAN WRITE ABOUT MAKING A CHANGE.
1 PRESENTATION PROJECT
02-20 Listen or watch. What is the topic of the presentation?
02-21 Listen or watch again. Answer the questions.
1. What job was Junio interested in?
2. Why was he interested in it?
3. How was it related to qualities and interests he had?
4. How did he fi rst learn about the job?
Read the Presentation Skill. How can watching or listening to recordings of yourself help you improve your presentation? Make a list of ideas.
Make your own presentation.
Step 1 Think about a job you were interested in when you were a child.
• What job were you interested in?
• Why were you interested in it?
• How was it related to qualities and interests you had?
• How did you fi nd out about the job?
• Are you still interested in it?
Step 2 Prepare a two-minute presentation about the job you were interested in. Bring an item or picture that is related to that job.
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
Report what someone said Talk about job qualifi cations Discuss the future of work
Vocabulary
Career advancement Describing employees
Conversation
Ask if someone has time to talk
Pronunciation Stress in
compound adjectives
Listening
Listen for counter-arguments
Grammar
Reported speech Defi ning relative clauses
So and therefore
Reading Understand
rhetorical questions
Writing
Use linking expressions
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 20.
Notes Done
Practice by listening to recordings of yourself
Record yourself to prepare for presentations.
Listen for parts where you can make your ideas and pronunciation clearer.
PRESENTATION SKILL
How did you do? Complete the self-evaluation on page 165.
PUT IT TOGETHER
28 UNIT 2
astronomer He loved staring at the moon and night sky.
math, science, and staying up late through his grandfather
Answers will vary. Possible answer: a possible career in astronomy
UNIT 2 T-28
PUT IT TOGETHER
1 PRESENTATION PROJECT
• Have Ss look at the picture on the right. Ask, How would you describe what you see in this picture? (kids dressed up in uniforms from different professions)
• 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? (childhood dream jobs) Review the answer as a class.
• Give Ss time to preview the questions. 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 exercise individually.
• Have Ss compare their answers in pairs. Review the answers as a class.
• Ask Ss, What qualities and skill does someone need to be an astronomer? Would you be interested in a career in astronomy? Invite volunteers to share their answers with the class.
EXTENSION Tell Ss to look at the photo. Ask, Do you think there are traditional jobs for men and for women? Have Ss share their opinions in small groups.
TEACHING TIP Remind Ss that their classmates view issues from many different perspectives, and their ideas and opinions will reflect these various points of view. When discussing or debating, remind Ss to be respectful and keep an open mind.
• Read the Presentation Skill aloud. Have students work individually to list their ideas and then share in pairs.
• Elicit ideas from the class and write them on the board.
• Read the three steps aloud for the class. Tell Ss they can present on any job they were interested in as a child. Have them brainstorm jobs and then choose one.
• Have Ss answer the questions in Step 1 and share their ideas in pairs. Encourage Ss to ask each other questions and give feedback to help improve their idea development.
• Walk around as Ss work and listen for correct syllable stress in nouns. Provide help with pronunciation as necessary.
• 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 job.
Talk about why you were interested in it.
Describe how it was related to your qualities and interests.
Talk about how you found out about it.
Share if you are still interested in it.
Speak loudly and clearly.
• Write on the board: When I was growing up, I dreamed of becoming… Suggest Ss start their presentation in this way. Remind them to bring in an item or picture related to their childhood dream job to show during their presentations.
• Encourage Ss to record themselves presenting. Tell them to listen to or watch the recording to notice areas for improvement.
• 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.
PREVIEW THE UNIT
T-29
LESSON 1 Talk about cultural events
Vocabulary Cultural events Grammar Superlative adjectives Pronunciation Phrases with of
LESSON 2 Give opinions about TV shows
Vocabulary Describe TV shows Grammar Negative questions Conversation skill Disagree with an opinion
LESSON 3 Discuss ways to make life more interesting
Grammar Adverbial intensifiers with adjectives Listening skill Listen for lists of examples
LESSON 4 Read a TV review
Reading skill Construct mental images
LESSON 5 Write about local events
Writing skill Categorize
PUT IT TOGETHER
Presentation project A festival Presentation skill Use pauses
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, What’s going on this weekend? If necessary, explain that the question means the same as What’s happening this weekend?
• Tell Ss to read the learning goals. Answer any questions they have. If Ss have studied the topics before, reassure them that they will learn something new.
• Direct Ss’ attention to the photo. Ask, What’s going on in this photo? In pairs, have Ss talk about what they see.
• Have pairs report back. Write key words and phrases on the board, such as city, downtown, nighttime, street fair, crowded.
• Focus on the social media message. Ask, Who wrote the message? (Paula Florez) Have Ss read what Paula says in Meet the People of TSW Media on page 4 or play the video of Paula. Then ask, What do you know about Paula? (For example, She’s a sales rep from Mexico City.)
• Read Paula’s social media message aloud. Ask, Where is Paula? (New York) For how long? (one week) What does she mean when she says find time for some fun? (make time in her busy schedule to do something fun)
• Read the target question aloud. Have Ss share their experiences in pairs.