86 UnIt 7
5
JIM STEVENS
@JimS
My friend can learn things just by watching a video!
I wish I could. Here’s my new post on learning.
wRIte ABoUt How PeoPle leARn
UNIT 7 T-86
LESSON 5 WRITE ABOUT HOW PEOPLE LEARN
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud and write How people learn on the board. Ask, Do you have a preferred way of learning new things? If students need help answering the question, ask, Do you learn better by hearing, by seeing, or by doing? Call on volunteers to share.
• Read the social media message aloud. Ask, Can you learn something by watching someone else do it? Is this the way Jim Stevens learns best? (no) How do we know? (He says he wishes he could learn like his friend.)
1 BEFORE YOU WRITE
• Have Ss take notes detailing their personal learning style. Then lead a class discussion on what helps different people learn new skills. If Ss get stuck, say, Imagine you have to learn how to use a new computer program. How will you learn best? For example, by having someone show you step-by-step how to do it?
By reading a manual? By playing with the program and figuring things out?
• Have Ss preview the reading. Ask, What kind of text is this? (an online post) What is it about? (the ways people learn) Who wrote it? (Jim Stevens) Where might you see something similar to this? (on a social media page or on a personal blog)
• Have Ss read the post individually. Tell them to underline the parts of the blog that answer the question. For lower-level Ss, You can hint that the answer to the question is in the first paragraph.
• In pairs, have Ss compare the text they underlined and answer the question. Then go over the answer with the class.
• Have Ss look at the Venn diagram. Point to it and say, The diagram compares the way Jim and his friend learn. The blue section lists Jim’s learning preference.
The yellow section does the same for his friend.
The green section in the middle shows the learning preference they have in common.
• Have Ss reread the post in order to fill in the missing information.
• Have Ss compare answers with a partner. Then go over the answers with the class.
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Both
2 FOCUS ON WRITING
Read the Writing Skill. Then reread Jim’s post.
Underline the words or phrases that signal comparison or contrast.
3 PLAN YOUR WRITING
How do you learn? Complete the chart with your information.
WRITING SKILL Show comparison and contrast
Use compare and contrast signal words to show how two things are alike and how they are diff erent.
Compare: alike, similarly, in common Contrast: in contrast, unlike, as opposed to, instead, some…others
You Your partner
PAIRS Interview your partner. Complete the chart in 3A with your partner’s information.
4 WRITE
Write a post about how people learn using your and your partner’s information from 3A and B. Remember to use signal words to show comparison and contrast.
Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s posts.
1. Underline the signal words that show comparison and contrast.
2. Did your partner’s use of signal words show you the different ways your partner and the other person learn? Why or why not?
PAIRS Can your classmate improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UnIt 7 87 I cAn wRIte ABoUt How PeoPle leARn.
UNIT 7 T-87
2 FOCUS ON WRITING
• Say, Let’s learn more about comparing and contrasting.
Read the Writing Skill aloud.
• Have Ss underline the words from the Writing Skill box.
Then have them compare answers with a partner.
OPTION Write example sentences on the board.
Focus on the syntax and punctuation of the different signal words.
3 PLAN YOUR WRITING
• Say, Use the Venn diagram to help organize your ideas.
Don’t write full sentences. Just take notes in the blue circle. If Ss need help with ideas, tell them to look back at Jim’s post and underline the details that pertain to them.
• Say, Fill in your partner’s information in the yellow circle. If any aspects of your learning styles overlap, write this information under Both.
• Circulate and assist as needed.
4 WRITE
• Have Ss work individually to write the post in their notebook or on a piece of paper. Remind them to use the post in 1B, page 86, as a model and to refer to the
list of compare / contrast signal words in Exercise 2.
They should also refer to their notes in 3A and 3B.
• Circulate and assist as needed.
5 REVISE YOUR WRITING
• Tell Ss they will peer-review their partner’s writing.
Explain, Read your partner’s post and provide feedback according to Questions 1 and 2. Write your comments on your partner’s paper.
• Have Ss return their partner’s writing with feedback and discuss suggestions for improvement.
• Give Ss time to incorporate feedback or make corrections. For example, Ss can use arrows to show where they will add a sentence or cross out sentences they no longer want.
6 PROOFREAD
• Have Ss proofread their posts. Remind them to read their posts at least three times, checking once each for spelling, punctuation, and capitalization.
• Circulate and look over Ss’ posts. Suggest any remaining corrections. If Ss have made a lot of changes, encourage them to recopy their posts or print them again with corrections.
EXTENSION Have Ss return to Jim’s social media message on page 84. Say, Jim says he wishes he could learn just by watching a video. How does he learn? (by reading and concentrating, and then by teaching someone else) Do you think a person who has only read about something would be a good teacher? Would you like Jim to teach you how to use a new program? Invite Ss to discuss.
EXIT TICKET Have Ss write their names on a blank card or piece of paper. On the board, write the following paragraph. Replace the bracketed items with gaps for Ss to fill in.
My friend Andrea and I have a lot [in common], but we are very different learners. You explain something to her once and she knows what to do. [In contrast / Instead], I need to physically do something to
understand it. [Unlike / As opposed to] Andrea, I need to attend training seminars to learn new programs. She just watches YouTube videos!
Have Ss fill in the gaps with compare and contrast signals. Tell them that items may have more than one correct answer. Read the cards to identify areas for review and extra practice in later lessons and to identify Ss who may need additional practice.
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Both
2 FOCUS ON WRITING
Read the Writing Skill. Then reread Jim’s post.
Underline the words or phrases that signal comparison or contrast.
3 PLAN YOUR WRITING
How do you learn? Complete the chart with your information.
WRITING SKILL Show comparison and contrast
Use compare and contrast signal words to show how two things are alike and how they are diff erent.
Compare: alike, similarly, in common Contrast: in contrast, unlike, as opposed to, instead, some…others
You Your partner
PAIRS Interview your partner. Complete the chart in 3A with your partner’s information.
4 WRITE
Write a post about how people learn using your and your partner’s information from 3A and B. Remember to use signal words to show comparison and contrast.
Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s posts.
1. Underline the signal words that show comparison and contrast.
2. Did your partner’s use of signal words show you the different ways your partner and the other person learn? Why or why not?
PAIRS Can your classmate improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UnIt 7 87 I cAn wRIte ABoUt How PeoPle leARn.
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GET STARTED 1 MEDIA PROJECT
07-20 Listen or watch. What does Li Wei teach us?
07-20 Listen or watch again. Answer the questions.
1. What does Li Wei need for his lesson?
2. Which parts of the guitar does he talk about?
3. What are the three steps that he shows?
Make your own video.
Step 1 Choose something that is easy to teach. What things do you need? Are there any words you need to teach? What steps do you need to show?
Step 2 Make a 30-second video. Show how to do something. Say what you need and the steps.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
GRAMMAR CHALLENGE
To remember things better, you can create sentences with different grammar and vocabulary that you’ve learned. Review the grammar and try to put two or more grammar points together in one sentence. Add vocabulary from the unit.
Review the grammar from the unit. Write fi ve sentences using two or more grammar points. Try to combine different grammar points. Add at least one vocabulary word to each sentence.
3 REFLECT AND PLAN
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about how to do
something
Talk about expectations Give instructions Vocabulary
Technology verbs Describe work and
co-workers Phrasal verbs Pronunciation
Stress and linking in comparisons with as…as Stress in phrasal verbs
Grammar
Embedded wh- questions Comparisons with as…as Phrasal verbs with objects Reading
Synthesize information Writing
Show comparison and contrast
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.
In the app, listen to Pronunciation 3A: Stress in phrasal verbs.
Notes Done
Joe is as tall as Ron.
grammar: phrasal verbs, embedded questions, as…as They wanted to know when we backed up our fi les.
PUt It togetHeR
88 UnIt 7
Answers will vary. Possible answer: He shows how to play a guitar.
Answers will vary. Possible answers:
He needs a guitar.
He talks about the strings, the neck, and the frets.
He shows how to hold the guitar, how to put your finger on the strings, and how to play the guitart strings/chord.
www.frenglish.ru
GET STARTED 1 MEDIA PROJECT
07-20 Listen or watch. What does Li Wei teach us?
07-20 Listen or watch again. Answer the questions.
1. What does Li Wei need for his lesson?
2. Which parts of the guitar does he talk about?
3. What are the three steps that he shows?
Make your own video.
Step 1 Choose something that is easy to teach. What things do you need? Are there any words you need to teach? What steps do you need to show?
Step 2 Make a 30-second video. Show how to do something. Say what you need and the steps.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
GRAMMAR CHALLENGE
To remember things better, you can create sentences with different grammar and vocabulary that you’ve learned. Review the grammar and try to put two or more grammar points together in one sentence. Add vocabulary from the unit.
Review the grammar from the unit. Write fi ve sentences using two or more grammar points. Try to combine different grammar points. Add at least one vocabulary word to each sentence.
3 REFLECT AND PLAN
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Ask about how to do
something
Talk about expectations Give instructions Vocabulary
Technology verbs Describe work and
co-workers Phrasal verbs Pronunciation
Stress and linking in comparisons with as…as Stress in phrasal verbs
Grammar
Embedded wh- questions Comparisons with as…as Phrasal verbs with objects Reading
Synthesize information Writing
Show comparison and contrast
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.
In the app, listen to Pronunciation 3A: Stress in phrasal verbs.
Notes Done
Joe is as tall as Ron.
grammar: phrasal verbs, embedded questions, as…as They wanted to know when we backed up our fi les.
PUt It togetHeR
88 UnIt 7 UNIT 7 T-88
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What do you see? (a man playing the guitar) How does the man look? (like he is enjoying himself)
• Have Ss listen or watch. Call on a volunteer to answer the question.
• Have Ss compare answers in pairs. Then go over the answers with the class.
• Say, You are going to create your own video. Have Ss read the three steps silently. Answer any questions.
• Have Ss complete Step 1 in class. Circulate and assist as they answer the questions individually. Assist with any new vocabulary or words Ss will have to teach the class.
• Have Ss write notes or create a script of what they want to say. Model an introduction on the board: Hi, I’m Matthew, I’m going to teach you how to…
• Have Ss do Step 2 for homework. Say, Use the notes or the script you prepared in class. You can speak behind the camera about your items or have someone record you.
• Have Ss do Step 3 at the next class meeting. On the board, write a short evaluation form with the following questions:
1. Did the speaker teach us how to do something?
2. Did the speaker specify what things we need and the steps we need to take?
3. Did the speaker speak clearly?
4. Is the video interesting?
• Tell Ss to write each speaker’s name on a piece of paper before the person presents, and then to take notes on the questions during or after the presentation. Instruct Ss to set their notes aside for the moment.
• Have Ss present their videos.
• Following each video presentation, invite classmates to ask questions and give feedback about the content of the video.
• After all the videos have been presented, have Ss walk around and share their notes on the presentations.
As they meet each classmate, they should refer to their notes and tell their classmates what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION To provide an opportunity for self-critique, have Ss watch their video for homework and fill out the following checklist:
Did I demonstrate to the class how to do something?
Did I specify what things are needed and the steps my listeners need to take?
Did I speak clearly?
Is my video interesting?
Encourage Ss to be honest with themselves and to keep notes of their observations for future presentations.
2 LEARNING STRATEGY
• Read the Learning Strategy topic and the information in the Grammar Challenge box aloud. Point to the example on the notepad. Ask, Which two grammar points do we see combined in the example sentence?
(embedded questions and phrasal verbs) Elicit another example and write it on the board. (For example, Can you tell me how you figured out this problem?) Tell Ss to try to incorporate as…as comparisons with one of the other grammar points. (For example, I don’t
understand why Victor isn’t as confident as Ben. He’s a much better designer.)
• Have Ss work in pairs. Say, Go back to the individual grammar lessons (pages 78, 80, and 82) and think up example sentences. Use vocabulary from the lessons as well. Circulate and assist as needed.
• Have pairs combine into groups of four and share sentences.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at the lessons in the unit as needed.
• Have Ss compare checklists in pairs and talk about the things they need to study or practice more.
• Have Ss work individually to think about what might help them learn the topics they don’t feel they know yet. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas.
• Finally, invite Ss to walk around and compare ideas for learning different topics.
UNIT REVIEW BOARD GAME To review the Unit content, go to the Pearson English Portal / Reproducibles / Unit Review Board Games folder and print out and make copies of the Unit 7 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
89 Read the unit title and learning goals.
Look at the photo of a health clinic. What do you see?
Now read Diana’s message. What does she remind people about?
DIANA OLVERA
@DianaO
Just a reminder that it’s fl u season again. Let’s all stay healthy this year!
leARnIng goAls
In this unit, you
talk about feeling sick talk about the fl u discuss what happens
when you get sick read about keeping cool write about being sick