THIS YEAR’S BEST FITNESS APPS
LESSON 5 WRITE ABOUT HEALTH AND FITNESS
74 UnIt 6
5
SU-MIN KIM
@Su-minK
I love being strong and healthy! My post today is all about how I do that.
wRIte ABoUt HeAltH And FItness
UNIT 6 T-74
LESSON 5 WRITE ABOUT HEALTH AND FITNESS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, On a scale of 1 to 10, how important is health and fitness in your life? 10 means something is extremely important, and 1 means it is completely unimportant. Invite volunteers to share and explain their ranking.
• Read the social media message aloud. Ask, What do we know so far from the unit about Su-min’s exercise preferences? (She’s into running, and exercise calms her down.)
1 BEFORE YOU WRITE
• Lead a class discussion about healthy habits. Ask, What healthy habits do you practice regularly? Create a list on the board as Ss share. (for example, exercising 3x a week; shutting off phones; minimizing sugar) Leave the list for later reference.
• Have Ss preview the text and the photo. Ask, What kind of reading is this probably? (an online post) What is it probably about? (running) Where might a post like this appear? (on a social media website)
• Have Ss read the post individually. Tell them to underline the parts of the post that answer the question.
• Have Ss answer the question in pairs. Then go over the answer with the class.
• Have Ss look at the list of healthy habits on the board and discuss additional ideas. Circulate as pairs discuss.
Refer Ss to 1A on page 68 to recall ways to keep their minds healthy.
2 FOCUS ON WRITING
• Read the Writing Skill box aloud. Draw a two-column chart on the board with heads labeled Cause and Effect. Have Ss sort the signals from the box in the correct column. If necessary, provide examples:
I don’t run because I injured my knee.
I injured my knee, so I don’t run.
I injured my knee; as a result, I don’t run.
I injured my knee; one effect of this is that I don’t run.
I injured my knee; another effect of this is that it’s hard for me to climb stairs.
My knee injury makes it impossible for me to run.
(cause: because; result: so, as a result, one / another effect, makes / helps) Elicit examples of sentences with each signal from volunteers. Offer corrections as needed.
• Have Ss scan Su-min’s post for the signal words and underline them. (because, line 4; so, line 5; because, line 6; because, line 9; one effect, line 10; another effect, line 11; makes, line 12) Call on Ss to read the sentences containing the signal words aloud. Have the class identify the cause and the effect in each sentence.
EXTENSION Remind Ss that in the Listening Skill they learned about enumeration—using numbers or words like next, another, and finally to move from topic to topic. Point out that in the last paragraph, Su-min enumerates the various effects of meditation. Invite a higher-level S to read the last paragraph. Have Ss underline the words that demonstrate enumeration.
(One [effect], Another [effect], Finally)
• Have Ss look at the graphic organizer. Elicit the second cause (meditation) and have Ss write it in the purple box. Then tell Ss to work individually. Hint that they can refer to the signal words they underlined in 2A to guide them.
• Bring the class together to go over the answers.
OPTION In pairs, have Ss refer to the graphic organizer and use it to summarize the online post. Tell Ss to include an introduction. (For example, Su-min has two secrets to staying fit: running and meditation.)
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3 PLAN YOUR WRITING
How do you stay healthy and in shape? Think of two ways and the effects each one has on your health. Complete the chart.
Cause Effects
PAIRS Talk about the ways you stay healthy and in shape.
To keep healthy, I like to swim because…
4 WRITE
Write a post about staying healthy and in shape using your information from 3A. Remember to use signal words to show cause and effect. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s post.
1. Circle the signal words that show the causes and effects.
2. What two healthy habits did your partner write about? What effects does each habit have on his or her health?
3. Did your partner’s causes and effects clearly explain how he or she stays healthy?
PAIRS Can your classmate improve his or her post? Make suggestions.
6 PROOFREAD
Read your review again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
•
•
•
•
•
•
UnIt 6 75 I cAn wRIte ABoUt HeAltH And FItness.
UNIT 6 T-75
3 PLAN YOUR WRITING
• Have Ss choose two healthy habits they want to write about. Tell them the habits don’t have to pertain only to exercise. They can include diet, lifestyle, mental health, etc. Write an example on the board: Unplugging my phone at 6:00 p.m. Elicit some effects. (For example, I can focus on my home life; I don’t get distracted by social media; I go to bed at a healthy time.) Circulate and check that Ss have written appropriate topics in the cause section of the graphic organizer.
• Elicit effects for the example on the board. (For example, I am less distracted at home; I pay more attention to my family; I go to sleep earlier.) Then
have Ss fill in the effects of each cause in their graphic organizer. While Ss are working, circulate and ask questions if they appear stuck. (For example, Because you do X, what is the effect? How does it help you?)
• Read the example aloud and complete the statement with a few effects.
• In pairs, have Ss talk about ways they stay healthy and in shape, referring to their graphic organizer.
Encourage them to add information if they get new ideas while talking. Encourage them to use a variety of signal words to show cause and effect.
4 WRITE
• Have Ss work individually to write the post in their notebook or on paper. Remind them to use the post in 1B, page 74 as a model. They should also refer to their
notes in 3A. Say, You will likely use present simple to talk about causes and effects.
• 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 to 3. 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 Su-min’s social media message on page 74. Ask, Does anyone here write online posts on personal topics? Why? Why not? Who enjoys reading such posts?
EXIT TICKET On the board, write the following three topics:
Drinking water Rock climbing Meditation
Have Ss write their names on a blank card or piece of paper. Instruct them to choose one of the topics and write three sentences about the healthy effects of this activity. Tell them to use a different expression of effect in each sentence, and to connect the sentences with signal words.
Collect the cards or papers as Ss leave. 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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3 PLAN YOUR WRITING
How do you stay healthy and in shape? Think of two ways and the effects each one has on your health. Complete the chart.
Cause Effects
PAIRS Talk about the ways you stay healthy and in shape.
To keep healthy, I like to swim because…
4 WRITE
Write a post about staying healthy and in shape using your information from 3A. Remember to use signal words to show cause and effect. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s post.
1. Circle the signal words that show the causes and effects.
2. What two healthy habits did your partner write about? What effects does each habit have on his or her health?
3. Did your partner’s causes and effects clearly explain how he or she stays healthy?
PAIRS Can your classmate improve his or her post? Make suggestions.
6 PROOFREAD
Read your review again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
•
•
•
•
•
•
UnIt 6 75 I cAn wRIte ABoUt HeAltH And FItness.
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GET STARTED 1 MEDIA PROJECT
06-20 Listen or watch. What advice does Camila give?
06-20 Listen or watch again. Answer the questions.
1. What does Camila do when she feels stressed?
2. Can anyone do the moves she shows us?
3. How does she feel after the exercise?
Show your own photos.
Step 1 Think of a way to reduce stress or stay healthy. Take 3–5 photos to show the ways you reduce stress or stay healthy.
Step 2 Show the photos to the class. Talk about how to stay healthy or reduce stress even when you are busy.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
GROUP WORDS
Grouping words that are related can help you remember new vocabulary. There are many different ways to do this.
For example, when you learn new sports, you can group them into indoor and outdoor sports. Or you can group the sports by those played on a team or individually.
Review the vocabulary from the unit. Try grouping the same list of words in two different ways.
Read the words aloud to remember them better. Try to learn a new group of words once a week.
3 REFLECT AND PLAN
Individual sports
cycling weight lifting
Team sports
basketball soccer
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about fi tness activities Talk about managing stress Give advice on staying healthy Vocabulary
Fitness activities Managing stress Staying healthy Pronunciation
Linking identical consonants Blended pronunciations
with to
Grammar
Gerunds as subjects and objects
Past form of be + going to for the past intentions Prepositions of time Reading
Identify comparison and contrast
Writing
Identify cause and effect
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, watch the Pronunciation Coach video: Linking identical consonants.
Notes Done
PUt It togetHeR
76 UnIt 6
Answers will vary. Possible answer:
She gives advice about how to reduce stress while studying.
Answers will vary. Possible answers:
She does chair yoga.
Answers will vary.
It makes her body feel better and she has less stress.
www.frenglish.ru
GET STARTED 1 MEDIA PROJECT
06-20 Listen or watch. What advice does Camila give?
06-20 Listen or watch again. Answer the questions.
1. What does Camila do when she feels stressed?
2. Can anyone do the moves she shows us?
3. How does she feel after the exercise?
Show your own photos.
Step 1 Think of a way to reduce stress or stay healthy. Take 3–5 photos to show the ways you reduce stress or stay healthy.
Step 2 Show the photos to the class. Talk about how to stay healthy or reduce stress even when you are busy.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
GROUP WORDS
Grouping words that are related can help you remember new vocabulary. There are many different ways to do this.
For example, when you learn new sports, you can group them into indoor and outdoor sports. Or you can group the sports by those played on a team or individually.
Review the vocabulary from the unit. Try grouping the same list of words in two different ways.
Read the words aloud to remember them better. Try to learn a new group of words once a week.
3 REFLECT AND PLAN
Individual sports
cycling weight lifting
Team sports
basketball soccer
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about fi tness activities Talk about managing stress Give advice on staying healthy Vocabulary
Fitness activities Managing stress Staying healthy Pronunciation
Linking identical consonants Blended pronunciations
with to
Grammar
Gerunds as subjects and objects
Past form of be + going to for the past intentions Prepositions of time Reading
Identify comparison and contrast
Writing
Identify cause and effect
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, watch the Pronunciation Coach video: Linking identical consonants.
Notes Done
PUt It togetHeR
76 UnIt 6 UNIT 6 T-76
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What do you see? (a woman exercising in an office)
• Have Ss listen or watch. Call on a volunteer to answer the question.
• Play the audio again and have Ss answer the
questions individually. If appropriate, let them listen or watch again.
• In pairs, have Ss compare answers. Then go over the answers with the class.
• Say, You are going to create a photo project. Have Ss read the three steps silently. Answer any questions.
• Have Ss complete Step 1 in class. Explain, You can refer to the items you listed in 3A, page 75, or think of another topic. Tell a partner which topic you chose.
Think of photos you can use or take. Have Ss write notes or create a script of what they want to say.
Model an introduction on the board: Hello everyone!
It’s Vicky…
• For Step 2, have Ss practice once with a partner.
Then call on individual Ss to show the photos and present. Say, Use the notes or the script you prepared in class.
• For Step 3, write the following questions on the board:
1. Did the speaker show photos and describe a way to reduce stress or stay healthy?
2. Did the speaker speak clearly?
3. Was the presentation interesting?
• Tell Ss to write each speaker’s name on a piece of paper before the presentation and then to take notes on the questions during or after the presentation.
• Then invite classmates to ask questions and give feedback. You may choose to save the feedback until the very end and let Ss walk around, refer to their notes, and tell Ss individually what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION To provide an opportunity for self-critique, record Ss’ presentations. Then have Ss watch their video and fill out the following checklist:
Did I show photos of a way to reduce stress or stay healthy?
Did I speak clearly?
Was my presentation 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 aloud. Have Ss read the example with the grouped words.
• Have Ss work in pairs. Say, Go back to the vocabulary exercises in the unit (pages 66, 68, and 70) and try grouping words. Circulate and assist as needed. Have Ss share results or write them on the board.
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 6 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
77 Read the unit title and learning goals.
Look at the photo of an offi ce. What do you see?
Now read Jim’s message. How do you think he feels? Why?
JIM STEVENS
@JimS
Finally fi nishing up the North Pole campaign. It’s taken a while, but we’re almost there!
leARnIng goAls
In this unit, you
ask about how to do something
talk about expectations give instructions
read about good work habits write about how people learn