TALK ABOUT MANAGING STRESS

6 HOW DO YOU STAY HEALTHY?

LESSON 2 TALK ABOUT MANAGING STRESS

68 UnIt 6

SU-MIN KIM

@Su-minK

Flavio’s the best—like a big brother!

He always makes me feel better.

tAlk ABoUt mAnAgIng stRess

UNIT 6 T-68

LESSON 2 TALK ABOUT MANAGING STRESS

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What does it mean to manage stress? (to control or handle it) How do you manage stress? Invite individual Ss to share some ideas (For example, I do breathing exercises; I make a list of things I need to do.)

• Read the social media message aloud. Ask, Do you remember who Flavio is? (He lives in Bogotá, and he’s an animator at TSW Media.) What does Su-min Kim mean when she says he is like a brother? (that they are close) How might he make her feel better? (Maybe he gives her good advice when she has problems or when she’s feeling stressed.)

1 VOCABULARY

• Ask Ss to read over the terms and definitions silently.

Explain that they are related to managing stress.

• Have Ss listen. Then have them listen and repeat.

• For lower-level Ss, provide example sentences for new terms: It’s important to make time for yourself every day and do something fun. You reduce your stress when you keep track of your tasks in a calendar.

When you keep a work-life balance, you don’t spend too much time working. When you set realistic goals, you don’t take on more responsibilities than you can comfortably perform. I usually take a break during the day and do a little yoga. It’s important to go offline once in a while. I will take time off during the summer to spend time with my kids. We encourage our employees not to work late hours so that they don’t burn out.

OPTION Encourage Ss to add the new vocabulary to their vocabulary journals. Tell them to write sentences to practice using the words in context.

• Make sure Ss understand that items can have more than one answer, but they should use each item only once. For higher-level Ss, encourage Ss to cover the definitions of the words in 1A and try to do the exercise without looking at the meanings.

Then have them uncover the definitions and make any corrections.

• Go over the answers as a class. Call on Ss to read the completed sentences.

• To model something you find difficult to do, say, I find it difficult to go offline. I like to be constantly connected to my texts and email.

• Have Ss draw checks next to the items in 1A they find difficult to do. Then have them discuss in pairs.

• Bring the class together and call on Ss to share.

2 GRAMMAR

• Books closed. Tell Ss, Yesterday, I was going to go running in the park, but then it started raining. So I went to the gym instead. On the board, write, I was going to go running in the park. Ask, Did I go running in the park? (no) Did I plan to go running in the park? (yes) Why didn’t I go? (because it started raining)

• Tell Ss to open their books to page 68 and read the title of the grammar chart. If necessary, clarify the meaning of intention. (something you plan to do) Then read the introduction aloud. Write past intention on the board. Reiterate that a past intention is something you intended or planned to do, but didn’t. You can write the definition on the board.

• Read the column heads aloud and direct Ss’ attention to the structure of sentences expressing past

intentions. Ask Ss to read the sentences in the chart.

For each one, ask, Did the action with was / were going to happen? (no)

• Bring Ss’ attention to the first note at the bottom of the chart. Ask, Which sentences in the chart explain why something didn’t happen? (the second and third) What is the explanation given in the second sentence? (He was too busy.) In the third? (They were too tired.)

• Refer Ss to the second note at the bottom of the chart.

Challenge Ss to change the sentences in the chart to negative. Tell them also to change the explanations at the end of the sentences. (For example, I wasn’t going to go to yoga class, but I did. He wasn’t going to take time off, but he had extra vacation days. They weren’t going to run after work, but they changed their minds.)

• Finally, focus on the last note and the structure for questions about past intentions. Call on volunteers to read the examples. Ask, Are these yes / no questions or information questions? (yes / no) Elicit possible answers (For example, Yes, he was. / No, I wasn’t.) Then write on the board:

A: Where was he going to meet you?

B: At the restaurant.

Have two volunteers read the exchange. Ask, What type of question is this? (information) Say, Past intentions can appear in various question types.

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5 TRY IT YOURSELF

MAKE IT PERSONAL Think about a situation when you were going to reduce stress in your life, but something stopped you.

I was going to , but .

PAIRS Student A, tell Student B about your past intention to manage your stress.

Explain. Student B, ask follow-up questions.

3 PRONUNCIATION

06-10 Listen. Notice the blended pronunciations.

Then listen and repeat.

I was going to go hiking, but I had to study.

sounds like: I was gonna go hiking, but I hadta study.

I want to travel, but I have to finish school first.

sounds like: I wanna travel, but I hafta finish school first.

I’ve got to leave now.

sounds like: I’ve gotta leave now.

06-11 Listen. Complete the conversation. Write full words, not the blended pronunciations you hear. Then read the conversation in pairs.

1. A: I thought stay home today.

B: come in for a meeting.

2. A: go to the gym?

B: Now? make some phone calls.

A: Well, take a break and move around.

4 CONVERSATION

06-12 Listen or watch. Circle the correct answers.

1. Su-min is upset because she didn’t finish her goals / her workout / a marketing plan.

2. At home, Flavio and his wife don’t watch television / turn off their phones / work just a little bit.

3. Flavio is trying to help Su-min keep a work-life balance / train for the marathon / work faster.

06-13 Listen or watch. Complete the conversation.

Flavio: Hey, you need to take a break or

burn out! Su-min: I know. I

make more time for myself, but… Flavio: I know it’s hard. But it’s not healthy for

you to work like this.

06-14 Listen and repeat. Then practice with a partner.

PAIRS Make new conversations. Use these words or your own ideas.

COACH Blended pronunciation with to

The phrases want to, have to (and had to), got to, and going to are very common in conversation. When we speak quickly, we often reduce these phrases. We make the pronunciation of to very weak and blend the two words together so that they sound like one word.

reduce your stress take some time off

UnIt 6 69 I cAn tAlk ABoUt mAnAgIng stRess.

UNIT 6 T-69

3 PRONUNCIATION

• To review the topic, say, In Unit 4 we learned about the blended pronunciation of used to. Say, I used to [useta] live in Madrid. Write blended pronunciation on the board. Review that to blend means to combine.

Blended pronunciation refers to combining sounds.

• Read the boxed pronunciation note aloud. Write, want to, have to, had to, got to, going to on the board. Model the blended to sound with each phrase and have Ss repeat: wanta / wanna; hafta, hadta, gotta, gonna.

• Have Ss read the exercise items silently. Then have them listen and repeat.

• Have Ss read the exercise items silently. Play the audio for the first item and have Ss fill in the blank. Pause the recording and ask, Which words are blended? (going to)

Restart the recording and have Ss complete the conversation.

• Go over the answers as a class. Write them on the board to reinforce the fact that we hear blended forms but write full forms.

• In pairs, have Ss practice the conversations. Instruct them to blend the pronunciation of the gapped words.

OPTION Have Ss practice the conversation again, but change some of the words after the blended phrase in each sentence to make a new conversation.

For example:

A: I thought you were going to go to the city today.

B: I had to stay home.

4 CONVERSATION

• Say, We’re going to listen to (watch) another conversation between Su-min and Flavio.

• Have Ss listen or watch and complete the exercise individually. Go over the answers as a class. Replay the audio or video as appropriate.

• Ask Ss to skim the conversation and predict ways the gaps might be filled.

• Have Ss listen and fill in the gaps with the words they hear.

• Bring the class together and go over the answers.

• To check comprehension, ask, What does Flavio mean when he says Su-min will burn out? (that she will lose enthusiasm and won’t be able to do an activity any more) What does Su-min mean when she says she was going to make more time for herself?

(that she intended to make more time for herself, but she didn’t)

• Play the audio and have Ss repeat chorally, line by line.

• Have Ss practice in pairs. Then have them swap roles and practice again.

• Challenge higher-level Ss to practice the conversation with books closed. Say, You don’t need to remember the exact words. Just say the main ideas.

• Ask a volunteer to read the highlighted words. Say, You can use these words in place of the same-color words in the conversation, or you can use your own words.

• In pairs, have Ss make their own conversations. Time permitting, have them swap roles and practice again.

• To conclude, have one or two pairs perform their conversation for the class.

EXTENSION Have Ss return to Su-min’s social media message on page 68. Ask, Did Flavio help Su-min to feel better? How?

5 TRY IT YOURSELF

• Tell Ss to fill in the blanks. Circulate and assist as needed.

• Model a conversation with a volunteer. Play Part A.

Have the S ask follow-up questions.

• Circulate and assist while Ss are talking. Then have one or two pairs role-play their conversation for the class.

LOOK FOR While Ss are completing the Try It Yourself activity, walk around the room and listen to their conversations. Look to see if Ss are correctly doing the following:

✓ using vocabulary to talk about managing stress

✓ using the past form of be going to for past intentions

✓ using blended pronunciation with to

EXIT TICKET Write on the board, Write something you were going to do recently, but didn’t do. Explain why you didn’t do it. Have Ss write their names and sentences on a blank card or piece of paper. Collect the cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify Ss who may need additional practice.

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5 TRY IT YOURSELF

MAKE IT PERSONAL Think about a situation when you were going to reduce stress in your life, but something stopped you.

I was going to , but .

PAIRS Student A, tell Student B about your past intention to manage your stress.

Explain. Student B, ask follow-up questions.

3 PRONUNCIATION

06-10 Listen. Notice the blended pronunciations.

Then listen and repeat.

I was going to go hiking, but I had to study.

sounds like: I was gonna go hiking, but I hadta study.

I want to travel, but I have to finish school first.

sounds like: I wanna travel, but I hafta finish school first.

I’ve got to leave now.

sounds like: I’ve gotta leave now.

06-11 Listen. Complete the conversation. Write full words, not the blended pronunciations you hear. Then read the conversation in pairs.

1. A: I thought stay home today.

B: come in for a meeting.

2. A: go to the gym?

B: Now? make some phone calls.

A: Well, take a break and move around.

4 CONVERSATION

06-12 Listen or watch. Circle the correct answers.

1. Su-min is upset because she didn’t finish her goals / her workout / a marketing plan.

2. At home, Flavio and his wife don’t watch television / turn off their phones / work just a little bit.

3. Flavio is trying to help Su-min keep a work-life balance / train for the marathon / work faster.

06-13 Listen or watch. Complete the conversation.

Flavio: Hey, you need to take a break or

burn out!

Su-min: I know. I

make more time for myself, but…

Flavio: I know it’s hard. But it’s not healthy for you to work like this.

06-14 Listen and repeat. Then practice with a partner.

PAIRS Make new conversations. Use these words or your own ideas.

COACH Blended pronunciation with to

The phrases want to, have to (and had to), got to, and going to are very common in conversation.

When we speak quickly, we often reduce these phrases. We make the pronunciation of to very weak and blend the two words together so that they sound like one word.

reduce your stress take some time off

UnIt 6 69 I cAn tAlk ABoUt mAnAgIng stRess.

you were going to I had to

Do you want to I’ve got to I have to

you’re going to was going to

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1 VOCABULARY Staying healthy

06-15 Listen. Then listen and repeat.

intense: describes an activity that requires a lot of effort moderate: describes an activity that requires some effort fi t: healthy and strong because you exercise regularly

build strength: to do exercises to become physically stronger, usually by growing muscles

burn calories: to use energy, usually by doing physical activities, to lose some of the calories you get from food be out of shape: to be in a bad physical condition

stay in shape: to exercise or do other healthy activities to keep in good physical condition

Complete the sentences with words and phrases from 1A. Use the correct form.

A: Look. The sky is getting dark

WRITE ABOUT A WEATHER EVENT