38 UnIt 3
5
LIZ FLORES
@LizF
Good communication is so important! I’ve been thinking about how to communicate better…
wRIte ABoUt commUnIcAtIon skIlls
UNIT 3 T-38
LESSON 5 WRITE ABOUT COMMUNICATION SKILLS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. To warm up, ask, Who here has strong communication skills? Why do you think so? (For example, I do! I connect with people well and am good at interpreting body language. / I don’t. I am pretty shy in new situations, and sometimes I can’t express myself very well.)
• Read the social media message aloud. Ask, What communication problem did Liz and Diana have with the printing company? (The company wasn’t good about returning emails; they didn’t listen well, even though Liz and Diana gave clear instructions. For example, they made pink brochures instead of red.) Help Ss recall the content from the Conversation section in Lesson 1, page 31, and Lesson 2, page 33.
1 BEFORE YOU WRITE
• Write communication skills on the board. Ask, What words come to mind when you see this term?
(for example, speaking, listening, body language, friendliness, respect) Invite Ss to come to the board and continue brainstorming around the term.
• Have Ss preview the title and the text. Ask, What kind of reading is this? (a blog post) What is it about? (the secret to good communication) Where might you see something similar to this? (on someone’s personal web page)
• Have Ss read the blog individually. Then go over the answer with the class.
OPTION Write, What are the qualities of a good listener? Have Ss discuss in pairs.
Bring the class together and have Ss share. Ask individual Ss, Was your partner a good listener during your conversation? Did your partner give you full attention? Did he or she ever interrupt you?
EXTENSION Say, Imagine you click on Leave a comment here below the post. Write a comment. (For example, Great post. I totally agree! When we don’t listen, the communication is one-sided. And it doesn’t work, of course!)
• Have Ss look at the graphic organizer. Say, This graphic organizer breaks down the organization of the blog post. Ask questions to help them understand the structure. Ask, What information is in the first box? How many supporting arguments are there? How many reasons does each supporting argument have?
• Have Ss read the post again in order to fill in the missing information in the graphic organizer.
• Ask Ss to compare answers with a partner. Then go over the answers with the class.
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2 FOCUS ON WRITING
Read the Writing Skill. Then reread Liz’s post.
Underline the two supporting arguments.
Circle the reasons given for each one.
3 PLAN YOUR WRITING
The Greek philosopher Plato said,
“Wise men speak because they have something to say; fools speak because they have to say something.” What do you think this means? Do you agree or disagree? Develop your argument with supporting reasons and examples. Complete the chart to help plan your writing.
WRITING SKILL Develop an argument When writing your opinion about a topic, provide supporting arguments. These arguments should include details which further explain and support your main idea. You can give reasons for your opinion, or you can provide specifi c examples that help to support your point.
PAIRS Share your opinion and supporting arguments.
I agree with the quote. I think it means that…
4 WRITE
Write a post giving your opinion about the quote using your details from 3A. Remember to give supporting arguments with reasons and examples. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s posts.
1. Underline the supporting arguments.
2. Circle all the reasons or examples given.
3. Did your partner’s reasons and examples help to develop their argument in a clear and persuasive way? 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 Argument:
Reason / example: Reason / example: Reason / example: Reason / example:
Supporting argument 1: Supporting argument 2:
UnIt 3 39 I cAn wRIte ABoUt commUnIcAtIon skIlls.
UNIT 3 T-39
2 FOCUS ON WRITING
• Read the Writing Skill aloud. Then have Ss return to the blog post in 1B on page 38 to recall the two supporting arguments and reasons.
For lower-level Ss, you can hint that the supporting arguments are listed in the graphic organizer in 1C.
3 PLAN YOUR WRITING
• Copy the quote on the board. Ask, What is another way to say wise men? (for example, intelligent people) fools? (for example, ignorant people) Lead a class discussion about the quote. Call on volunteers to say what they think it means. (For example, wise people speak to share facts and valuable information. They think before they talk. Fools just talk without thinking.) Ask, Do you agree that some people just like to talk, while other people only talk when they have something interesting to say? Invite Ss to share ideas and give examples referring to people they know.
• Tell Ss to use their understanding of the quote to develop their argument. Tell them to fill in the first box of the chart. Offer some examples if they have difficulty. (For example, Knowing when to speak /
Staying silent / Thinking before speaking / is the most important communication skill.)
• Next have Ss fill in each supporting argument and reason / example. For lower-level Ss, ask questions to help them formulate their supporting arguments. For example, Why is it important to think before speaking?
How does it help you to stay silent? What is another benefit of knowing when to speak?
• Circulate and assist as needed. Refer Ss to the chart in 1C if they get stuck.
• Invite Ss to share their opinions and arguments. Have them compare how they filled in their charts.
• Encourage Ss to add or edit information in their chart if they think of additional points.
4 WRITE
• Have Ss work individually to write the post in their notebook or on paper. Remind them to use the post in 1B on page 38 as a model. They can start their blog in a similar way, that is, The Greek philosopher
Plato once said… I couldn’t agree more. It is so important to...
• Circulate and assist as needed.
5 REVISE YOUR WRITING
• Tell Ss they will peer-review their partner’s writing.
Say, Read your partner’s post and provide feedback according to Questions 1–3. Write your comments on your partner’s paper or on sticky notes.
• Have Ss peer-review their partner’s writing.
• Have Ss return their partner’s writing with feedback and discuss suggestions for improvement.
• Give Ss time to incorporate feedback or make corrections.
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 Liz’s social media message on page 38. Ask, Did you get any ideas about communicating better? What are some possible responses to Liz’s post? (For example, Hmm… thanks Liz, you made me think, too! Interesting ideas!)
EXIT TICKET Have Ss write their names and answers on a blank card or piece of paper. On the board, write the following outline:
Argument: There are many important communication skills.
Supporting Argument: Body language is one key form of communication.
Reason:
Reason:
Say, Write two reasons supporting the argument on the board. Collect the cards 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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2 FOCUS ON WRITING
Read the Writing Skill. Then reread Liz’s post.
Underline the two supporting arguments.
Circle the reasons given for each one.
3 PLAN YOUR WRITING
The Greek philosopher Plato said,
“Wise men speak because they have something to say; fools speak because they have to say something.” What do you think this means? Do you agree or disagree? Develop your argument with supporting reasons and examples. Complete the chart to help plan your writing.
WRITING SKILL Develop an argument When writing your opinion about a topic, provide supporting arguments.
These arguments should include details which further explain and support your main idea. You can give reasons for your opinion, or you can provide specifi c examples that help to support your point.
PAIRS Share your opinion and supporting arguments.
I agree with the quote. I think it means that…
4 WRITE
Write a post giving your opinion about the quote using your details from 3A. Remember to give supporting arguments with reasons and examples. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s posts.
1. Underline the supporting arguments.
2. Circle all the reasons or examples given.
3. Did your partner’s reasons and examples help to develop their argument in a clear and persuasive way? 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 Argument:
Reason / example: Reason / example: Reason / example: Reason / example:
Supporting argument 1: Supporting argument 2:
UnIt 3 39 I cAn wRIte ABoUt commUnIcAtIon skIlls.
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GET STARTED 1 MEDIA PROJECT
03-21 Listen or watch. Who does Rafi talk about?
03-21 Listen or watch again. Answer the questions.
1. What does Rafi do with Malik?
2. Why is Rafi happy to know Yanni?
3. How does Tariq help Rafi ?
Show your own photos.
Step 1 Take photos of 2–3 co-workers or friends. What do you do with them?
How do they help you?
Step 2 Show the photos to the class. Talk about each person.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
LISTEN, READ, AND SAY
To improve your pronunciation, listen to audio while reading. For example, listen to audio while reading the script from your book. Read aloud along with the video for practice.
Review the audio / video from the unit. Listen to the Conversation audio while reading along with the script on the page. Listen again. This time read aloud. Try to match the pronunciation.
Review the audio / video at least twice.
3 REFLECT AND PLAN
How about we offer suggestions?
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Discuss problems at work Talk about avoiding
problems Talk about
a misunderstanding Vocabulary
When things go wrong Ways to avoid problems Words related to
understanding Pronunciation
Stress with word endings Numbers and moving stress
Grammar
Object complements Making suggestions Imperatives in reported
speech Reading
Understand extended defi nitions
Writing
Develop an argument
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, do the Lesson 2 vocabulary practice: Ways to avoid problems
Notes Done
PUt It togetHeR
40 UnIt 3
Malik brainstorms ideas He goes to lunch
Tariq gives him helpful feedback.
Answers will vary. Possible answer: He talks about his co-workers.
for projects with him and has lots of creative ideas.
with Yanni and feels more relaxed. Yanni asked him to lunch when Rafi was new at work.
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GET STARTED 1 MEDIA PROJECT
03-21 Listen or watch. Who does Rafi talk about?
03-21 Listen or watch again. Answer the questions.
1. What does Rafi do with Malik?
2. Why is Rafi happy to know Yanni?
3. How does Tariq help Rafi ?
Show your own photos.
Step 1 Take photos of 2–3 co-workers or friends. What do you do with them?
How do they help you?
Step 2 Show the photos to the class. Talk about each person.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
LISTEN, READ, AND SAY
To improve your pronunciation, listen to audio while reading. For example, listen to audio while reading the script from your book. Read aloud along with the video for practice.
Review the audio / video from the unit. Listen to the Conversation audio while reading along with the script on the page. Listen again. This time read aloud. Try to match the pronunciation.
Review the audio / video at least twice.
3 REFLECT AND PLAN
How about we offer suggestions?
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Discuss problems at work Talk about avoiding
problems Talk about
a misunderstanding Vocabulary
When things go wrong Ways to avoid problems Words related to
understanding Pronunciation
Stress with word endings Numbers and moving stress
Grammar
Object complements Making suggestions Imperatives in reported
speech Reading
Understand extended defi nitions
Writing
Develop an argument
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, do the Lesson 2 vocabulary practice: Ways to avoid problems
Notes Done
PUt It togetHeR
40 UnIt 3 UNIT 3 T-40
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Say, This is Rafi.
• Have Ss listen or watch. Call on a volunteer to answer the question. To check, ask the class, Do you agree?
• Play the audio or video again and have Ss answer the questions individually.
• In pairs, have Ss compare answers. Go over the answers with the class. Play the audio or video again as needed.
• Say, You are going to create a photo project like Rafi’s. Have Ss read the three steps silently. Answer any questions.
• For Step 1, explain, You don’t have to choose co- workers. You can take photos of friends.
• Have Ss write notes or create a script of what they want to say. For lower-level Ss, model an introduction on the board: Hi, It’s Michelle. I have the greatest co- workers / friends. This is…
• For Step 2, have Ss practice once with a partner. Then call on individual Ss to talk about their co-workers or friends. Say, Use the notes or the script you prepared in class.
• Write a short evaluation form on the board with the following questions:
1. Did the speaker show photos of two to three co-workers or friends?
2. Did the speaker talk about what he or she does with them and / or how they help him / her?
3. Did the speaker speak clearly?
4. Is the presentation 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 later.
• For Step 3, invite classmates to ask questions about the content of each presentation. Ss may also provide feedback at this time, or you may choose to save the feedback until all Ss have spoken. In that case, have Ss walk around. As they meet each classmate, have them refer to their notes and say what their classmates did well or could do better. Remind Ss to speak kindly and use correct intonation when giving compliments.
OPTION To provide an opportunity for self-critique, record Ss’ presentations. Then have Ss watch themselves and fill out the following checklist:
Did I show photos of two to three co-workers or friends?
Did I talk about what I do with them and / or how they help me?
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. Then have Ss look at the photo and read the caption.
• Refer Ss to the audio script for the conversation in 4A, page 31. Instruct Ss to read silently and listen. Play the audio until talk about what went right.
• Then say, We will listen to this segment again and read along chorally. Motion to Ss who are shy or
not participating to read along with everyone.
Then play the audio again and call on individual Ss to read aloud. Encourage Ss to try to match the speaker’s pronunciation.
OPTION If Ss have access to video, assign them this learning strategy for homework.
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 3 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
41
FLAVIO VEGA
@FlavioV
Went to a great concert last night with my best friends! Read the unit title and learning goals.
Look at the photo of a concert. What do you see?
Now read Flavio’s message. What did he do last night?
leARnIng goAls
In this unit, you
talk about how life has changed talk about what you like
talk about a movie review read an interview with a
location scout write a movie review
How do YoU RelAX?