26 UnIt 2
5
DIANA OLVERA
@DianaO
Busy emailing everyone back home. Want them to know everything is okay here!
wRIte ABoUt A weAtHeR eVent
UNIT 2 T-26
LESSON 5 WRITE ABOUT A WEATHER EVENT
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the title of the lesson aloud. Ask, When might it be necessary to write about a weather event? (for example, to warn someone about bad weather or to tell someone you are OK during an extreme weather event)
• Read the social media message aloud. Ask, Why do you think Diana is emailing people that everything is OK? (There probably is a bad weather event.)
1 BEFORE YOU WRITE
• Lead a class discussion about the questions. Ask, How does Diana inform people that she is OK? (email and social media) Write these on the board. Then elicit additional ways to inform others that you are OK. (for example, phone, text, Skype)
• Have Ss read the email individually. Then bring the class together and have a volunteer answer the question.
2 FOCUS ON WRITING
• Read the Writing Skill aloud. Have Ss look at the graphic organizer. Tell Ss to notice that the box matches the main ideas in the email. Give them a moment to look at the email and organizer silently.
• Have Ss read the post again in order to fill in the supporting details. Say, Don’t write full sentences.
Just write short notes.
• Ask Ss to compare answers with a partner.
OPTION Ask Ss to turn to the Reading Skill in 3B on page 25. Read the first sentence: Writers often use examples to support their ideas. Explain, You are filling in examples that support the ideas in bold.
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3 PLAN YOUR WRITING
Think about a bad weather event you experienced. Imagine you are writing an email to someone about the event. Complete the chart to help plan your email.
PAIRS Talk about the weather event in your email.
I was in a hurricane last year. It rained so much…
4 WRITE
Write an email about the weather event using your ideas from 3A. Remember to use one idea per paragraph for each point you want to make. Use the email in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s emails.
1. Did your partner organize one idea per paragraph?
2. Did your partner include clear supporting details?
PAIRS Can your classmate improve his or her email? Make suggestions.
6 PROOFREAD
Read your email again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization Opening (greeting, reason for writing)
• Greeting:
• Reason for writing:
Details about the weather
•
•
•
•
How weather affected plans
•
•
•
•
Closing (ask about friend, sign off)
• Ask about friend:
• Sign off:
UnIt 2 27 I cAn wRIte ABoUt A weAtHeR eVent.
UNIT 2 T-27
3 PLAN YOUR WRITING
• If Ss need help thinking of a bad weather event, refer them to 1A on page 20, or brainstorm as a class. Write bad weather event on the board and have Ss add words or ideas. Then have Ss choose the event they will write about. Say, You will write about this event as if it happened recently and you are writing about it to someone you know. Decide who you will write to.
• Say, Start by filling in the greetings and reason for writing. Then take notes to give details about the
weather and how the weather affected your plans.
Finally, close the email.
• Circulate and provide feedback while Ss are working. If they need help, encourage them to refer to the model in 1B, page 26.
• Invite a volunteer to read the example. In pairs, have Ss tell each other about the weather event they will write about in their email, referring to their notes.
Encourage them to add information if they think of additional details.
4 WRITE
• Have Ss work individually to write the email. Remind them to refer to their notes in 3A.
• Circulate and assist as needed.
5 REVISE YOUR WRITING
Tell Ss they will peer-review their partner’s writing.
Say, Read your partner’s email and provide feedback according to Questions 1 and 2. Write your comments on your partner’s paper or on sticky notes.
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 emails. Remind them to read their emails three times, checking once each for spelling, punctuation, and capitalization.
• Circulate and look over Ss’ emails. Suggest any remaining corrections. If Ss have made a lot of changes, encourage them to recopy their emails or print them again with corrections.
EXTENSION Have Ss return to Diana’s social media message on page 26. Invite Ss to write responses on the board. (For example, Glad all’s OK. What’s going on? Oh, I read about the blizzard in New York.
Stay safe!)
EXIT TICKET On the board write, It’s so hot in New York! It went up to 100 degrees yesterday. It has been like this all week. On top of that it is so humid! I only spend about an hour outside and then I go back to my air-conditioned hotel room! Yesterday we went to the opera, and it was amazing!
Say, This paragraph from an email has more than one idea. Cross out a sentence or sentences so that there is only one main idea. Have Ss write their names and answers on a blank card or piece of paper. Collect cards as Ss leave. Read the cards to identify areas for review and extra practice in later lessons and to identify individual Ss who may need additional practice.
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3 PLAN YOUR WRITING
Think about a bad weather event you experienced. Imagine you are writing an email to someone about the event. Complete the chart to help plan your email.
PAIRS Talk about the weather event in your email.
I was in a hurricane last year. It rained so much…
4 WRITE
Write an email about the weather event using your ideas from 3A. Remember to use one idea per paragraph for each point you want to make. Use the email in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange and read each other’s emails.
1. Did your partner organize one idea per paragraph?
2. Did your partner include clear supporting details?
PAIRS Can your classmate improve his or her email? Make suggestions.
6 PROOFREAD
Read your email again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization Opening (greeting, reason for writing)
• Greeting:
• Reason for writing:
Details about the weather
•
•
•
•
How weather affected plans
•
•
•
•
Closing (ask about friend, sign off)
• Ask about friend:
• Sign off:
UnIt 2 27 I cAn wRIte ABoUt A weAtHeR eVent.
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GET STARTED 1 MEDIA PROJECT
02-21 Listen or watch. What does Lucas talk about?
02-21 Listen or watch again. Answer the questions.
1. What weather conditions does Lucas talk about?
2. What did he do?
3. What does he predict for tomorrow’s weather?
Show your own photos.
Step 1 Think about a time when weather changed your plans and how it changed them.
Choose 3–5 photos to show the weather.
Step 2 Show the photos to the class. Describe the weather and what happened to your plans.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
MAKE A VOCABULARY WORD WEB
Make a word web to help you learn vocabulary. Word webs show how words in a group are related to each other. When you study words that are connected, it is easier to remember them.
Review the vocabulary from the unit. What words do you need to study?
Make two or more word webs of related words. Review the word webs twice a week.
3 REFLECT AND PLAN
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about the weather Report dangerous weather Discuss the effects
of weather Vocabulary
Weather conditions Dangerous weather Effects of dangerous
weather Pronunciation
Pronouncing th
Stressed and unstressed words
Grammar
Must / may / might / could for conclusions
Present perfect and present perfect continuous Expressing cause and
effect with so / such…that Reading
Identify examples as supporting details Writing
Organize one idea per paragraph
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 Listening 4A: Report dangerous weather
Notes Done
heavy snow
strong winds
freezing temperatures
dangerous conditions BLIZZARD
icy roads
PUt It togetHeR
28 UnIt 2
Answers will vary. Possible answer:
He talks about the weather.
Answers will vary. Possible answers:
There was rain on Tuesday. On Wednesday, the sun came out.
The afternoon was sunny and warm.
Lucas couldn’t go to the park on Tuesday (because of the rain).
In the afternoon on Wednesday, Lucas played soccer.
He thinks that there may be another rainstorm.
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GET STARTED 1 MEDIA PROJECT
02-21 Listen or watch. What does Lucas talk about?
02-21 Listen or watch again. Answer the questions.
1. What weather conditions does Lucas talk about?
2. What did he do?
3. What does he predict for tomorrow’s weather?
Show your own photos.
Step 1 Think about a time when weather changed your plans and how it changed them.
Choose 3–5 photos to show the weather.
Step 2 Show the photos to the class. Describe the weather and what happened to your plans.
Step 3 Answer questions and get feedback.
2 LEARNING STRATEGY
MAKE A VOCABULARY WORD WEB
Make a word web to help you learn vocabulary. Word webs show how words in a group are related to each other. When you study words that are connected, it is easier to remember them.
Review the vocabulary from the unit. What words do you need to study?
Make two or more word webs of related words. Review the word webs twice a week.
3 REFLECT AND PLAN
Look back through the unit. Check (✓) the things you learned. Highlight the things you need to learn.
Speaking objectives Talk about the weather Report dangerous weather Discuss the effects
of weather Vocabulary
Weather conditions Dangerous weather Effects of dangerous
weather Pronunciation
Pronouncing th
Stressed and unstressed words
Grammar
Must / may / might / could for conclusions
Present perfect and present perfect continuous Expressing cause and
effect with so / such…that Reading
Identify examples as supporting details Writing
Organize one idea per paragraph
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 Listening 4A: Report dangerous weather
Notes Done
heavy snow
strong winds
freezing temperatures
dangerous conditions BLIZZARD
icy roads
PUt It togetHeR
28 UnIt 2 UNIT 2 T-28
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What is the weather like in this picture? (rainy, windy, stormy) Do you have weather like this in your city?
• Have Ss listen or watch. Call on a volunteer to answer the question.
• Have Ss read the questions silently. Then have them listen or watch again. In pairs, have them compare answers.
• Say, You are going to create a photo project. Have Ss read the three steps silently. Answer any questions.
• For Step 1, explain that Ss can talk about an unusual event or regular, everyday activities that were affected by the weather. If Ss don’t have photos of their own, tell them they can use stock photos instead.
• Tell Ss, Write notes or create a script of what you will say in your presentation. For lower-level Ss, model an introduction on the board. For example, Hi, It’s Lyla.
Let me tell you about how the weather changed my plans one time.
• Do Step 2 in class. Have Ss practice once with a partner. Then call on individual Ss to talk about their photos and the weather. Encourage them to refer to the notes or the script they prepared.
• For Step 3, write the following questions on the board to help Ss evaluate their classmates’ presentations:
1. Did the speaker show photos of weather?
2. Did the speaker describe the weather and explain how it changed his or her plans?
3. Did the speaker speak clearly?
4. Was this presentation interesting?
• Tell Ss to write each person’s name on a piece of paper before the person presents, and then take notes on the questions during or after the presentation. Instruct Ss to set their notes aside for later.
• Following each presentation, invite classmates to ask questions about the content.
• After all the Ss have presented, have Ss walk around and give their classmates feedback. As they meet each classmate, they should refer to their notes and say what the classmate did well or could do better. Remind Ss to speak kindly and to use correct intonation when giving compliments.
OPTION To provide an opportunity for self-critique, record Ss’ presentations. Write the following checklist on the board:
Did I show pictures of weather?
Did I describe the weather and explain how it changed my plans?
Did I speak clearly?
Is my presentation interesting?
Then have Ss watch themselves and fill out the checklist. Have them discuss their self-critiques with a partner and formulate goals for the next presentation.
2 LEARNING STRATEGY
• Read the Learning Strategy topic aloud.
• Give students time to study the word web. Copy it on the board. Ask, What is the topic? (a blizzard) Which circle is it in? (the center one) What information is in the other circles? (weather conditions during a blizzard) How are all the circles connected? (with lines)
• Invite Ss to come to the board and add details to the web. (For example, accidents can branch off of icy roads; falling trees can branch off of strong winds.)
• Give Ss time to look through the vocabulary in the unit and start their own word webs. For lower-level Ss, encourage them to look at the Vocabulary exercises in lessons 1, 2, and 3.
• Have Ss share their webs with a partner and work together to add words.
• Circulate and assist as needed.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at each lesson in the unit.
• 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 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 2 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
29 Read the unit title and learning goals.
Look at the photo of a meeting. What do you see?
Now read Liz’s message. Why does she talk about communication?
LIZ FLORES
@LizF
Communication is key in working with others.
leARnIng goAls
In this unit, you
discuss problems at work talk about avoiding problems talk about a misunderstanding read about creative thinking write about communication
skills