WRITE ADVICE ON HOW TO MANAGE YOUR TIME
LESSON 5 WRITE ABOUT HOW TO MANAGE YOUR TIME
62 UNIT 5
5
LUCAS MORALES
@LucasM
How much time do you spend on your device each day? How much is too much?
WRITE ADVICE ON HOW TO MANAGE YOUR TIME
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UNIT 5 T-62
LESSON 5 WRITE ABOUT HOW TO MANAGE YOUR TIME
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and the social media message aloud. Ask Ss to discuss the questions in small groups.
• Take a class survey on how much time Ss spend on their devices each day. Decide as a class how much time is too much.
1 BEFORE YOU WRITE
• Say, My sister spends too much time on her phone!
She’s constantly checking social media. What should she do? Have Ss make a list of suggestions in pairs.
• Write on the board, Why don’t...?, could, should, shouldn’t, have to, and need to. Remind Ss to use these expressions and verbs in their suggestions.
• Have volunteers share their suggestions with the class.
After each one, ask the other Ss, Do you think that will work? Why or why not?
• Back in their pairs, have Ss share their personal experiences. Ask, Do you feel like it’s hard to stop checking your phone? Which of these pieces of advice would you follow?
• Tell Ss to look at the text. Ask, What is it? (a social media post) Ask, Who posted the question? (Cara) Who
responded with advice? (Lucas) What is the relationship between Cara and Lucas? (They are friends.)
• Ask a S to read Cara’s question aloud for the class.
Ask, What does avoid mean? (to stay away from doing something)
• Have Ss follow along in their books as you read Lucas’s response aloud for the class. Ask the target question, Why does Lucas think he can help? (because he had the same experience)
• Tell Ss to read the post again and complete the chart individually. Remind them to take notes on the key ideas and details, but not to write complete sentences.
• Then have Ss compare their charts in pairs. Encourage them to fill in any missing details.
• Review answers as a class.
2 FOCUS ON WRITING
• Read the title of the Writing Skill aloud. Say, Qualifiers are a kind of transitional word that helps make your writing clearer.
• Read the explanation and examples of qualifiers aloud.
Ask Ss, What does how often mean? (how many times something happens) What does how likely mean?
(if something can be expected to happen or not)
EXTENSION Ask Ss, How often do you post about your problems on social media? How likely is it that a friend will respond with good advice? Have Ss discuss in pairs. Invite volunteers to share their experience with the class.
• Ask Ss to silently read the social media post again and underline the qualifiers.
• Have them compare answers in pairs. Then review answers as a class. For each answer, ask Ss if the qualifier expresses how often something happens or how likely it is to happen.
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3 PLAN YOUR WRITING
Choose one problem below. Think about the problem. What could this person do to spend less time on his or her device? What advice could you give him or her?
1. Lee can’t stop playing games on his tablet. His family is upset with him.
2. Ann is constantly using her phone to post on social media. She’s failing her classes.
3. Rita watches videos online all day at work. She never fi nishes her work on time.
Advice / Details
Advice / Details
Advice / Details Problem
PAIRS Describe your advice to your partner.
I think Lee should…
4 WRITE
Write a response to the person you chose in 3A. Give him or her advice, including details and explanations to support your ideas. Remember to use qualifi ers. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange posts and read your partner’s post.
1. Did you partner include advice?
2. Did your partner include details and explanations to support his or her ideas?
3. Did your partner use qualifi ers?
PAIRS Can your partner improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UNIT 5 63 I CAN WRITE ADVICE ON HOW TO MANAGE YOUR TIME.
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UNIT 5 T-63
3 PLAN YOUR WRITING
• Have volunteers read the problems aloud. Clarify any new or confusing words, such as upset (angry or unhappy) or failing (not passing a class or getting good grades). Make sure Ss understand the problems before moving on.
• Have Ss choose one problem and complete the chart with their suggestions. Walk around the class as Ss work. Provide feedback on vocabulary and spelling as necessary.
OPTION Lower-level Ss can complete 3A with a partner who chose the same problem.
• Tell Ss to find a partner who chose a different problem.
Ask them to take turns reading their problem aloud and describing their suggestions.
• Encourage Ss to ask follow-up questions using qualifiers. For example, And how often should Lee’s family check on him? or How likely do you think it is that this plan will work?
• Walk around and monitor Ss’ conversations to make sure they are using qualifiers and have to and need to correctly.
4 WRITE
• Tell Ss to imagine that Lee, Ann, and Rita posted their problem on social media and asked for help. Have Ss write a response to the social media post of the person they chose in 3A.
• Have them work individually on their response. Remind them to include the information from 3A, qualifiers, and phrases to explain instructions, such as, First..., Then..., And finally..., etc. Tell them to use 1B as a model.
• Walk around the classroom, providing help with spelling and punctuation as necessary. Take this opportunity to work one-on-one with lower-level Ss who struggle with writing.
OPTION If appropriate, allow Ss to use a computer, laptop, or cell phone to write their responses.
5 REVISE YOUR WRITING
• Arrange Ss in mixed-level pairs. Tell Ss to review their partner’s writing by responding to the three questions.
Read the questions aloud for the class. Make sure Ss understand the instructions before moving on.
• Ask Ss to exchange writings and read the text.
Underline any supporting ideas that include details and explanations. Circle any qualifiers.
• Have Ss give peer feedback and discuss how improvements can be made. Encourage them to ask clarification questions if there was information that was unclear.
• Encourage Ss to help their partner add more details to their advice or suggest additional qualifiers to use, if necessary.
• Walk around as Ss work and check that Ss’ feedback is correct and constructive.
• Invite volunteers to share with the class any
suggestions that were particularly useful or interesting.
TEACHING TIP Consider preparing and passing out an evaluation rubric based on the three questions in 5A. Pairs can use this rubric to guide peer reviews, and then Ss can use it as a checklist when proofreading their text. You can use this rubric to provide a more formal assessment of Ss’ writing.
6 PROOFREAD
• Give Ss time to review their partners’ feedback and make corrections. If there any feedback they still don’t understand, encourage them to ask their partner for clarification.
• Have Ss review their writing individually three times.
Tell them to check only capitalization the first time.
Then have them focus on punctuation the second time. Finally, instruct them to focus on spelling the third time.
• If many edits were made, encourage Ss to rewrite a clean version of their response.
EXTENSION Return to Lucas’s social media message at the beginning of the lesson. Have a volunteer read it aloud again. Ask Ss if their opinion has changed about how much time is too much on their devices.
Have volunteers share their opinions with the class.
EXIT TICKET Ask Ss, How can we spend less time on our devices? Have Ss write their names on a blank card or piece of paper. Keep time for two minutes, and ask Ss to write down 2–3 suggestions for time management. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
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3 PLAN YOUR WRITING
Choose one problem below. Think about the problem. What could this person do to spend less time on his or her device? What advice could you give him or her?
1. Lee can’t stop playing games on his tablet. His family is upset with him.
2. Ann is constantly using her phone to post on social media. She’s failing her classes.
3. Rita watches videos online all day at work. She never fi nishes her work on time.
Advice / Details
Advice / Details
Advice / Details Problem
PAIRS Describe your advice to your partner.
I think Lee should…
4 WRITE
Write a response to the person you chose in 3A. Give him or her advice, including details and explanations to support your ideas. Remember to use qualifi ers. Use the post in 1B as a model.
5 REVISE YOUR WRITING
PAIRS Exchange posts and read your partner’s post.
1. Did you partner include advice?
2. Did your partner include details and explanations to support his or her ideas?
3. Did your partner use qualifi ers?
PAIRS Can your partner improve his or her post? Make suggestions.
6 PROOFREAD
Read your post again. Can you improve your writing?
Check your
• spelling
• punctuation
• capitalization
UNIT 5 63 I CAN WRITE ADVICE ON HOW TO MANAGE YOUR TIME.
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GET STARTED 1 MEDIA PROJECT
05-21 Listen or watch. What does Ahmed talk about?
05-21 Listen or watch again. Answer the questions.
1. What does Ahmed use the app for?
2. What does he like about it?
3. How does it help him?
Make your own video.
Step 1 Choose a technology that makes your life or job easier, for example an app or a tool.
Step 2 Make a 30-second video. Talk about how you use it, what you like about it, and how it helps you.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
LABEL A PICTURE
Write new vocabulary words on pictures. For example, label the parts of a computer on a picture of a computer. You can do this for all types of words and topics. Writing words on pictures will help you remember the words.
Review the vocabulary words in the unit. What words do you need to learn? Find pictures that represent at least fi ve words or phrases from the unit. Label the pictures. Review the pictures at least once 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 Make and respond to
suggestions
Identify problems and solutions Talk about what you need to do Vocabulary
Technology at work
Technology issues and hardware Meeting preparation
Pronunciation Consonant groups Weak and blended
pronunciation of to
Grammar
Could and should for suggestions
Will, may, and might to express likelihood Have to / Need to for
obligation and necessity Reading
Identify text structure:
Problem / Solution Writing
Use qualifi ers
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 listening practice: Identify problems and solutions
Notes Done
webcam
monitor
headphones speakers
PUT IT TOGETHER
64 UNIT 5
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Possible answer: the Pearson Practice English app
He uses it to learn English
He can use it for some quick practice on He likes how it’s fast and easy to use.
Possible answers:
You can practice many of the skills from the course.
the go. He can pick and choose the skills he wants to practice. It includes all of the audio and video from the course.
on the go.
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GET STARTED 1 MEDIA PROJECT
05-21 Listen or watch. What does Ahmed talk about?
05-21 Listen or watch again. Answer the questions.
1. What does Ahmed use the app for?
2. What does he like about it?
3. How does it help him?
Make your own video.
Step 1 Choose a technology that makes your life or job easier, for example an app or a tool.
Step 2 Make a 30-second video. Talk about how you use it, what you like about it, and how it helps you.
Step 3 Share your video. Answer questions and get feedback.
2 LEARNING STRATEGY
LABEL A PICTURE
Write new vocabulary words on pictures. For example, label the parts of a computer on a picture of a computer. You can do this for all types of words and topics. Writing words on pictures will help you remember the words.
Review the vocabulary words in the unit. What words do you need to learn? Find pictures that represent at least fi ve words or phrases from the unit. Label the pictures. Review the pictures at least once 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 Make and respond to
suggestions
Identify problems and solutions Talk about what you need to do Vocabulary
Technology at work
Technology issues and hardware Meeting preparation
Pronunciation Consonant groups Weak and blended
pronunciation of to
Grammar
Could and should for suggestions
Will, may, and might to express likelihood Have to / Need to for
obligation and necessity Reading
Identify text structure:
Problem / Solution Writing
Use qualifi ers
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 listening practice: Identify problems and solutions
Notes Done
webcam
monitor
headphones speakers
PUT IT TOGETHER
64 UNIT 5
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UNIT 5 T-64
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, How would you describe what you see in this picture?
(a man with a cell phone in his hand)
• Tell Ss to listen to or watch Ahmed describe his favorite app. Remind them to listen for the main idea, not the details, at this stage. Then ask, What is Ahmed describing in the video? (an app called AmazingVid) Review the answer as a class.
• Give Ss time to preview the exercise items. In pairs, have them recall information from the video and guess the answers based on what they remember.
• Have Ss listen or watch again and answer the questions individually.
• Have Ss discuss in pairs if their predictions were correct. Ask them, Is this an app you would use? Why or why not? Invite volunteers to share their opinions with the class.
• Ask Ss, How was this video recorded? (Ahmed recorded a video of him showing the app on his cell phone.) Explain to Ss that they will create a similar project.
• Read the three steps aloud for the class. Tell Ss they can talk about any technology that makes their life or job easier. Have them write down a couple of apps or tools they use often.
• Next to each technology, have Ss note whether they feel confident in giving instructions about how to use it. (Remind Ss that they don’t need to download or purchase any new technologies to make this
video. Suggest they choose something they use on a daily basis.)
• Tell Ss to write down suggestions about how to use the technology, what they like about it, and exactly how it helps them.
• Invite them to share their ideas in pairs. Encourage them to ask each other questions and give feedback to help improve their presentations.
• For homework, ask Ss to create their videos. Tell them the videos should be about 30 seconds. Have them refer to the following checklist as they prepare, practice, and record their videos:
Introduce the name of the technology.
Give instructions on how to use it.
Talk about its benefits.
Explain how it helps solve a problem.
Speak loudly and clearly.
• Back in class, write the checklist on the board. Tell the class to refer to it as they watch each other’s videos and prepare to give each other constructive feedback.
• Have Ss play their videos for the class. Leave 2–3 minutes for questions and comments after each video.
TEACHING TIP Prepare a model presentation based on an app or tool you find useful. Give the presentation in class so Ss have an additional model to follow as they make their video.
2 LEARNING STRATEGY
• Read the Learning Strategy aloud. Have Ss review the vocabulary words in the unit and identify words they need to learn better.
• Tell them to find pictures that represent those words and label them with the words or phrases from the unit.
• Remind Ss to review the pictures at least once a week to study.
OPTION Ask Ss to draw or print a copy of each picture and write the word on the back. In pairs, have Ss help each other study by taking turns holding up the blank pictures and eliciting the words or phrases to describe it from their partner.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Walk around 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 feel they don’t know yet. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas. Encourage them to make a study plan.
• If Ss feel confident about all of the topics in this unit, encourage them to think of other topics they need to learn.
• Then 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 5 Board Game.
You’ll find instructions for the game in the same folder.
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GET STARTED
LEARNING GOALS
In this unit, you
talk about food preferences talk about gifts
talk about past events read about unique
restaurants
write about an unusual food
Read the unit title and learning goals.
Look at the photo of a restaurant. What do you see?
Now read Sarah’s message. What does she mean by “catching up”?
SARAH GOLD
@SarahG
Having lunch with my co-worker today. We haven’t talked in a few weeks—looking forward to catching up with her.