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Possible answer: Being open to advice.
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1 BEFORE YOU READ
PAIRS Think about a time when you
gave someone advice. What was it? Did this person take your advice? How did that make you feel?
I gave my sister some advice last week. I told her she should look for a new job and…
VOCABULARY 02-19 Listen. Then listen and repeat.
a piece of advice: a suggestion about what to do a designer: someone who draws or plans new things
a product: something that people grow or make and then sell recycled: changed so that it can be used again
elegant: simple and beautiful
wise: able to make good choices and give good advice
2 READ
PREVIEW Look at the letter and the photograph. What do you think the letter is about?
02-20 Listen. Read the letter to a newspaper editor.
To the editor:
I was very interested in your article about advice. I once got a piece of advice, and it changed my life.
I’m a designer. Ten years ago, I was designing my fi rst product, and I was determined to show everyone how good I was. After a lot of planning and hard work, I came up with a new design for a bag. The bag was made of recycled plastic bottles. It was black, and it looked and felt like leather. I thought my design was very elegant.
Most of my co-workers really liked my design. However, one person,
Lin, suggested a change. She thought the bag should come in bright colors that you can see in the dark.
“More and more people are running or bicycling after dark,” she said, “and bright colors could be very popular with them. This could be a huge seller.” I didn’t even want to think about Lin’s idea. I knew exactly what my bag should look like and exactly what would sell.
That evening I had dinner with my favorite teacher from design school. I told her all about my bag and mentioned Lin’s suggestion. I thought my teacher was very wise, and I expected her to tell me how right I was and how wrong Lin was. Instead, she smiled at me and said, “If you think you know something, fi nd someone who disagrees and listen to them.”
At fi rst I was upset, but after I thought about it, I understood. I had been so excited by my own idea that I wasn’t willing to listen to anyone else. But Lin’s suggestion would make the bag useful to a bigger group of buyers. It also made the bag safer. I decided to include her idea in my presentation to the head of my company. And guess what? He loved it! He even said his favorite part of the design was the bright colors!
Over the past ten years, I have often remembered my teacher’s advice. Without it, my company might not have chosen to sell my bag. But more importantly, it taught me how important it is to just listen. So remember, be open to advice from other people, even if you don’t agree with them at fi rst. You never know how that advice might change your life!
Sincerely, Elena Mays
5
10
15
20
25
My fi rst design job
>> FOR PRACTICE, GO TO PAGE 155
LESSON
24 UNIT 2
4
ERIC PARK
@EricP
Best advice I ever got from my dad:
The harder you try, the luckier you get.
READ ABOUT LIFE-CHANGING ADVICE
M01 StartUp Student Book 3 9780134684161.indd 24 07/11/2018 16:16
UNIT 2 T-24
LESSON 4 READ ABOUT LIFE-CHANGING ADVICE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and social media message aloud.
Write this sentence on the board: The harder you try, the luckier you get.
• Read the sentence on the board again. Ask, What does this mean? How can you paraphrase the meaning
of this sentence in your own words? Give Ss plenty of time to share their ideas in pairs. Have volunteers share their paraphrases with the class. For example, if someone is doing hard work, then his or her hard work is generally followed by success.
1 BEFORE YOU READ
• Read the instructions aloud. Ask Ss, What does the word advice mean? (an opinion or suggestion about what someone should do)
• Model a conversation with a higher-level S. Read the first line of the example, and tell the S to ask you the questions. For example,
T: I gave my sister some advice last week.
S: What was it?
T: Well, I told her she should look for a new job.
S: Did she take your advice?
T: She did, and she already got an interview!
S: How did that make you feel?
T: I was extremely proud!
• Arrange Ss in same-level pairs and have them share their experiences. Remind Ss to answer all the question and use target vocabulary and grammar structures from the unit.
EXTENSION To review target vocabulary, do the following activity:
• Bring in 3–4 small, soft balls to class. Write the following adjectives on the board for reference:
eager, proud, willing, happy, glad, sad, excited, ready, easy, lucky, negative, bad, careful, careless, easy, honest, quick, fast, hard, late, good. Ask Ss to review the meaning and pronunciation of the words on the board in pairs. If necessary, say the words aloud, and ask Ss to repeat.
• Arrange Ss in 3–4 small groups. Ask them to sit or stand in a circle. Say, We are going to play a game.
Each group gets one ball. First, the student who has the ball throws the ball to someone else and calls out an adjective. Then the student who catches it must say the adverb form of the adjective as quickly as possible. Demonstrate the activity by carefully throwing the ball to a volunteer. Say, Eager! Elicit the answer from the volunteer. (eagerly) Turn back to the class. Say, Then that person throws the ball to a different student and calls out another adjective.
The game repeats. Answer any questions the Ss have before beginning the activity.
• After about ten minutes, bring the class together.
Direct Ss’ attention to the board, and lead a final review of the words. Say each word aloud and elicit its adverb form from Ss. Write the adverb on the board next to the adjective.
• Tell Ss to listen to the vocabulary. Remind them to listen first, and then listen again and repeat. Play the audio.
• Review the definitions as a class.
• For more vocabulary practice, have Ss turn to page 155.
OPTION In pairs, have Ss divide the target vocabulary in two groups and assign each partner three words to use in a sentence. When they are ready, Ss get back into pairs and take turns sharing their sentences.
2 READ
• Direct Ss’ attention to the picture. Read the caption aloud. Ask, What do you see in this picture? How would you describe this person and her job? Have pairs share their ideas in pairs.
• Then have Ss look at the letter. Ask, Who wrote this letter? (Elena Mays) Who is the letter addressed to?
(editor) What is a newspaper editor? (someone whose job it is to be in charge of a newspaper or magazine) What do you think this letter is about? (a piece of advice that changed her life)
CULTURE NOTE Letters to the Editor (LTEs) have always been a feature of American newspapers. The subject matter of letters to the editor can vary widely, but the topic is usually either a supporting or opposing opinion to something published in the paper or a commentary on a current political issue.
• Have Ss listen to the letter and read along silently. As they listen, ask them to circle the vocabulary words from 1B. Suggest that lower-level Ss follow along with a finger.
• Tell Ss to pay attention to the speaker’s use of
adjectives and adverbs. Encourage them to also circle other target vocabulary used in the letter.
EXTENSION Have Ss take turns reading the letter aloud in pairs. Tell them to swap roles every paragraph.
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3 CHECK YOUR UNDERSTANDING
Read the Reading Skill. Answer the questions.
1. Read the letter. Underline the sentence that tells you the main idea.
2. Which statement best describes the main idea?
a. People should be open to opinions and advice from others.
b. Only listen to advice from people you trust and get along with.
c. There are many different ways to give good advice.
Read the letter again. Circle the correct answers.
1. Elena wrote this letter to the editor to . a. show people that she is smart
b. sell more of her bags c. share some helpful advice
2. This bag was very important to Elena because . a. she was excited that her co-workers liked the design b. she believed that this was her best idea as a designer c. she wanted to show that she was a good designer 3. Lin’s suggestion made the bag and easier to sell.
a. more elegant b. useful to more people c. cheaper to make 4. Her teacher’s advice helped Elena because .
a. it made her more open to other people’s ideas b. it made her feel bad about her own design c. it made her feel better about her own ideas
FOCUS ON LANGUAGE Reread lines 10–11 in the letter. Think about the phrases after dark and huge seller. Circle the correct answers.
1. The expression after dark means without lights / at night / in black clothes.
2. The phrase huge seller means sold in big sizes / sold in large numbers / sold at high prices.
PAIRS What is the letter about? Retell the most important ideas in the letter.
Use your own words.
The letter is about how a woman got some advice and…
4 MAKE IT PERSONAL
Think about a time when you were given advice. What was the advice? Who gave it to you?
Was it good or bad advice? How did it affect you? Complete the chart.
Advice Person Good / Bad What happened
PAIRS Tell your partner about the advice you were given. Explain how it did or didn’t help you.
My parents gave me great advice about… They said…
READING SKILL Find the main idea The main idea is the most important thought in a piece of writing. It is the topic plus what the writer wants to say about the topic. Sometimes the main idea is stated at the beginning of a text but it may also appear elsewhere in the text. When you read, ask yourself: “What is the text about?” and then, “What does the writer want to tell me about the topic?”
Find other articles about advice and how it has helped people.
UNIT 2 25 I CAN READ ABOUT LIFE-CHANGING ADVICE.
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UNIT 2 T-25
3 CHECK YOUR UNDERSTANDING
• Read the Reading Skill aloud. Then ask, What is this letter to the editor about? (life-changing advice) What does Elena Mays want to tell you about the topic? Tell Ss to skim the letter and underline the sentence that states the main idea.
• Review the answer. Remind Ss that the main idea is usually stated at the beginning or the end of the text.
• In pairs, have Ss discuss the best answer to number two. Ask volunteers to share their answers and explain why the other answer choices are incorrect.
• Tell Ss to preview the exercise items and answer the ones they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare answers in pairs.
• Call on Ss to read the completed sentences aloud.
• Read the directions aloud.
• Then have Ss complete the exercise individually and compare answers in pairs.
EXTENSION Have Ss write two sentences including the phrases after dark and huge seller. Have Ss share their sentences in pairs and give each other feedback on correct word use.
• Arrange Ss in same-level pairs. Write the prompt on the board. Tell Ss to finish the sentence. Remind them to paraphrase and use signal words.
• For lower-level Ss, ask them to write 1–2 sentences summarizing the main points for each paragraph.
• For higher-level Ss, ask them to keep time and give each other two minutes to verbally summarize the letter in their own words. Ask them repeat the activity several times to increase fluency.
EXTENSION Ask volunteers to describe Elena’s attitude at different points in the letter. Write any adjectives and adverbs Ss mention on the board.
Then ask Ss to discuss in pairs if they would have had similar or different attitudes.
4 MAKE IT PERSONAL
• Copy the chart on the board.
• Model the activity by completing the chart on the board with your personal experience.
• Tell Ss to copy down the chart and complete it individually with their own answers.
• Have Ss share their charts in pairs. Encourage them to ask each other follow-up questions.
• Ask volunteers to share any advice that was inspiring or surprising to them.
EXTENSION Write 4–5 inspirational quotes down on different pieces of paper. Arrange Ss in mixed-level groups of 3–4. Give each group a quote. Tell Ss to discuss its meaning and paraphrase it. Ask a group member to write down the group’s paraphrase. Walk around as Ss work and provide help with vocabulary as needed. When Ss are ready, have a representative from each group read the original quote aloud for the class. Have a different person read the group’s paraphrase. After each quote, ask who agrees and disagrees with the message of the quote and why.
EXIT TICKET Write on the board, What is one life- changing piece of advice? Give Ss one minute to write down ideas in their notebooks. As Ss leave class, ask them the question. Take notes on areas for review and extra practice in later lessons.
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3 CHECK YOUR UNDERSTANDING
Read the Reading Skill. Answer the questions.
1. Read the letter. Underline the sentence that tells you the main idea.
2. Which statement best describes the main idea?
a. People should be open to opinions and advice from others.
b. Only listen to advice from people you trust and get along with.
c. There are many different ways to give good advice.
Read the letter again. Circle the correct answers.
1. Elena wrote this letter to the editor to . a. show people that she is smart
b. sell more of her bags c. share some helpful advice
2. This bag was very important to Elena because . a. she was excited that her co-workers liked the design b. she believed that this was her best idea as a designer c. she wanted to show that she was a good designer 3. Lin’s suggestion made the bag and easier to sell.
a. more elegant b. useful to more people c. cheaper to make 4. Her teacher’s advice helped Elena because .
a. it made her more open to other people’s ideas b. it made her feel bad about her own design c. it made her feel better about her own ideas
FOCUS ON LANGUAGE Reread lines 10–11 in the letter. Think about the phrases after dark and huge seller. Circle the correct answers.
1. The expression after dark means without lights / at night / in black clothes.
2. The phrase huge seller means sold in big sizes / sold in large numbers / sold at high prices.
PAIRS What is the letter about? Retell the most important ideas in the letter.
Use your own words.
The letter is about how a woman got some advice and…
4 MAKE IT PERSONAL
Think about a time when you were given advice. What was the advice? Who gave it to you?
Was it good or bad advice? How did it affect you? Complete the chart.
Advice Person Good / Bad What happened
PAIRS Tell your partner about the advice you were given. Explain how it did or didn’t help you.
My parents gave me great advice about… They said…
READING SKILL Find the main idea The main idea is the most important thought in a piece of writing. It is the topic plus what the writer wants to say about the topic. Sometimes the main idea is stated at the beginning of a text but it may also appear elsewhere in the text.
When you read, ask yourself: “What is the text about?” and then, “What does the writer want to tell me about the topic?”
Find other articles about advice and how it has helped people.
UNIT 2 25 I CAN READ ABOUT LIFE-CHANGING ADVICE.
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frenglish.ru
1 BEFORE YOU WRITE
Think about a time when you needed a recommendation. For example, when you applied to a university or applied for a job.
What kinds of things were included in the recommendation?
Read Eric’s recommendation on an employment website. How does Eric feel about Lucas?
Read the recommendation again. How does Eric organize his recommendation?
Complete the chart.
Paragraph 1
How does he know this person? Eric knows Lucas from TSW Media.
Paragraph 2
What skills does this person have?
talented illustrator
Paragraph 3
How does this person get along with others?
well-liked
Lucas and I currently work together at TSW Media. We work together a lot, and we are involved in many of the same projects. I am delighted to write this recommendation for him.
Lucas is a talented illustrator. He is very creative, and his graphics help to make our ads successful. Lucas is especially good at working with different technologies. His hand drawings are beautiful, but he also creates amazing artwork using computer programs,
such as Illustrator. He is smart, hard-working, and very determined. He works quickly and carefully, and he is always willing to help on different projects when needed.
Lucas is extremely well-liked by his co- workers and by all our clients. He works well with others, and he is always eager to share his ideas. Lucas is a great team member, and he is a real asset to our team. We’re lucky to have him.
Eric Park Copywriter
LESSON
26 UNIT 2
5
ERIC PARK
@EricP
Just fi nished writing a recommendation for my friend Lucas. He’s such a great co-worker!