4 HOW DO YOU RELAX?

PREVIEW THE UNIT

LESSON 1 Talk about how life has changed

Vocabulary Ways to connect

Grammar Used to and would
Pronunciation Blended pronunciation of used to (“useta”)
Conversation skill Ask for clarification

LESSON 2 Talk about what you like

Vocabulary Entertainment
Grammar So, neither, too, and either with simple present action words
Pronunciation Sentence rhythm

LESSON 3 Talk about a movie review

Vocabulary Movies
Grammar Simple present and past passive
Listening skill Draw inferences

LESSON 4 Read an interview with a location scout

Reading skill Make predictions based on text features

LESSON 5 Write a movie review

Writing skill Use contrast to express your opinion

PUT IT TOGETHER
Media project Photos: Talk about your favorite band, book, or movie
Learning strategy Find grammar examples in real-life English

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

GET STARTED
• Read the unit title aloud. Write it on the board. Have Ss call out answers. (for example, watch TV, listen to music, read
a book)
• Tell Ss to read the learning goals individually. Ask, Which topics do you feel confident about? Which topics are new for
you? If Ss have studied the topics before, reassure them that they will learn new content in this unit.
• Direct Ss’ attention to the opening picture. Ask, What do you see? Have Ss discuss in pairs.
• Lead a class discussion about the picture. Ask, Is attending a rock concert an example of how you relax? What are some
other ways? Call on volunteers to share.
• Focus on the social media message and direct Ss’ attention to the picture and the speaker’s name. Have Ss read what
Flavio says in Meet the People of TSW Media on page 4 or play the video of Flavio.
• Have Ss turn back to page 41. Read the social media message aloud. Ask, What are some possible responses to Flavio’s
post? (For example, Cool shot! Who are you taking a picture of? )

T-41
LESSON 1 TALK ABOUT HOW LIFE HAS CHANGED
• Read the lesson title aloud. On the board, write, How • Ask a volunteer to read the social media message.
has your life changed in the last ten years? Model an Then ask, Do you ever feel lost when you forget your
answer to the question. (For example, I have my own phone? Why do you think Flavio says, email me? (For
apartment now, and I have a dog!) Go around the example, He usually uses his phone to communicate
room and call on individual Ss to share changes in with people. Today he has to rely on email)
their lives.

1 VOCABULARY
• Read the vocabulary topic aloud. Have Ss look at the OPTION Encourage Ss to add the new vocabulary
pictures and read the captions. to their vocabulary journals. Remind them to write
• Have Ss listen. Then have them listen and repeat. sentences to practice using the words in context.
Explain vocabulary as needed.
• Focus on selected terms. Say, To stay in touch means • Read the example. Then have Ss discuss in pairs.
to have contact with people regularly, to learn what • Bring the class together and take a class poll. On the
is happening in their lives. Ask Ss to look at the first board, write:
picture. Ask, How do the women stay in touch? (by meet in person write a blog
calling each other and meeting in person) Then ask, connect online video chat
Which other pictures are examples of staying in touch?
post on social media
(connecting online, posting on social media, blogging,
• Say, Which way of communicating do you practice
video chatting)
most often? I’ll say each item, and you raise your
• Focus on catch up. Ask a S to read the speech bubble.
hands. Write the number of votes next to each item.
Elicit the meaning. (to spend time finding out what has
To conclude, say, _____ is the most popular way of
been happening during the time you have not seen
communicating in this class.
someone) Say, It is possible to catch up in person or
over the phone, video chat, email, and so on.

2 GRAMMAR
• Books closed. To introduce the grammar, write on the • Say, The first two examples are affirmative statements.
board and say these sentences: Jeff used to get a lot Notice how the form differs in the negative statement.
of exercise before he bought a car. He would ride his Read the column heads and direct Ss’ attention to
bike or walk to work every day. Ask, Does Jeff still get a the structure of the negative sentences: subject +
lot of exercise? (No, he does not.) Does he ride his bike didn’t use to + base form. Point out that the d drops
or walk to work every day? (no) Underline used to and in the negative. Write the sentence on the board and
would. Say, We’re going to learn how to use used to underline use. Finally, stress that only used to is used in
and would for past habits and situations. Then read the the negative, not would.
introduction to the grammar chart. • Read the last note. Point out that with never, used to
• Focus on the top part of the grammar chart. Read the doesn’t drop the d.
column heads and direct Ss’ attention to the structure • Focus on the bottom part of the grammar chart. Read
of the affirmative sentences: subject + used to / the column heads and direct Ss’ attention to the
would + base form. structure of the questions: Wh- word + did + subject +
• Read the first two statements and ask, Does he still use to + base form. Then read the notes.
live in Chile? (no) Do they still write letters? (no) Do
used to and would have the same meaning in these OPTION Point out that used to is sometimes used in
sentences? (yes) past information questions. On the board, write:

• Read the first note. Elicit other past situations. (For

A: What is a food that you used to hate but now like?
example, He used to have a big house. We used to like B: I used to hate _______. I would always leave it on
soccer. I used to want a dog.) Read the second note. my plate. But now I really like it.
Specify that the past time reference does not need to In pairs, have Ss discuss. Circulate and make
be when—It can be any past statement or reference; for corrections as needed.
example, before, after.

UNIT 4 T-42
 3 PRONUNCIATION
• Write blended pronunciation on the board. Say, To • Have Ss listen. Then have them listen and repeat.
blend means to combine. Blended pronunciation • Have Ss listen and complete the exercise. Go over the
refers to combining sounds. Write, I want to go. Ask answers as a class. Have Ss listen again, if appropriate.
a S to read it. Say, It’s possible to say each syllable
clearly. But more often you will hear people say, OPTION Play the audio again. Pause it after each item
I wanna go or I wanta go. This is an example of and have Ss repeat.
blended pronunciation.
• Model the example conversation with a volunteer. Play
• Read the boxed pronunciation note aloud. Have Ss
role A and model the blended pronunciation of used to.
repeat use /yuz/, used (/yuzd/), and used to (/yustə/).
• Circulate as Ss talk.
LANGUAGE NOTE The symbol that looks like an • Bring the class together and ask, Did anyone have any
upside-down e, /ə/, is called schwa. It represents changes in common? Have pairs share. If no one has
the uh sound in unstressed syllables. The diagonal any, suggest Did you speak English in the past? (No,
lines indicate spoken pronunciation, as opposed to but I do now.)
written spelling.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are the • Check answers. Correct errors as needed. To conclude,
speakers? (Flavio and Jim) If Ss don’t remember Jim, ask, Why is would appropriate in the second gap?
say, Jim is another employee at TSW media. We met (because there is clear reference to past time—before
him in Unit 2. He is a copywriter, and he is from New social media)
York. Ask, What do you think they are talking about?
(for example, how life has changed) LANGUAGE NOTE The idiom to get your hands on
something means to succeed in getting something.
• Have Ss listen or watch. Then have Ss complete the
To pocket dial means to make a call by accident, for
exercise individually. Play the audio or video again, if
example, by sitting on your phone.
appropriate.
• Go over the answers as a class. Read each statement • Play the audio and have Ss repeat chorally, line by line.
and call on volunteers to share the name they wrote. • In pairs, have Ss practice the conversation. Time
• To wrap up, ask, Do Flavio and Jim have similar ideas permitting, have Ss swap roles and practice again.
about how life has changed with technology? Have Ss • With a volunteer, model making a new conversation
give examples. based on 4B. For higher-level Ss, encourage asking
• Read the explanation in the Conversation Skill aloud. for clarification in different ways. Refer them to the
Say the examples and have Ss repeat. Conversation Skill in 4A.
• Ask Ss to preview the conversation and predict ways • In pairs, have Ss make new conversations. Time
the gaps might be filled. Then have them listen and fill permitting, have Ss swap roles and practice again
in the gaps with the words they hear. or make different conversations. Circulate and assist
as needed.

5 TRY IT YOURSELF
• Have Ss read the direction line silently. On the board, LOOK FOR While Ss are completing the Try It
draw a chart with two headings: How tech shapes Yourself activity, walk around the room and listen to
my social life; Social life before modern tech. Elicit Ss’ conversations. Look to see if Ss are correctly doing
examples and write them in the chart as a model. (for the following:
example, for the first column: I get social media alerts ✓ using vocabulary for ways to connect
on my phone; for the second column: met in person ✓ using used to and would
more) Tell Ss to think up a few more ideas for each
✓ using blended pronunciation of used to (“useta”)
column and take notes.
• In pairs, have Ss share and compare how they think life
EXIT TICKET As Ss prepare to leave the class, ask,
has changed.
What toys and games did you use to play with?
EXTENSION Ask a S to read Flavio’s social media Go around the room and have each S make two
message on page 42. Ask, What are some possible or three statements with used to or would. Note
responses to Flavio’s post? Invite Ss to write which Ss speak with ease and which ones are
responses on the board. less sure of themselves. Identify areas for review
in later lessons and identify Ss who may need
additional practice.

T-43 UNIT 4
LESSON 2 TALK ABOUT WHAT YOU LIKE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What kinds of things using it in a long time.) Is there something you used to
do you like? Invite Ss to come to the board and write do in the past and miss doing now? Call on Ss to share.
responses that are true for them. Leave the responses
on the board to refer to later. LANGUAGE NOTE To clarify further, point out that
dust off is a separable phrasal verb. This means you
• Read the social media message. Ask, What does Flavio
can separate the two words and put a direct object in
mean when he says, Time to dust off my old guitar? (He
the middle: dust my guitar off.
means that it’s time to prepare it for use again, after not

1 VOCABULARY
• Read the vocabulary topic aloud. Have Ss look at the LANGUAGE NOTE Explain that we say science fiction
pictures and read the captions. Point to the board and movies, suspense movies, action movies, adventure
ask, Did we list any of these activities on the board? movies, but with comedy, we just say comedies.
Which activities are new?
• Have Ss listen. Then have them listen and repeat. • Read the example with a higher-level student. Then
• Say, Put a checkmark next to the pictures that show have Ss complete the exercise in pairs. Circulate and
your interests. assist as needed.
• Call on Ss to share the interests they checked in pairs. OPTION Bring the class together. Have volunteers
say their clues. Have the whole class guess the words.

2 GRAMMAR
• Write on the board: Then call on volunteers to read the statements and
A: I like reading science fiction. responses again.
B: __________. • Read the first negative statement. Then read the
response and write it on the board: Yoko doesn’t,
A: I don’t like horror movies. either. Point out the word order. Ask, How would
B: __________. you say this sentence using neither? (Neither does
Ask a S to read each statement and model affirmative

Yoko.) Say, It means the same thing. Repeat this
and negative responses. (So do I. / I don’t either.) Write sequence with the second negative sentence.
the responses in the blanks. Then call on volunteers to read the statements and
responses again.
• Read the grammar topic. Clarify that an action verb
• To check Ss’ understanding, make statements and elicit
expresses action even if there is no movement. (for
example, sitting or sleeping) responses to show similarity or agreement. Write the
following pattern on the board:
• Read the introduction to the grammar chart.
T: I like pizza.
Point out that so and too are used with affirmative
statements and neither and either are used with S1: So do I.
negative statements. S2: I do, too.
• Focus on the top part of the grammar chart. Read the Continue orally with other affirmative statements. Say,
affirmative statements. Then read the responses and Make sure you agree with me in your response.
write them on the board. Ask, Where is the subject? (at • Repeat with negative statements. For example:
the end) T: We don’t live in Paris.
• What comes after so? (do / does + subject) S1: Neither do we.
• Read the negative statements. Ask, What comes after S2: We don’t either.
neither? (do / does + subject) When do we use does Invite Ss in groups of three to continue with other
and when do we use do with neither? (Use does examples. Remind them to agree in their responses.
with a third-person singular subject. Use do with all • Read the note at the end of the chart. On the
other subjects.) Then call on volunteers to read the board, write, I am learning English. Elicit an informal
statements and responses again. affirmative response. (Me, too.) Then write, I don’t live
• Focus on the bottom part of the grammar chart. Read in an apartment. Elicit an informal negative response.
the affirmative statements. Then read the responses (Me, neither.)
and write them on the board. Point out the word order.
Ask, How would you say these sentences using So? (So
does Sam. / So do I.) Say, They mean the same thing.

UNIT 4 T-44
 3 PRONUNCIATION
• Write rhythm on the board. Ask, What do you think • Read I do, too in item 1 and clap the syllables in a long-
of when you see this word? (for example, music; the short-long pattern (I do TOO). Ask, In which column of
repeated pattern of sounds) the chart in 3A does this sentence belong? (the first one)
• Read the Sentence rhythm note aloud. Model • In pairs, have Ss read the sentences aloud and sort
introduce and What’s your name and have Ss repeat to them. Circulate and assist as needed.
notice the same rhythm. • Have Ss listen and check their answers.
• Have Ss listen. Explain, The large dot indicates a • Bring the class together and check answers. Ask, What
stressed syllable. The small dot indicates an unstressed did you add to column 1? column 2? column 3? If there
syllable. Model each word with loud and quiet are any disagreements, play the audio again and ask
clapping. Then have Ss listen and repeat. Ss to listen and repeat.
OPTION In pairs, have Ss read the words and
sentences and clap.

4 CONVERSATION
• Have Ss look at the video still. Ask, Where are Flavio someone has said. To say something is the best is to
and Jim now? (in the break room or a meeting room) indicate that you like it very much. To be into something
• Have Ss watch or listen and complete the means you like it a lot and are interested in it.
exercise individually.
• Go over the answers as a class. If appropriate, play the • Ask Ss to preview the conversation and predict ways
audio or video again. the gaps might be filled. Then have them listen and fill
in the gaps with the words they hear.
• To check comprehension, ask:
• Call on two Ss to read the completed conversation. Go
What was it like for Jim to work on the North Pole Ice
over the answers with the class.
cream ads? (It was a lot of work and very stressful.)
• Play the audio and have Ss repeat chorally, line by line.
What is he going to do to relax? (see a movie)
What kinds of movies do both Jim and Flavio like? • Have Ss listen to the conversation again and repeat.
(science fiction and comedies) What do they both not • Have Ss practice in pairs. Time permitting, have them
like? (suspense) swap roles and practice again.
What else is Jim into? (photography) • With a volunteer, model making a new conversation
What else is Flavio into? (Music—he played jazz guitar in based on 4B.
a band in college.) • In pairs, have Ss make new conversations about
movies they like. Encourage them to vary the use of so,
LANGUAGE NOTE Are you kidding? and No kidding! neither, too, and either to show similarity or agreement.
are used when people are surprised by something Time permitting, have Ss swap roles and practice again
or make different conversations.

5 TRY IT YOURSELF
• For higher-level students, encourage them to list ✓ using so, neither, too and either with simple present
items besides the ones in 1A, page 44. action verbs
• Model the walkaround. Walk up to a S and say, I like ✓ using correct sentence rhythm
hip hop. Elicit a response from the S. (For example, Me,
too. / I don’t.)
EXIT TICKET Write on the board:
• Ask a volunteer to read the examples.
I don’t like pop music.
• Tell Ss to take notes when their classmates agree with I love adventure movies.
them. (for example, likes jazz—Roberta / doesn’t like
I like dance.
sculpture—Eddie)
I’m not really into sculpture.
• Circulate and assist as needed.
I’m not interested in photography.
• Bring the class together. Then call on Ss to consult their
I enjoy a good comedy.
notes and share.
Have Ss write their names on a blank card or scrap of
LOOK FOR While Ss are completing the Try It Yourself paper. Then have them copy three of the sentences
activity, walk around the room and listen to their and write responses with so, neither, too, or either.
conversations. Check to make sure that Ss are correctly: Collect cards as Ss leave. Read the cards to identify
✓ using vocabulary for entertainment areas for review in later lessons and to identify Ss who
may need additional practice.

T-45 UNIT 4
LESSON 3 TALK ABOUT A MOVIE REVIEW
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Explain that a review is an can be reviewed. Which reviews do you read? Do you
article in a newspaper or magazine, print or online, write reviews?
that gives an opinion about something. Ask, Do you • Call on a volunteer to read the social media message.
read movie reviews? What other types of reviews are Ask, Why is Get Out of Town capitalized here? (It’s the
there? (book, hotel, restaurant, company, website, title of a movie.) Do you ask people’s opinions before
product, service) Say, These days almost everything deciding to see a movie?

1 VOCABULARY
• Ask Ss to read the words and definitions silently. • For higher-level Ss, encourage Ss to cover the words
• Have Ss listen. Then have them listen and repeat. in 1A and try to do the exercise without looking.
• For lower-level Ss, provide example sentences for
Then have them uncover the words and make
new words: They released the movie last week. Jack any corrections.
Stone directed the movie. George Anglin plays the • Circulate and assist as Ss compare answers.
part of the prisoner. They adapted the play into a • Bring the class together and go over the answers.
movie. The plot of this movie is confusing. The acting Read the item number and call on Ss to read the
in this movie is horrible. My sister played a small role in completed sentences.
a movie once. The low-budget film turned into a major
blockbuster earning 200 million dollars. EXTENSION Books closed. To test knowledge of
vocabulary, read the definitions and have Ss write
OPTION Encourage Ss to add the new vocabulary to down the words. Provide a bank on the board:
their vocabulary journals. Tell them to write sentences release, direct, play, adapt, plot, acting, a role,
to practice using the words in context. soundtrack, a blockbuster.

2 GRAMMAR
• Books closed. On the board, write, Our workers are • Read the final note and the examples. Ask, Which form
paid every two weeks. Ask, Do we know who pays the of be do we use with the present passive? (are) Which
workers? (no) What do we know about the workers? form do we use with the past passive? (were)
(They are paid every two weeks.) Then write, This
bridge was built twenty years ago. Ask, Do we know OPTION Make statements in active voice. Point at
who built the bridge? (no) What do we know about the individual Ss and have them change the statements to
bridge? (when it was built) passive voice.
They played the soundtrack at the party. (The
• Read the grammar topic and the introduction to the
soundtrack was played at the party.)
grammar chart aloud. Write passive on the board. Point
to the first sentence on the board. Underline are paid Nick Baker reviewed the movie. (The movie was
and say, This is simple present passive. Then point reviewed by Nick Baker.)
to the second sentence on the board. Underline was Viewers gave the movie five stars. (The movie was
built, and say, This is simple past passive. given five stars.)
• Have Ss look at the top part of the chart. Read the Make statements in passive voice. Point at Ss to have
sentences and have Ss repeat. Then do the same for them change the statements to active voice.
the bottom half. That role was played by Amanda Adams. (Amanda
• Read the first note. Clarify that the agent is the Adams played that role.)
performer of an action. Read the active sentence and The movie was filmed in Slovenia. (The directors
ask, Who performs the action in this sentence? (people) filmed the movie in Slovenia.)
Ask, Is this important information? (no) Say, It’s better The blockbuster film was seen by 8 million viewers.
to use the passive with this information. Read the (Eight million viewers saw the blockbuster film.)
passive sentence.
• Read the second note and the example. Then ask,
Who played the role? (Henry Davis) Is this important
information? (yes)

UNIT 4 T-46
 3 LISTENING
• Say, You are going to listen to a movie review. Give choose it? If necessary, play the audio again. Instruct Ss
Ss a moment to preview the movie review realia to listen specifically for information about the director /
in Exercise B. Have them preview the questions in plot / actors. Hint that the information appears in more
Exercise A silently. Play the audio once and have Ss than one place.
complete the exercise. Then have them listen again to
check their answers. EXTENSION Ask Ss, Would you be interested in
seeing this movie? Why? Why not?
• Go over the answers as a class. Call on Ss to read the
completed sentences. Play the audio again if needed.
• Write infer on the board. Read the Listening Skill aloud. EXTENSION Have Ss listen and check off the
Say, In 3B you will infer the answers to the questions. vocabulary items in 1A on page 46, as they hear
them. Hint that some words use different verb forms.
• Have Ss preview the exercise items. Then play
Say, Note some words are used several times, but you
the audio.
can draw just one check mark.
• Go over the answers with the class. For each item, ask,
What is your answer? What information helped you

4 TRY IT YOURSELF
• Encourage Ss to choose a movie they know well. Say, EXIT TICKET On the board, write, Glorious Days is
You can talk about a movie you liked or didn’t like a slow-moving drama about one woman’s last days
or both. while dying from an illness. Despite some unlikely plot
• Circulate and assist as needed. turns, the acting is excellent and the cinematography
• As Ss talk, remind Student B to guess how many stars is outstanding. This film is worth seeing. Say, Infer
Student A gave the movie. how many stars out of five the writer of this review
• Circulate and assist as needed. would give the film. Have Ss write their answers on
a blank card or a piece of paper. Have Ss support
• Bring the class together and have one or two Ss report
their answers by listing positive and negative remarks
on their partner’s movie. Invite Ss to comment if they
mentioned in the review. (For example, four stars.
have seen any of the movies mentioned and share if
Positive remarks: acting is excellent, cinematography
they agree with the number of stars awarded.
is outstanding; film is worth seeing; Negative remarks:
EXTENSION Have Ss return to Flavio’s social media slow-moving drama, some unlikely plot turns) Collect
message on page 46. Invite them to write responses. cards as Ss leave. Read the cards to identify areas for
(For example, Well, Flavio, I recall you don’t like review in later lessons and to identify Ss who may
suspense films. So, you might want to skip this one! need additional practice.
It’s a pretty good movie though. I give it three stars.)

LOOK FOR While Ss are completing the Try It

Yourself activity, walk around the room and listen to
Ss’ conversations. Check that Ss are correctly
✓ using vocabulary for movies
✓ using the simple present passive and past passive

T-47 UNIT 4
LESSON 4 READ AN INTERVIEW WITH A LOCATION SCOUT
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Explain that a location that the film is famous for the extraordinary nature
scout searches for places to film movies or scenes including forests, hills, mountains, grassy fields,
video productions. farming landscapes, rivers, and lakes.
• Read the social media message aloud. Ask, Who here
LANGUAGE NOTE The pronoun they is often
has seen Lord of the Rings? What do you remember
used instead of a specific noun. In the social media
about the scenery? If no one has seen it, point out
message, they refers to people in the movie business.

1 BEFORE YOU READ

• On the board, write, movie locations. Invite a volunteer Tokyo. The scenes in the movie look authentic. They
to read the example. live in a remote town in the mountains. I really liked the
• After pairs discuss, call on Ss to share the names of the fight scene in the movie. A nice bonus of this job is that
movies they mentioned. I don’t have to work on Fridays.
• Have Ss read the words and definitions silently. OPTION Encourage Ss to add the new vocabulary
• Have Ss listen. Then have them listen and repeat. and definitions to their vocabulary journals. Remind
• For lower-level Ss, provide example sentences for them to write sentences to practice using the words
words they are not familiar with: Simon works in the in context.
movie industry. They are going to shoot the movie in

2 READ
• Read the Reading Skill aloud. Ask, According to the • Have Ss work individually to answer the questions.
note, what are text features? (the title, headings, and Then have them compare answers with a partner.
text in bold or italics) What are some other examples • Have Ss listen and read.
of text features? (photos, charts, captions, etc.)
Which of these features do you see in the reading A OPTION Have Ss listen and read again and underline
Scout’s Story? (title, bold text, italics, photo) What do the vocabulary words from 1B. (industry, line 3;
the boldface and roman fonts indicate? (that this is shooting, line 13; authentic, line 20; remote, line 25;
an interview) scene, line 18; worked out, line 31; images, line 36;
• Direct Ss’ attention to the picture. Ask, What is this
bonus, line 50)
a photo of? (a silhouette of people filming; the stick
microphone could hint that this is a film crew)

UNIT 4 T-48
 3 CHECK YOUR UNDERSTANDING
• Have Ss read again and underline the text that answers • Have Ss locate the expressions in the text and
the questions. Then have them compare answers circle them.
in pairs and show where they found the answers. • Go over the answers as a class. Invite Ss to give other
(lines 16–26) examples of the phrases. (For example, That black
• Have Ss complete the exercise. If they are not sure dress is exactly what I had in mind; Everything is
about an answer, have them scan the text to find it. Go in place for the party tomorrow.)
over the answers as a class. • Hint that Ss can read each question and answer in the
article and summarize section by section using their
OPTION Focus on item 4. Ask, Which part of the job
own words. Ask a volunteer to read the example. Tell
would you find most challenging?
Ss they can start this way or their own way.
• Circulate as pairs work and offer feedback as needed.

4 MAKE IT PERSONAL
• Tell Ss that their location doesn’t have to be EXTENSION Have Ss return to Flavio’s social media
extraordinary. It can be an ordinary place such as a message on page 48. On the board, write, I wish
city, a building, or a room. For the last category, refer they made more movies like _______. The scenery
Ss to the movie genres listed in 1A on page 44, or is ______. Call on Ss to fill in the blanks orally with
elicit other genres. (romance, drama, fantasy, horror, their ideas.
historical fiction, documentary, etc.)
• Have Ss talk about the information in their chart.
EXIT TICKET Have students turn to page 50,
• Call on Ss to write their locations on the board. Then Exercise 1B. Tell them to look at the film review and
bring the class together and ask, Do any Ss have the make predictions about the text based on text features.
same location? Time permitting, allow volunteers to Have Ss write their names on a blank card or piece of
share their movie ideas. paper and write their predictions. (For example, It looks
like the reviewer didn’t like the movie. He only gave it
two out of five stars. It may be an action movie.) 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.

T-49 UNIT 4
LESSON 5 WRITE A MOVIE REVIEW
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, Do you ever write before going to see the movie? (For example, maybe it
movie reviews? If yes, where do you post or publish wasn’t such a good movie, or he wants to share some
them? Call on volunteers to share. ideas before someone goes to see the movie.) Ask,
• Read the social media message aloud. Say, Why do Do you ever decide not to see a movie after reading a
you think Flavio recommends checking out his review negative review?

1 BEFORE YOU WRITE

• Elicit different types of movies. Write the words on • Have Ss look at the graphic organizer. Say, This chart
the board. For lower-level Ss, refer Ss to the movie breaks downs the structure of the movie review into
genres in 1A on page 44, or elicit other genres. four sections and provides a summary and comment
(romance, drama, fantasy, horror, historical fiction, for each one. What are the four sections?
documentary, etc.) • Have Ss read the box containing the summary of the
• Lead a discussion about different types of movies. Ask, plot. Have them scan the post to find the missing
What is your favorite type of movie? Why do you like it? information. Call on Ss to say the answers and have Ss
What don’t you like about it? Write Ss’ preferences on write them in the blanks.
the board. Have Ss notice who has similar interests.
TEACHING TIP It can be helpful to review scanning
• Have Ss read the post individually. Ask, How did Flavio
with the class. When scanning, you simply move
feel about the movie? (He did not like it.) How do you
your eyes quickly through text searching for specific
know? (He gave it only two stars. He says he thought it
keywords. You are not reading the content carefully.
was awful.)
• Have Ss continue working alone.
OPTION Ask, Was your prediction in the Exit ticket in
the previous lesson correct? • Ask Ss to compare answers with a partner. Then check
answers with the class as a whole.

UNIT 4 T-50
 2 FOCUS ON WRITING
• Focus on the Writing Skill box. Read the title aloud. For Have Ss underline any of these words they find in the
lower-level Ss, make sure Ss understand that contrast review. For lower-level Ss, you can hint there are
refers to differences between ideas, people, things, etc. only three examples. (but in line 3; while in line 13; In
• Write the contrast words on the board: but, however, contrast in the line before last)
while, although, in contrast, on the other hand, despite.

3 PLAN YOUR WRITING

• Encourage Ss to review a film they know well. Allow Say, In the third column write a plus (+) if a feature (for

them to look online for details such as full names of example, plot, acting, director) was good and a minus
directors or actors. Assist with spelling as needed. (−) if not.
• Focus on the first chart head, Feature. Elicit different • Circulate and assist as needed.
features from the unit and write them on the board. • Invite a volunteer to read the example aloud.
If needed, have Ss look at 1A on page 46 and 1C on • In pairs, have Ss use their notes to share their opinions.
page 50. Bring the class back together and invite volunteers to
share their opinions with the class.

4 WRITE
• Before Ss write, bring their attention to paragraph 2 • Have Ss work individually. For reference as they write,
in the review in 1B on page 50. Explain that when instruct Ss to use the review in 1B, page 50, as a
describing the plot of a movie or a book, we write model; their notes in 3B, page 51; and the skill box
in the present. When commenting on an actor, as on page 51 for expressions of contrast.
in paragraph 3, we also use the present. But when • Circulate and assist as needed.
commenting on directing, we write in the past, since
that action is completed.

5 REVISE YOUR WRITING

• Tell Ss they will peer-review their partner’s writing. • Give Ss time to apply feedback or make corrections.
Say, Read your partner’s movie review and provide For example, Ss can use arrows to show where they
feedback according to Questions 1 and 2. Write your will add a sentence or cross out sentences they no
comments on your partner’s paper or on a sticky note. longer want.
• Have Ss return their partner’s writing with feedback
and discuss suggestions for improvement.

6 PROOFREAD
• Have Ss proofread their posts. Remind them to read EXIT TICKET Write contrast words on the board:
their posts three times, checking once each for but, however, while, although, in contrast, on the
spelling, punctuation, and capitalization. other hand. Say, Choose three words and make
• Circulate and look over Ss’ posts. Suggest any statements about how a film or films were different
remaining corrections. If Ss have made a lot of from what you expected. (For example, Although the
changes, encourage them to recopy their posts or cinematography was beautiful, the acting was boring.)
print them again with corrections. Have Ss write their statements on a blank card or
small piece of paper. Collect the cards as Ss leave.
EXTENSION Have Ss return to Flavio’s social media Read the cards to identify areas for review and extra
message on page 50. Ask, Would you see the movie practice in later lessons and to identify Ss who may
Hunted after reading his review? What are some need additional practice.
possible responses to Flavio’s post? (For example,
Thanks for the heads up, Flavio. I think I’ll pass on this
one; What? Only two stars? I liked this movie!!)

T-51 UNIT 4
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What do you see? 2. Did the speaker talk about each photo?
(a concert, probably a rock concert) 3. Did the person speak clearly?
• Have Ss listen or watch. Call on a volunteer to 4. Was this presentation interesting?
answer the question. Ask, Do you also like this kind • Tell Ss to write each speaker’s name on a piece of
of music? paper before the person presents, and then take notes
• Have Ss answer the questions and compare answers in on the questions during or after the presentation.
pairs. If appropriate, have them listen or watch again. • Then invite classmates to ask questions and give
• Bring the class together and check answers. Replay feedback. You may choose to save the feedback
sections of the audio or video as needed. until the very end and let Ss walk around, refer to
• Say, You are going to create a photo project. Have Ss their notes, and tell Ss individually what they did well
read the three steps silently. Answer any questions. or could do better. Remind Ss to speak kindly and
• For Step 1, explain, You can use photos you have or constructively.
find photos online. OPTION To provide an opportunity for self-critique,
• Tell Ss, Write notes or create a script of what you want record Ss’ presentations. Then have Ss watch their
to say. Model an introduction on the board: Hello, video and fill out the following checklist:
everyone. It’s ____. Do you love____?  Did I show three to five photos of a favorite
• For Step 2, have Ss practice once with a partner. Then band, movie, or book?
call on individual Ss to present their photos. Say, Use Did I talk about each photo?
the notes or the script you prepared in class.
Did I speak clearly?
• For Step 3, write the following questions on
Was my presentation interesting?
the board:
Encourage Ss to be honest with themselves
1. Did the speaker show photos of a band, book,
and to keep notes of their observations for
or movie?
future presentations.

2 LEARNING STRATEGY
• Read the Learning Strategy aloud. Say, You can keep would; So, neither, too, either; Simple present passive
a grammar journal similar to your vocabulary journal. and simple past passive. Point to each grammar point
Encourage Ss to keep an electronic journal if they have and ask, In what real-life situations might you find
a phone or a laptop so that they can easily copy and this grammar point? (for example, passive in movie
paste examples into their journal. reviews; used to and would in a history textbook; so,
• Give Ss a few minutes to look back at the unit neither, too, either in a social setting when people are
grammar. Write the topics on the board: used to / talking about likes and dislikes)

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Finally, invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit as needed.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 4 Board
help them learn the topics they don’t feel they know Game. You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook pages, etc., to help them master
any problem areas.

UNIT 4 T-52