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Unit 7 -changing-times
This unit teaches students how to use optional and required relative pronouns to discuss lifestyle changes. It also teaches how to use comparative expressions like "as if", "as though", "as", "the way", and "like" to discuss personal changes. The document provides examples of these grammar structures and vocabulary related to topics like fitness, food, nature, and technology. It also includes exercises for students to practice using these grammar forms and vocabulary in context.
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Unit 7 -changing-times
- 1. In this unit,Ss practice using optional and required relative pronouns to talk about lifestyle changes and using as if, as though, as, the way, and like to talk about personal changes. workouts series of physical exercises strength-training exercises, such as weightlifting, that focus on making muscles stronger sustainably with little or no damage to the environment pesticides chemicals used to kill unwanted insects organic produce fruits and vegetables grown without the use of harmful chemicals resort to choose a way of doing something when other ways have not worked. Objectives sand Vocabulary CHANGING TIMES Optional and required relative pronouns Antonyms with prefixes 54 How we are changing Lifestyles in Transition Lesson A 60 Grammar Plus 118 Vocabulary Plus 136 Lesson B 58 Workbook 37 55 56 If people who lived 100 years ago could see your *style today, would they be surprised? What changes would they notice? How we are changing www.learningexperience.blog
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- 4. Lorem ipsum maecenasmattis risus ligula, sed ullamcorper nunc efficitur sed. Praesent venenatis quam tortor, id viverra nunc rutrum a. Maecenas malesuada ultricies sapien sit amet pharetra, nunc tempus, risus sodales sodales. Knowledge of prefixes helps you expand your vocab. Here are the most common: o Il: illegal o Im: Impossible o In: Incapable o Ir: Irregular o Un: unthinkable Antonymswithprefixes Learn how to make antonyms with prefixes and practice using them to talk about trends • Use IL for words that begin with L • Use IM for words that begin with p, m, and b. • Use IR for words that begin with r • For verbs, the most used form is DIS but UN is also used. Considerate Consistent Decisive Logical Mature Proper Responsible Tolerant Complete the exercise on P-56 General rules negative prefixes www.learningexperience.blog
- 5. GenerationY Develop skills inlistening for gist and details Vocabulary accommodating helping people by providing — something they need fall in (that category) belong to; are part of —transitioning changing from one style to another —hands-off not interfering; allowing others to work independently — (community) outreach program an organization or group that helps people with social, medical, or educational problems — instituting introducing, starting up (a new plan or system) Complete the exercise on P-56 Listen to a presentation by a corporate executive about two generations of employees. LISTENING Executive headquarters of a corporation www.learningexperience.blog
- 6. Is the relativepronoun needed in both sentences? 1. Many students who have finished high school are choosing to take a year off before college. 2. A personal trainer is a professional whom people hire to help them get in shape. Ilook at the starting point on p-54 —In which sentences is the relatve pronoun requeired.? DefiningRelativeClauses Who, that, and which can act as subjects or objects of verbs in relative clauses. Whom can act as the object but not the subject. In informal English, who is often used Instead of whom. Practice using optional and required relative pronouns Grammar: optional and required relative pronouns • Relative clauses modify the nouns that precede them. • The information in a defining relative clause further defines or gives essential information about the noun it is modifying. • Defining relative clauses are not set off by commas. • Relative clasues are introduced in the sentence by the relative pronouns (who, that, which) www.learningexperience.blog
- 7. A personal-experience compositionusually starts with an introductory paragraph containing a thesis statement and some observations or comments. The body of the composition provides background information and gives details about what happened. The conclusion usually restates the thesis and presents the writer’s feelings. Complete the exercise on P-57. Writing about a personal experience- © Copyright, Contact or Publishing Information Here How does a composition about a personal experience usually begin? What is in the body of the composition? What do you write in the conclusion? www.learningexperience.blog
- 8. LessonB: AchangefortheBetter Contemplating a change: Discussmaking lifestyle changes. Change.org – What would you change? www.learningexperience.blog
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- 10. as if… Howtousecomparative expressionswithcorrect grammar. as though… as… … the way like… • In these clauses of manner, as if and as though are interchangeable. • Like is often used in informal spoken American English, but in more formal situations (spoken and written), as if, as though, as, and the way are used more often. • The past form of the verb is used after as if and as though when the clause is describing an unreal or hypothetical situation. www.learningexperience.blog
- 11. Collocationsof Change VOCABULARY &SPEAKING Collocations are phrases that go together in a natural way, because that is how most people speak. Why should we learn collocations? Our brain tends to store language in chunks, rather than individual words. Thus, when we speak or write, it is more efficient for us to remember and use phrases as chunks rather than constructing them one word at a time. This increased efficiency promotes fluency. • Anticipate • Avoid • Bring about • Cope with • Go through • Resist • Welcome CHANGE www.learningexperience.blog
- 12. HOW DO YOUCOPE WITH CHANGE? *Discuss dealing with change and practice using collocations with change www.learningexperience.blog www.learningexperience.blog
- 13. Develop skills inlistening for the: main idea and details. LISTENING EXERCISE P-60 Volunteeringforachange www.learningexperience.blog
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- 15. LEARNING REFLECTION • Whatlanguage and culture did I encounter? • What did I do that helped my learning? • What did I do to hinder my learning? • What did my peers do that helped my learning? • What did my peers do to hinder my learning? • How can I apply the content to my life? • What did I like the most? • What did my teacher do that helped my learning? • What did my teacher do to hinder my learning?