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Paragraph to Essay

Contents

Unit Writing Type Writing Task Unit Goal Key Points

Writing why students shouldn't wear Writing an introduction, body paragraphs,


1 Writing an Essay Essay
school uniforms
Writing an essay
and a conclusion

Agreeing/disagreeing if people who have Writing to agree or disagree I agree /disagree that ~
2 Having a Lot of Money Agree/Disagree
a lot of money are the happiest with a statement (not) as ~ as ~ // Even though ~, ~

Showing the good and bad points, and ~ make things ~ // ~ make people ~
3 Using the Internet Opinion
what you think about the Internet
Writing opinions
On one hand, /On the other hand, // so ~ that ~

Giving your preference for the city or It is true that ~, but ~ // A is -er than B
4 Living in the Country Preference
the country
Writing about preferences
prefer ~ to ~ // I would rather ~

Giving advice about how to keep healthy instead of ~, you should ~


5 How to Keep Healthy Advice
or how to get over a cold
Writing to give advice
if you ~, ~ // -ing ~ (will) make /help you ~

Giving solutions for when you can't stay Writing solutions to If you are having trouble -ing, there are ~
6 How to Stay Awake Problem solving
awake or when you are lost problems You shouldn't ~ or ~ // It is best to ~

Suggesting to improve your school, city, There are ways to make ~ // It would be ~ to ~
7 Making Our School Better Suggestions
or country
Writing to give suggestions
For /To ~, we can ~ // ~, but so is /are ~

Saying why your choice for what your ~ is the -est ~ // That is why the best ~ is to ~
8 The Best Class Activity Persuasive
class should do is the best
Writing to persuade
Those who ~ will /won't ~

Imagining what you would do as president, Writing about imaginary If I were ~, I would ~ // ~'s job is to ~
9 If I Were President Imaginative
a parent, or a superhero situations I would ~ in order to +V // I would ~ so that +S+V

Saying what you learned or how you Writing about a past -ing was ~ experience // I have +p.p+for ~
10 My Valuable Experience Experience
changed from a valuable experience experience I have always +p.p
Writing an Essay
Unit Writing an Essay

1
Unit Goal Writing an essay

Key Points Writing an introduction


Writing body paragraphs
Writing a conclusion
Talk about the features of an essay. Tell the students that the functions of
an essay’s introduction, body paragraphs, and conclusion are the same as
what they know about a paragraph’s topic, body, and closing sentences,
except longer.

Tell your students that they will learn about writing essays and the different parts
of an essay: the introduction, the body, and the conclusion.

1. Have the students read the given essay and answer the questions. After
checking the answers together, remind the students to take note of the
differences between a single paragraph and an essay (particularly the use
of more details and transitions).
Have the students read the given paragraph and answer the questions 2. The students will learn about transitions that introduce the conclusion like
(remind them to answer questions 1 and 3 in complete sentences). “to conclude” on page 13, so if the students ask about it, mention this to
them.

4 5
Introduction

Talk about the two kinds of sentences that make up the introduction. Tell the Have the students read the body sentences and write their own introductory
students that the introductory sentence introduces the topic to the reader, while sentences and/or theses in the blanks.
the thesis specifically states what the writer wants to say about the topic.

Have the students write introductions using the sentences in the box. For extra
practice, help the students identify what kind of introductory sentences and theses
they are, which are given in the parentheses next to the answers.

6 7
Body Paragraphs

Talk about what body paragraphs do. Remind the students about main points Remind the students about the function of transitions, which is to organize their
and supporting details (just like in a paragraph, main points say more about what writing so that readers can easily follow their points. Tell the students to turn to
the writer wants to say about the topic, while the supporting details then give this page as a reference for their future writing assignments.
further explanations, descriptions, reasons, or examples about the main points).
In an essay, each main point and its supporting details is a separate paragraph.

Have the students read the introduction and fill in the outline Have students complete the activity with the proper transitions.
using the phrases from the box. Remind them to use commas as needed.

8 9
Conclusion

Talk about how an essay’s conclusion does the same thing as what they have learned Talk about how these words can start the conclusion.
about a paragraph’s closing sentence. However, because the conclusion is a bit longer,
it can do one or a combination of the given things.

Have the students write conclusions for the given introductions using the correct sentences
from the boxes. For extra practice, help the students identify what the sentences that aren’t
the correct answers are doing. (Life would be awesome” is a prediction and “Stress causes
many health problems” is restating the thesis.) Have students read the paragraphs and write their own conclusions.

10 11
1 Brainstorming
Unit
Outlining

12 13
Warm-up
Unit Having a Lot of Money

2
Unit Goal Writing to agree or disagree with a statement
Key Points I agree /disagree that ~
(not) as ~ as ~
Even though ~, ~ 1. Explain that in the warm-up, they will read the given statements and circle if
they agree or disagree with them.
2. Have them pick three of their opinions and explain why they think that way
using “I agree/disagree that ~ because ~.”

1. Tell your students that today’s/this week’s assignment is to write if they agree
or disagree with a given statement.
2. Mention the unit’s key points.

Explain to the students that in an agree/disagree essay, they have to agree


or disagree with a given statement and explain why they think that way with
reasons and examples.

14 15
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


Have the students read the writing model out loud. - Introduction: introductory sentence (fact about topic) + thesis (agree or
disagree with the statement)
- Body: reasons (main points) for agreement or disagreement and supporting
details for each
- Conclusion: repeating of opinion and final thoughts
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

16 17
Sentence Building

Explain to the students that they can write their thesis using phrases for agreement Explain that “even though” has a similar meaning as “while” when contrasting two
and disagreement (like those in the box). Have them write their opinions about the ideas in the same sentence. Have the students match a sentence from one box
given sentences and start each sentence with a different phrase from the box. to its contrasting sentence in the other box using “Even though” at the beginning
and a comma after the first sentence.

Explain to the students that they can compare two facts using “(not) as + adjective
+ as.” Have them write sentences about the given subjects using the correct form
of “be,” “(not) as ~ as ~” and adjectives from the box. Tell them they can mention
whichever subject they want first.

18 19
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 20 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 17.

1. Have the students choose a statement and brainstorm about why they agree or
disagree with it. Have them make a graphic organizer like the example connecting
their opinion (agreement or disagreement with the statement), their reasons (main
points), and the supporting details.
2. Remind them that they can get ideas about what to write about from the writing
model and the sentence building exercises.

20 21
2 e P ractice
Unit c
M ore S e n t e n

22 23
Warm-up
Unit Using the Internet

3
Unit Goal Writing opinions
Key Points ~ make things ~ // ~ make people ~
On one hand, /On the other hand,
so ~ that ~
Explain that in the warm-up, they will think about what might be good and
bad about having a pet dog. Have them write two more good points and
one more bad point in the post-its and then use their ideas to write complete
sentences in the blanks below.

1. Tell your students that today’s/this week’s assignment is to write opinions


about a topic after writing about its good and bad points.
2. Mention the unit’s key points.

Talk about how in an opinion essay, one way they can write about the topic is to
say what is good about it in the first body paragraph, what is bad about it in the
second body paragraph, and then summarize these points and say a final thought
about the topic in the conclusion.

24 25
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: introductory sentence (fact about topic) + thesis (good and bad
points about the topic of using the Internet)
Have the students read the writing model out loud.
- Body: what is good about using the Internet and what is bad about it, along
with specific examples for each
- Conclusion: summarizing points and giving a final opinion about the topic
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

26 27
Sentence Building

Tell the students that “~ make things ~” can be used to say how something changes Explain to the students that “on one hand” is used to introduce one side of a subject and
situations, whether for the better or worse (in this exercise, the changes are positive, “on the other hand” is then used to introduce the contrasting side. Have the students
but tell them this phrase can also be used to talk about negative changes). Have read the given sentences and write their contrasting views about the underlined topic
them make sentences about each of the things in the left box using “make things” using “on one hand” or “on the other hand” at the beginning with commas. Remind
and changing the adjectives in the other box into the comparative. them to pay attention to whether they have to write a good point or a bad point about
the topic.

Tell the students that “~ make people ~” can be used to say how something changes Explain to the students that they can show the negative results of doing too much
people, whether for the better or worse (in this exercise, the changes are negative, of a certain action using “so ~ that ~.” The “so” shows that the sentence is talking
but tell them this phrase can also be used to talk about positive changes). Have about when this action is done excessively and “that” then introduces what happens
them make sentences about each of the things in the left box using “make people” from doing this. Using the given phrases, have them start the sentences with “Some
and the examples of changes in the right box. people,” write “so” in front of words like “much” or “many,” and use “that they” before
the results.

28 29
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 28 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 25.

1. Have the students choose a topic and brainstorm about the good and bad
points about it. Have them make a graphic organizer like the example
connecting the topic, the good and bad points (the main points), and the
supporting details.
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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3 Practice
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32 33
Warm-up
Unit Living in the Country

4
Unit Goal Writing about preferences
Key Points It is true that ~, but ~ // A is -er than B
prefer ~ to ~ // I would rather ~
Tell the students that in the warm-up, they will write about their music, sports,
and movie preferences. Tell them to choose their top preference amongst the
given choices and to write it in two ways: one with “I prefer ~ to ~” (which also
states which choice they don’t prefer) and one with “I would rather ~” in which
the students need to include a verb after “rather.”

1. Tell your students that today’s/this week’s assignment is to write which one
they prefer from two given choices.
2. Mention the unit’s key points.

Explain to the students that in a preference essay, they have to choose between
two given choices and explain why they prefer that choice over the other one.
They can compare the two choices by giving positive reasons for their choice and
negative reasons for the other choice.

34 35
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: introductory sentence (a general statement about what many
Have the students read the writing model out loud. people prefer between the city and country) + thesis (the writer’s preference,
which is different from many people)
- Body: giving reasons (main points) for the writer’s preference by giving
examples of how the country is better than the city
- Conclusion: summarizing the main points and repeating the writer’s preference
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

36 37
Sentence Building

Explain to the students that they can give an opposing view of a fact or what 1. Tell the students that when writing about people’s preferences, they can use “prefer
many people think about the topic using “It is true that ~, but ~.” Have the ~ to ~” and need to change the verbs into –ing.
students give an opposing view about the topic after the word “but.”
2. Have the students choose which of the two choices many people prefer and write
sentences using “prefer ~ to ~.” Remind them to change the verbs into –ing.

Tell the students to use comparative adjectives to say why their preference is better 1. Remind the students that when writing the introduction for a preference essay,
than the other choice. Have the students write about their preference between they can write what they think many people prefer in the introductory sentence
the two given choices (thus, their preference should start the sentence) using two and then agree or disagree with their preference in the thesis.
adjectives from the box, both of which need to be changed into the comparative.
2. Have the students give their preferences using “Like many people, I would rather
~” if they agree or “However, I would rather ~” if they disagree with the given
sentences. Remind them to change the –ing verbs into the infinitive.

38 39
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 36 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 33.

1. Have the students choose one of the topics and brainstorm about which
they prefer and why. Have them make a graphic organizer like the example
connecting their preference, their reasons for why their preference is better
than the other choice (main points), and the supporting details.
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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4 Practice
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42 43
Warm-up
Unit How to Keep Healthy

5
Unit Goal Writing to give advice
Key Points instead of ~, you should ~
if you ~, ~(the imperative)
-ing ~ (will) make/help you ~
Explain that in the warm-up, they will read about the daily habits of Fred and
Ashley and will give advice about how to be healthier. Have the students read
the first advice and use the bolded sentence structures to write the second
advice.

1. Tell your students that today’s/this week’s assignment is to write an essay


giving advice about how to do something.
2. Mention the unit’s key points.

Explain to the students that it is not enough to just say their advice. They also
need to tell how to carry out their advice and why the reader should follow their
advice. They can give specific suggestions about what better thing to do instead
of doing something that might not be helpful or beneficial. They can also talk
about the good effects (results) of following their advice or the bad effects of not
following their advice.

44 45
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: introductory sentence (what many people think about keeping
Have the students read the writing model out loud. healthy) + thesis (some easy things they can do to keep healthy)
- Body: specific advice about how to keep healthy, which are supported by
specific suggestions about how to carry out the advice and the effects (results)
of doing good and bad actions (the causes)
- Conclusion: summarizing main points and restating the thesis

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

46 47
Sentence Building

1. Tell the students that they can give advice about what better thing people can Tell the students that they can talk about the bad effects (results) of an action (the
do, rather than something that might not be helpful or beneficial using “Instead cause) using “-ing ~ (will) make you” and the good results of an action using “-ing
of ~, you should ~.” ~ (will) help you.” Have the students write sentences using the given causes and
effects, reminding them to change the first verb into –ing.
2. Have the students write sentences using the given phrases and “Instead of +
bad action, you should + good action.” Remind them to change the verb after
“instead of” to –ing.

1. Tell the students that they can give advice about what people can do when facing certain
situations in order to reach their goal or change that situation using “If you ~, ~.”
2. Have the students write sentences starting with “If you ~,” and the given situations,
reminding them to change the verb into the present progressive. After the comma, have
them write their advice in the correct imperative form.

48 49
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 44 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 41.

1. Have the students choose a topic and brainstorm about their advice. Have
them make a graphic organizer like the example connecting the topic,
their advice, and specific details about how to carry out their advice and
why the reader should follow their advice.
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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5 Practice
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Warm-up
Unit How to Stay Awake

6
Unit Goal Writing solutions to problems
Key Points If you are having trouble -ing, there are ~
If you (are) still ~, you can ~
You shouldn’t ~ or ~ // It is best to ~

Tell the students to read about Shane’s and Jenny’s problem and give two
possible solutions for each in the imperative form.

1. Tell your students that today’s/this week’s assignment is to write possible


solutions to a given problem.
2. Mention the unit’s key points.

Tell the students that when giving solutions to a problem, they can talk about
what to do and what not to do. Tell them that they should also give more than
one possible solution in case one solution doesn’t solve the problem. When
giving more than one solution, they should start with the solution that takes the
least amount of effort and move onto those that take more effort.

54 55
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: saying what the problem is and saying that the essay will give
possible solutions to solve it
Have the students read the writing model out loud.
- Body: giving possible solutions and specific explanations of how to carry out
these solutions (point out how the writer gives another possible solution if a
previous solution doesn’t work and that the solutions, from the first to last, go
from easiest to those that might take a little more time or effort)
- Conclusion: giving the best solution and restating the thesis
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

56 57
Sentence Building

1. Tell the students that in their thesis, they can say the problem and that they will Tell the students that they can suggest what not to do by telling possible negative
suggest possible solutions to this problem in their essay using “If you are having results of an action using “You shouldn’t ~ or ~.” Have the students complete the
trouble –ing, there are ~.” given sentences using “or” and possible negative results of the actions.
2. Have the students change the “can’t + verb” of the first given phrase into “If you
are having trouble + verb-ing” and then write the second given phrase after the
comma and “there are.”

Tell the students that they can give another solution if a previous solution has Tell the students that they can say what they think is the best possible solution
not solved the problem using “If you (are) still ~, you can ~.” Point out that “still” to the problem using “It is best to + solution.” Have the students read the given
is used after the “be” verb and before other verbs. problem, pick the best solution from the given choices (or come up with their
own solution), and write a complete sentence using “It is best to ~.”

58 59
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 52 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 49.

1. Have the students pick one of the topics and brainstorm possible solutions to
the problem. Tell them to make a graphic organizer like the example connecting
their topic, their possible solutions, and specific explanations of what to do or not
to do to solve the problem.
2. Remind them that they can get ideas about what to write about from the writing
model and the sentence building exercises.

60 61
6 Practice
Unit
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62 63
Warm-up
Unit Making Our School Better

7
Unit Goal Writing to give suggestions
Key Points There are ways to make ~ // It would be ~ to ~
For/To ~, we can ~ // ~, but so is/are ~

Tell the students to look at the picture of the town and read the given suggestions
on how to improve it. Ask them to imagine other possible ways to improve the
town and write their ideas on the pickets. Tell them they can start their sentences
with “We need/have to/must/should/etc.”

1. Tell your students that today’s/this week’s assignment is to give suggestions on


how to improve or change something.
2. Mention the unit’s key points.

Tell the students that when they want to improve or change something, it is not
enough to just give suggestions on what to change or improve. They need to
support their points by saying why these improvements or changes are needed
or beneficial, as well as give specific ideas and examples about how to carry out
these suggestions.

64 65
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: introductory sentence + thesis (introducing that this essay is
Have the students read the writing model out loud. about making the writer’s already wonderful school even better)
- Body: giving suggestions on how to make the school better, including reasons
why and specific examples on how to carry out these suggestions
- Conclusion: summarizing the essay + a prediction about what can happen to
the school as a result of these improvements
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

66 67
Sentence Building

Tell the students that in their thesis, they can introduce how the suggestions they Tell the students that they can make specific suggestions to achieve or get
will be giving in the essay will change something from how it is right now using something using “For/To ~, we can ~.” When this something is a noun, they
“There are ways to ~” and a comparative adjective. Have them write sentences should use “for” and when it is a verb, they should use “to.” Have the students
about each of the given choices in the left box using “There are ways to make ~” write their own ideas on how to achieve or get the given things using “For +
and an adjective from the right box that needs to be changed into the correct noun / To + verb, we can ~.”
comparative form.

Tell the students that they can suggest something politely using “It would be ~ to ~.” Tell the students that they can suggest why something needs to be done or why
Have the students rewrite the given sentences using “It would be + adjective from something is important by getting people to think about a different point of
the box + to have ~.” view. Have the students complete the sentences using “but so is/are ~” and the
correct phrases from the box. Tell them to pay attention to whether they have to
use “is” or “are.”

68 69
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 60 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 57.

1. Have the students pick one of the topics and brainstorm about how to improve
their chosen place. Tell them to make a graphic organizer like the example
connecting their topic, their suggestions for improvements, and reasons why
these improvements are needed and/or ideas about how to carry out these
suggestions.
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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7 Practice
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72 73
Warm-up
Unit The Best Class Activity

8
Unit Goal Writing to persuade
Key Points ~ is the -est ~
That is why the best ~ is to ~
Those who ~ will / won’t ~
Tell the students to read the choices about where they can go for a class field
trip and the good and bad points about each place. Then, have them pick
which places are the best and worst choices and write the reasons with the
phrases from the boxes or their own ideas.

1. Tell your students that today’s/this week’s assignment is to persuade the reader
that their choice from a given list of choices is the best.
2. Mention the unit’s key points.

Talk about how in a persuasive essay, they are trying to convince the reader to
agree that their opinion, compared to other possible opinions, is the best. In
order to do this, they need to give strong reasons why their opinion is the best
and why the other opinions are not.

74 75
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: saying what the writer thinks the class activity should be for
Have the students read the writing model out loud. everyone (introductory sentence) and thus, why her choice (having all-day class
activities) is the best (thesis)
- Body: giving reasons why her choice is the best (including reasons why the other
choices aren’t the best)
- Closing: summarizing the main points and restating the thesis
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

76 77
Sentence Building

Tell the students that using superlative adjectives is useful when saying that their 1. Tell the students that in explaining why their choice is the best for everyone
opinion is the best. Have them circle which is the best choice for the noun phrase or will make everyone happy, they can use “Those who ~ will ~” to explain a
in the parenthesis. Then, have them write a sentence about their choice using group’s preference and how their choice satisfies that preference.
“~ is the –est ~” and the noun phrase, changing the adjective in it into the correct
2. Have the students use the given phrases and write about what people might
superlative form.
prefer using “Those who ~ will ~.”

Tell the students that when they write their persuasive essay, they can make a statement 1. Tell the students that they can also use “Those who ~ won’t ~” to explain that
about what they think everyone wants or what would make everyone happy. Then, they the other choices aren’t the best or won’t make everyone happy because they
can say why their choice fulfills these conditions using “That is why the best + choice/ don’t satisfy a certain group’s preference.
solution/option + is to ~.” Have the students choose which is the best option from the
2. Have the students use the given phrases and write about what people might
box that fulfills the conditions stated in the given sentence and write a sentence using
not prefer using “Those who ~ will ~.”
“That is why the best ~ is to ~” and the word in the parenthesis.

78 79
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 68 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 65.

1. Have the students pick one of the topics, decide which of the given choices
is the best, and brainstorm why they think so. Tell them to make a graphic
organizer like the example connecting their choice, reasons why they think their
choice is the best, and the supporting details (including comparing their choice
to the other possible choices and explaining why they aren’t the best).
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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82 83
Warm-up
Unit If I Were President

9
Unit Goal Writing about imaginary situations
Key Points If I were ~, I would ~ // ~’s job is to ~
I would ~ in order to + V
I would ~ so that + S + V

Tell the students to write what they want to do if they were invisible using
“I would ~.”

1. Tell your students that today’s/this week’s assignment is to write what they
would do if they were a person that they are not.
2. Mention the unit’s key points.

Explain to the students that when writing about imaginary situations, they can
imagine what they would do if they were somebody else (that they can’t do as the
people they are now). Tell them that since the situation is not real, they will use
conditional sentences like “I would ~.”

84 85
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:


- Introduction: introductory sentence (in this case, an opinion about what a president’s job is)
Have the students read the writing model out loud. + thesis (explain that they can list what they would do, that is, introduce their main points,
in a shortened way). Explain to the students that while they can think of an overall theme
to focus on (in this case, helping people), they don’t have to do this. For example, they can
instead write: “If I were president, I would help the environment, meet with foreign leaders,
and give away free ice cream every month.”
- Body: explaining what the writer would do as president with specific examples
- Conclusion: restating the thesis and writing a prediction
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

86 87
Sentence Building

Tell the students to write what they would do if they were the given people using 1. Explain to the students that “in order to” and “so that” are used to say the
“If I were ~, I would ~.” Point out that “were” is used even if the subject is “I/he/ purpose for doing an action (in other words, what the benefits or good
she” in conditional sentences. results are of doing that action).
2. Have the students complete the sentences with their own ideas using “in
order to” and a verb phrase.

Explain to the students that they can tell about a person’s responsibility using
“~’s job/role/duty/work is to ~.” Have the students write sentences about each
person in the left box using “~’s ~ is to ~” and all the words in the other two Have the students complete the sentences using “so that” and a subject and
boxes. a verb.

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Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 76 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 73.

1. Have the students pick one of the topics and brainstorm possible things they
would do if they were that person. Tell them to make a graphic organizer like
the example connecting their topic, what they plan to do as that person, and
specific examples and details of how they would accomplish their plans or why
they want to do these things.
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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9 Practice
Unit
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Warm-up
Unit My Valuable Experience

10
Unit Goal Writing about a past experience
Key Points -ing was ~ experience
I have + past participle + for ~ Tell the students to look at the list of events and check the ones they have
I have always + past participle experienced. Then, have them choose three of those experiences and write
that they have experienced these things using the present perfect tense
(have + past participle) and “before.” Mention that they can add details to this
sentence if needed. The second sentence should then talk about how those
experiences affected or changed them.
1. Tell your students that today’s/this week’s assignment is to write about a past
experience and to explain what they learned or how they changed from that
experience.
2. Mention the unit’s key points.

Explain to the students that they are not writing the chronological details of what
happened during their experience (in other words, they are not writing a narrative).
Instead, they are taking a personal experience and turning aspects of it into main
points and supporting details for a thesis about what they learned or how they
changed from that experience. Mention that they might also be using the present
perfect tense in their essay.

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Writing Model Writing Analysis

1. Explain what goes in each part of the letter:


- Introduction: introductory sentence (what the experience was and when it
happened, in this case, joining the soccer team and playing on it for the past
Have the students read the writing model out loud.
two years) + thesis (how the experience changed the writer in positive ways)
- Body: explaining the specific ways that joining the team made positive
changes (point out how in the first and third main points, the writer supports
them by talking about how she was before joining the soccer team and how
she changed afterwards)
- Conclusion: summarizing how joining the soccer team changed her
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

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Sentence Building

Explain to the students that they can describe what the experience was like using “-ing 1. Explain to the students that they can use the present perfect tense to talk
was + adjective + experience.” Have the students describe each given experience by about experiences that started in the past and still continue in the present
changing the given verb into –ing and adding the –ing phrase to the front of “was + and tell how long they have done these activities using “I + present perfect
a/an + adjective from the box + experience.” verb ~ + for + length of time.”
2. Have the students write sentences using the given phrases and “I have +
past participle + for ~.” Remind them to change the verb of the first given
phrase into the correct past participle form and to write the second phrase
after “for.”

Explain to the students that one way they can show that the experience was a Explain to the students that they can describe attitudes or behaviors that started
positive one is by showing how they were before the experience and how they in the past and continue in the present using “I have always + past participle.”
are better or changed people now. Have the students read the given sentences Have the students rewrite the sentences using “I have always + past participle,”
(note how these sentences are in the past tense) and write how they are now reminding them to change the verb into the correct past participle form.
using “Now, ~” and the present tense.

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Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 84 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 81.

1. Have the students pick one of the topics and brainstorm about what they
learned or how they changed from that experience. Tell them to make a graphic
organizer like the example connecting their topic, how they changed or what
they learned, and the supporting details (including how they were before the
experience and how they are now).
2. Remind them that they can get ideas about what to write about from the
writing model and the sentence building exercises.

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Unit
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MEMO

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