UNIT

4 Clothing and Appearance

preview
A FRAME YOUR IDEAS Option: [+5 minutes] In pairs or groups, have students
Suggested 5–10 Your actual
think of people they know who have similar styles. On the
teaching time: minutes teaching time: board, write:
●
To warm up, ask students to look at the image. Ask a Model (2) reminds me of my . . .
volunteer to read the heading. Then call on individual He/She always wears . . .
students to share which of the six styles is most similar to Have students use adjectives from the main vocabulary and
theirs. the Don’t forget list .
●
Explain to students that the text in boxes are quotes
stated by the various people in the pictures. Have C DISCUSSION
students work in pairs to read the quotations and match Suggested 5 Your actual
each one with the person they think said it. Circulate and teaching time: minutes teaching time:
clarify vocabulary as needed. ●
Have students work in pairs or groups of three to
●
Bring the class together and go over the answers. describe each person’s outfit. Circulate and assist with
any vocabulary students might not know (e.g., blazer,
LANGUAGE NOTE: Individuality refers to qualities that make
pants, skirt, sweater, sweatshirt). Make sure they use the
a person different from other people; to perceive means
adjectives to describe fashion from Exercise B, Vocabulary,
to understand something in a particular way; a logo is the
and the Don’t forget list.
official sign of a company or brand.
●
Then bring students together and call on pairs or groups
Option: [+5 minutes] Have students look at the to describe the individual outfits.
individuals in the photos. Ask Which outfit has a logo on Option: [+10–15 minutes] On the board, write:
it? (the fourth one) Do you like to wear clothing with logos?
school
Why? Why not?
work in an office
B 2:15 VOCABULARY dinner at a restaurant
Suggested 5 Your actual pizza at a friend’s house
teaching time: minutes teaching time:
errands
●
Have students read the definitions to themselves. hanging out at home
●
Then have them listen and repeat. In pairs or groups, have students discuss which of the
●
Finally as a class look at the Don’t forget list . Clarify outfits pictured they think are appropriate for the specific
vocabulary as needed. occasions. Then ask Do you think any of the outfits are
appropriate for all occasions? Invite students to share
LANGUAGE NOTE Wild can be a slang term used to mean situations where they or someone they knew were dressed
unusual; conservative means not very modern in style or inappropriately for an occasion. For example, I was invited
taste; modest refers to clothing or behavior that avoids to a party at a friend’s house and I came dressed in jeans.
attracting too much attention; appropriate means suitable I was so embarrassed when I saw that everyone was in very
for a particular situation; inappropriate means not suitable formal outfits—women in dresses and men in ties! I actually
for a particular situation; casual means relaxed and not went home quickly and changed!
formal; formal in reference to clothes can mean a tuxedo
or nice suit for a man and a dress or gown for a woman;
informal in reference to clothes refers to clothes you wear at
home or in regular daily situations.

UNIT 4 PREVIEW T38

 D 2:16  SPOTLIGHT Ask What word from the Don’t forget list on page 38 best
Suggested 10–15 Your actual
describe Roya’s style? (conservative) Ask a volunteer to write
teaching time: minutes teaching time: the word next to her name.
●
Before reading or listening, have students look at the Then ask What words might describe Karen? (funky,
picture. Ask What are the women looking at? (jeans) What fashionable, stylish) Do you think she is wild? (probably not)
is special about the jeans? (They have sequins on the back
pockets.) Would you wear such jeans? Do you think they are SPEAKING
inappropriate in any way?
●
After students read and listen, check comprehension by A PAIR WORK
asking Who is Karen shopping for? (a teenager) What does Suggested 5 Your actual
teaching time: minutes teaching time:
Roya think of the jeans? (that they are a bit flashy) Does
Karen agree? (No, she thinks they are cute and funky.) ●
Invite students to skim the names under the quotations.
How does Roya’s culture look at such fashion? (negatively) Ask students Have you ever heard of any of these people?
What problem does Roya have with the jeans? (They attract Tell students they will read quotes about the significance,
attention to a part of the body she says you don’t want or meaning, of clothes.
people to be looking at.) ●
In pairs, have students read and discuss the meaning of
  LANGUAGE NOTE  Sequins are small shiny flat pieces of the quotes. Circulate and clarify vocabulary as needed.
metal sewn onto clothes for decoration; bottom is the part ●
Bring the class together and call on volunteers to share
of the body that you sit on; cute in reference to clothes how they paraphrased the sayings. Focus on the last
means attractive; from a nice family is an expression to quote by Bo Derek. Ask Does she agree that money can’t
mean a respectable family; immodest refers to clothing buy happiness? (no) What is she saying in the quote? (that if
or behavior that attracts too much attention—the prefix you know where to go shopping, you can find happiness)
im- means not, so the word is opposite in meaning of the Do you agree? Do you think she is being serious in the
word modest. quote? Why? Why not?
●
Then ask Could any of you think of sayings about fashion
in your language(s)? If yes, invite students to share. If
E UNDERSTAND IDIOMS AND EXPRESSIONS not, students can look some up online in class or for
Suggested 5–10 Your actual homework.
teaching time: minutes teaching time:

●
In pairs, have students paraphrase the quotations from   LANGUAGE NOTE  To fade means to gradually disappear;
Spotlight. Ask a volunteer to read the first item. Then have eternal means having no end; universal means involving
another student read the model answer. everyone; out-of-date means not recent—something more
modern exists; a dictator is a ruler who has complete
●
Bring the class together and call on pairs to share how
power; taste refers to what someone likes; if something
they paraphrased the idioms and expressions.
owns you, it has control over you.
Option: [+5 minutes] Write these types of clothes from
Spotlight on the board: Answers to Exercise A
jeans with a bunch of holes Answers will vary but may include the following:
frumpy baggy clothes (left to right)
While fashions come and go, style never goes away.
flashy clothes that are over the top
The minute everyone starts wearing a fashion, it is no
Have students, in pairs, comment on these categories of longer stylish.
clothes and talk about people they know who wear Fashion designers tell people what is fashionable.
such clothes. Or they can share if they themselves wear Don’t just wear what other people wear. Express your
such clothes sometimes. own self through your clothes.
Bring the class together and have pairs share. Good shopping can make you happy.

F THINK AND EXPLAIN B DISCUSSION

Suggested 5 Your actual Suggested 5 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
Have students discuss the questions in pairs or small ●
In groups, have students share opinions.
groups. ●
Bring the class together and write students’ opinions on
●
Bring the class together. On the board, write: the board. If students disagree, invite students to defend
Roya: their ideas.
Karen: Challenge: [+5 minutes] On the board, write Do you
judge people by the clothes they wear? Why? Why not?
Invite students to share opinions in groups.

T39 UNIT 4 PREVIEW

 LESSON
1 GOAL Describe clothing details and formality

A 2:17 VOCABULARY B 2:20 LISTEN FOR DETAILS

Suggested 5–10 Your actual Suggested 10–15 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
To warm up, have students look at the people. Without ●
To warm up, students can use the Vocabulary from
reading the text, ask them to predict where the people Exercise A to describe the various pictures. For example,
might be going. (Possible answers: The woman might for item 1: striped shirt, plaid shorts, plaid shirt, striped
be going to a party. The man looks like he is still getting shorts, striped shirt, solid-color shorts, etc.
dressed. The couple looks like they are going to a very ●
Have students listen to the conversations and complete
formal event.) the exercise.
●
Focus on the first line in the first speech bubble. Write it
on the board: I’ve got on . . . Ask What does this mean? LANGUAGE NOTE High neck refers to the neckline on a
(I am wearing . . . ) Have students read about and listen to dress or other piece of clothing; to stand out means to be
the people. distinctive and easily noticed; flattering in reference to
clothes means clothes that make someone look attractive.
●
Then have students listen to and repeat the Adjectives
When the woman says at our age she is suggesting that
and Formal clothes lists. Then call on volunteers to read
they are not that young anymore and need to dress
the items in the Don’t forget box.
appropriately for their age.
Option: [+10 minutes] To clarify to students the use of
hyphenation in compound adjectives, write the following
words on the board: C PAIR WORK
I need a long-sleeved shirt Suggested 5 Your actual
teaching time: minutes teaching time:
She wore a low-cut dress.
I need a solid-color sweater.
●
Have students take turns describing clothes and guessing.

Point out that when the compound adjective is before a

●
Circulate and assist as needed. On the board, write
noun, it uses a hyphen. Then write: leopard-print, flowered, scoop-necked to help identify
some of the items of clothing.
The shirt is long sleeved.
Option: [+5 minutes] Divide the class into pairs. Have
My dress is low cut. students describe clothing that a person in class is wearing,
The sweater is a solid color. without identifying the person. The partner will guess who
Point out that when the adjective comes after the noun it is is being described. Encourage students to avoid pronouns
not hyphenated. to make it more difficult. Model an example: This person is
wearing a plaid shirt and a solid-color V-neck.
Explain that there are some established adjectives that are
always hyphenated. For example V-neck sweater. Note also PRONUNCIATION
that V-neck can also function as a noun: Jack is wearing black Option: BOOSTER (Teaching notes p. T143)
pants and a V-neck to the party. Pronunciation Pair Work
Option: [+5 minutes] Have students work in pairs to
describe in detail what they are wearing. Refer students to
the adjectives and clothing lists in Exercise A, Vocabulary.
Challenge: [+5 minutes] On the board, write Where
am I going? Have students create scenarios such as in the
first speech bubble. Tell them to think up outfits and write
in detail what they’ve got on, but not indicate where they
are going. Then bring the class together and have students
read a description for the class to guess where he or she
is going. Have them refer to the lists of adjectives and
clothing items. Encourage students to use the construction
I’ve got on . . .
Vocabulary-Building Strategies

UNIT 4 LESSON 1 T40

 D APPLY THE VOCABULARY C CONVERSATION ACTIVATOR
Suggested 5 Your actual Suggested 10–15 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
Have students look at the pictures. Invite a volunteer Conversation Activator Video
to read the model answer. On the board, write classic
and elegant. Point out that these words are from the ●
Divide the class into pairs. Tell students they will use the
Vocabulary used to describe fashion on page 38. model in Exercise A, Conversation Spotlight, to role-play
●
Divide the class into pairs. Encourage students to use the their own conversation with a partner.
Vocabulary for describing clothes in Exercise A on page 40 ●
Ask a volunteer to read the words under Recycle This
to describe the clothes in detail, as well as the Vocabulary Language. Encourage students to incorporate these
from page 38 to make general statements about the words into their conversation. Refer students back to the
fashion. Vocabulary on pages 38 and 40.
Option: [+5 minutes] Write frumpy baggy clothes on ●
Have students brainstorm kinds of events to ask about
the board. Ask Does this describe any of the fashions? (maybe (e.g., a reception, a dinner party, a wedding, a class
the fourth person) picnic, a sales meeting).
●
Reinforce the use of the spotlighted conversation
NOW YOU CAN Describe clothing details and formality strategies (e.g., I mean or Actually).

don’t stop! Before students begin to activate their

A 2:21 CONVERSATION SPOTLIGHT conversations, bring their attention to the Don’t Stop!
Suggested 5 Your actual note. Tell students that they should extend or lengthen
teaching time: minutes teaching time:
their conversations by following directions in Don’t Stop!
(See page T5, Activity C, for more details.)
These conversation strategies are implicit in the model:
Conversation Activator: Speaking Booster
●
Use Can I ask you a question about to elicit information.
●
Use I mean to clarify what you want to say.
OPTIONAL WRITING [+20–30 minutes]
●
Use Actually to emphasize the facts of a situation. ●
To warm up, poll the class: Who thinks it’s worse to be
●
Use So to introduce an idea. overdressed than underdressed? Who think it’s worse to be
●
Use I think that might be to state an opinion in a more underdressed than overdressed?
tentative, polite way. ●
Tell students to write about one such instance.
●
Ask students to speculate where the man and woman are
●
Then have pairs exchange papers and read each other’s
and what they are doing. stories.
●
Have students read and listen to the conversation.
●
To check comprehension, ask What event are both these
people attending? (a reception) Who has more information
about the event—the man or the woman? (the man) What
does the woman ask the man? (how formal it will be)
What does she want to wear? (a long-sleeved blouse and
black pants) Does the man think this is appropriate? (No,
he thinks that she will be underdressed.) What will the
woman wear in the end? (a cocktail dress) Why did she
decide on this? (because the man said most women would
be wearing cocktail dresses)

B 2:22 RHYTHM AND INTONATION

Suggested 5 Your actual
teaching time: minutes teaching time:

●
Have students repeat chorally. Make sure they:
use falling intonation for What would you like to know?
and How formal will it be?
use rising intonation for Can I ask you a question
about the reception? and So, would a nice
long-sleeved . . . be OK?
use emphatic stress on I mean (line 3), Actually (line 4),
and So (line 5)
stress under in underdressed (line 6)

T41 UNIT 4 LESSON 1

 LESSON
2 GOAL Talk about changes in clothing customs

A 2:23 GRAMMAR SPOTLIGHT argue for the group. Once arguments are in place, invite
Suggested 10–15 Your actual
groups to present their arguments. Then allow time for
teaching time: minutes teaching time: counterarguments. Finally, the teacher decides on the most
convincing argument.
●
To review vocabulary, say What is the word when you
are dressed too formally for an event? (overdressed ) too
casually? (underdressed ) Write these words on the board:
C GRAMMAR
overdressed, underdressed. Then have students read Suggested 5–10 Your actual
teaching time: minutes teaching time:
the title of the article. Add the words dress up and dress
down to the board. ●
To present the use of quantifiers with singular count
●
Focus students’ attention on the two people. Ask Do nouns, write on the board:
you think they’re dressed up or down? Do you think they One manager never wears business casual.
are going to work? What do office workers in your country Every company has a different dress code.
usually wear to work? Focus students’ attention on the
Point to the underlined noun in each sentence and ask
brightly colored shirt and ask Does anyone know what this
What do these nouns have in common? (They are singular
type of shirt is called? (a Hawaiian shirt) Have you ever worn
count nouns.) Then have students identify the quantifier in
such a shirt?
each sentence. (one, every) Read the first explanation out
●
Have students listen to the article as they read along. loud.
●
To check comprehension, ask What type of clothes do most ●
To present the use of quantifiers with plural count nouns,
office workers wear these days? (business casual) What did write on the board:
people use to wear in the past? (formal suits, skirts, blazers,
Many office workers wear a suit and tie.
and dresses) Where did casual Friday begin? (in Hawaii)
What clothing were people allowed to wear? (Hawaiian A number of people prefer business casual.
shirts) Where did casual Friday travel next? (to California) Point to office workers and people and ask What do these
What became the new office clothing standard in the 1990s? nouns have in common? (They are plural count nouns.)
(casual khakis with dress shirts and blazers) What does Then have students identify the quantifier in each sentence.
the author mean when he says Many wish the pendulum (many, a number of ) Read the second explanation out loud.
would swing back . . . (Many people wish that we’d go ●
Have students read the Note. On the board, write:
back in time.) Which companies in particular permit jeans
and even T-shirts in the office? (creative and technology A majority of the staff_____ casual clothes.
sectors) How would younger people likely react to more Have students complete the sentence with the correct form
conservative office dress? (would likely resist) of a verb of their choice. Go over the answer as a class.
(Possible responses: wears, prefers)
CULTURE NOTE: The word Aloha is used as a greeting in the ●
To present the use of quantifiers with non-count nouns,
Hawaiian language. It means affection, peace, compassion, write on the board:
and mercy. It has been used as a greeting for more than
100 years. A great deal of interest was shown by all employees.
A little productivity goes a long way.
Point to the noun in each sentence and ask What do these
B EXAMINE CULTURAL EXPECTATIONS nouns have in common? (They are non-count nouns.) Then
Suggested 5 Your actual have students identify the quantifier in each sentence. (a
teaching time: minutes teaching time:
great deal of, a little) Read the third explanation out loud.
●
Point out to students that they won’t find answers in the ●
To present the use of quantifiers that can be used with
text. They will just discuss their own opinions. both count and non-count nouns, write on the board:
●
To help organize the first question, write: Some employees are in favor of change.
(Formal / Casual) clothing will improve productivity Some formality is preferred.
in the work place.
Point to the nouns. Ask What is the difference between these
Tell students to provide reasons why these statements nouns? Elicit from the class that employees is a plural count
might be true when they discuss the questions. noun, while formality is a non-count noun. Read the fourth
●
Have students work in pairs and then bring the class explanation out loud.
together to go over the answers.
LANGUAGE NOTE A few and a little mean “some.” Few and
Challenge: [+15–20 minutes] Debate. On the board,
little mean “not enough” or “not many.”
write Pro Casual Work Attire versus Pro Formal Work
In British English, majority is a plural noun.
Attire. Divide the class in half and assign each half one
of the points of view. Tell groups to create arguments to
defend the group’s point of view. Tell students that even if Option: GRAMMAR BOOSTER (Teaching notes p. T131)
they don’t agree with their group’s position, they need to Inductive Grammar Activity

UNIT 4 LESSON 2 T42

 D UNDERSTAND THE GRAMMAR C DISCUSSION ACTIVATOR
Suggested 5 Your actual Suggested 5–10 Your actual
teaching time: minutes teaching time: S
teaching time: minutes teaching time:

●
Model the first item with the class. Ask What is the noun Discussion Activator Video
that the quantifier will modify? (men and women) Make
sure that students understand only Most is possible ●
Divide the class into pairs and have students use their
because Much can’t be used with plural count nouns descriptions from Exercise A, Notepadding, to talk
(businesspeople). Ask a volunteer to read the model about the people. Encourage the pairs to ask each other
explanation. questions and provide details and examples. The goal is
●
For each item, have students identify the noun and decide to say as much as possible.
whether it is a singular count noun, plural count noun, or ●
For more support, play the Discussion Activator Video
non-count noun. Then have them complete the exercise. before students do this activity themselves. Ask if the
●
Have students compare answers with a partner. Then go students in the video spoke in detail, saying as much
over the answers as a class. as they could. Note: You can print the script or you can
Extra Grammar Exercises
view it on the video player on the ActiveTeach. It is
recommended that students watch the video first without
viewing the script.
E GRAMMAR PRACTICE
Suggested 5 Your actual
teaching time: minutes teaching time:

●
Model the first item with the class. Ask What is the noun
that the quantifier will modify? (formal events) Ask Which
quantifier can’t be used? (d) Ask a volunteer to read the
model explanation.
●
For each item, have students identify the noun and decide
whether it is a singular count noun, plural count noun, or
non-count noun. Then have them complete the exercise.
●
Have students compare answers with a partner. Then go
over the answers as a class.

NOW YOU CAN Talk about changes in clothing customs

A NOTEPADDING
Suggested 5 Your actual
teaching time: minutes teaching time:

●
To warm up, write the current year on the board. Then
subtract 100 years. Ask How did people dress one hundred
years ago? If students don’t know, do an Internet search
for fashion and the year in question. The images will give
students an idea.
●
Ask students to read the events in the chart. Then have
them write their ideas.

B SUMMARIZE
Suggested 5 Your actual
teaching time: minutes teaching time:

●
Ask a volunteer to read the two model answers.
●
In groups of three, have students compare answers and
then summarize the group responses using quantifiers.
●
Bring the class together and ask students to write some of
the answers on the board. Check for correct quantifier use.

T43 UNIT 4 LESSON 2

 LESSON
3 GOAL Examine questionable cosmetic procedures

A READING WARM-UP C UNDERSTAND MEANING FROM CONTEXT

Suggested 5 Your actual Suggested 5–10 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
On the board, write questionable cosmetic procedures. ●
Ask a student to read the words in the box on the right.
Ask What does questionable mean? (not likely to be good, Call on volunteers to identify the parts of speech.
doubtful in terms of quality) Ask a volunteer to read the (bacteria: noun, bans: verb, disinfect: verb, exfoliate: verb,
Reading Warm-up question. mislabel: verb, predator : noun)
●
Write cosmetic procedures students mention on the ●
Model the first item. Ask Do we need a verb or a noun?
board. (a verb) What information in the sentence will help us
decide which verb we need? (We need a verb that means
B 2:24 READING “removes dead skin.”)
Suggested 10–15 Your actual
●
Have students work in pairs to complete the rest of the
teaching time: minutes teaching time: exercise. Then go over the answers as a class.
●
Ask students to look at the photo. Ask Have you ever Extra Reading Comprehension Questions
seen anything like this? Why do you think this may be a
“questionable procedure”? (It may not be clean or safe.)
●
Call on a volunteer to read the quote at the end of the
article from the biology teacher.
●
Write Yuck and double yuck on the board. Ask When do
we say yuck? (when something disgusts us). Is it formal
or informal language? (extremely informal) Point out
that double yuck is a way to really stress that you think
something is disgusting. Ask What is your reaction to fish
pedicures? Call on volunteers to share. Then ask What
does the biology teacher imply about fish pedicures? (that
they are not hygienic and that they’re inhumane toward
the fish)
●
As students read and listen, tell them to underline
information in the article that will help them answer the
focus question in the direction line (In what ways is this
treatment risky?).
●
Bring the class together. Have volunteers share their
answers to the focus question. (Possible answers: Bacteria
can grow in the water and spread infection. The fish can’t
be disinfected or sanitized.)

LANGUAGE NOTE The noun fishy is used for a small fish—

plural is fishies.

Reading Strategies

UNIT 4 LESSON 3 T44

 D IDENTIFY SUPPORTING DETAILS Option: [+5 minutes] Have students suggest other
Suggested 5 Your actual
procedures, and have students respond with the three
teaching time: minutes teaching time: responses from the exercise: Looks (or sounds) good to me;
I’d have to know more; I wouldn’t try it even if you paid me!
●
Have students take a few minutes to read the questions
and choose the answers they think are correct, without Challenge: [+5 minutes] Call on students to summarize
looking back at the article. each procedure and indicate what it promises to do. Invite
students to share why they believe or don’t believe it works.
●
Then, in pairs, have students find the supporting details in
the article. Circulate and assist as needed. If students need
help, direct them to the paragraphs where the answers
B DISCUSSION
are found. (1. paragraph 1, 2. paragraph 2, 3. paragraph Suggested 5–10 Your actual
teaching time: minutes teaching time:
2, 4. paragraph 3, 5. paragraph 2, 6. paragraph 5)
●
Have students work in groups to answer the questions.
E EXPRESS AND SUPPORT AN OPINION ●
Bring the class together and have one representative from
Suggested 5 Your actual each group list the procedures the group spoke about.
teaching time: minutes teaching time: Discuss as a class and vote on which ones should be
●
Have students discuss the question with a partner. illegal.
●
Bring the class together and poll students by asking Who
would consider getting a fish pedicure?
Challenge: [+15–20 minutes] Have students write
a short paragraph arguing against fish pedicures. Tell
students to choose facts from the article to support this
argument. Instruct them to write a strong topic sentence
against this questionable procedure. If anyone in class really
wants to write in favor of fish pedicures, have the student(s)
do some research online and write the opposite argument.
Extra Challenge Reading Activity

NOW YOU CAN Examine questionable cosmetic procedures

A FRAME YOUR IDEAS

Suggested 10 Your actual
teaching time: minutes teaching time:

●
Have students scan the images of questionable cosmetic
procedures. Call on volunteers to read the headings. If
necessary, demonstrate the word slap with a gentle smack
on your face. A chocolate mud wrap consists of your body
being covered in chocolate. Explain that the term express,
used as an adjective here, means fast, suggesting that a
tapeworm diet would be quicker than a regular diet.
●
Call on volunteers to read the rating system. Clarify that
I’d have to know more means you would have to know
more to consider trying it. Give students a few minutes to
read about the procedures and rate them.
●
Then have students compare their ratings in pairs.
●
Bring the class together and ask Would anyone try the
face slapping procedure? the chocolate mud wrap?
the tapeworm express diet? Do you think any of these
procedures should be illegal? Then focus on the asterisks
at the bottom of the tapeworm ad. Ask volunteers Do you
think the risk is worth it?

T45 UNIT 4 LESSON 3

 LESSON
4 GOAL Discuss appearance and self-esteem

A 2:25 LISTENING WARM-UP C 2:26 LISTEN FOR MAIN IDEAS

Suggested 5 Your actual Suggested 10 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
Have students listen to the words and study the ●
Pre-listening: Have students look at the picture. Ask a
definitions. Then have them listen and repeat the words volunteer to read the caption. Invite students to respond
chorally. to it. Do you agree or disagree with this practice?
●
Point out that self- is a prefix that is used with many nouns ●
Review that the main idea refers to the main point made
and adjectives and that these nouns and adjectives with in a lecture.
self- are always hyphenated. ●
Listening: Have students listen once for the main idea.
●
To show the change in meaning when the prefix self- is Then have them listen again.
added to a word, write image on the board and define it ●
Call on volunteers to read each statement. After each one,
as a class. (the way something is portrayed to the public; ask Is this information in the lecture? Is it the most important
what you think someone or something is like or how they information? As a class, agree on the main idea. Encourage
look) Add the prefix self- and define as a class. (how you students to explain why it’s the main idea.
see yourself) Note the change in meaning. Repeat with
several other words from the list. LANGUAGE NOTE Ultra-thin or super-thin means extremely
●
Ask Which of the adjectives has a positive connotation? or very thin; to aspire is to want and work toward achieving
(self-confident) Which have a negative connotation? (self- something important; to bombard means to do something
centered, self-conscious, self-critical ) too often or too much.
●
Have students find at least three words with the prefix self- Option: [+5 minutes] Have students focus on item 3.
in a dictionary. Have them share the words and definitions Write it on the board: Eighty per cent of ten-year-olds
with the class. (Possible answers: self-disciplined, self- are on diets. In small groups, have students respond to
educated, self-employed, self-interest, self-destructing, this statement. Circulate and ask questions to encourage
self-satisfied ) discussion as needed. For example, Are you surprised by the
Option: [+10 minutes] Write these sentences on the number? Is it safe for children that young to diet? Why do you
board: think they diet? Then bring the class together and share.
1. “I always make mistakes.” Listening Strategies
2. “I can do it!”
3. “I’m worried about how I look.”
4. “Everyone should feel sorry for me.”
5. “I’m as important as other people.”
6. “I don’t care much about what other people
need.”
In pairs, have students use a noun or adjective from
Exercise A to describe the person who said each statement.
Go over the answers as a class (1. This person is self-critical.
2. This person is self-confident. 3. This person is self-
conscious. 4. This person feels self-pity. 5. This person has
high self-esteem. 6. This person is self-centered.)
Vocabulary-Building Strategies

B WORD STUDY PRACTICE

Suggested 5 Your actual
teaching time: minutes teaching time:

●
Give students a few minutes to read the sentences. Tell
them to notice which ones will require an adjective and
which ones a noun. (items 2, 5, 6, 8 adjectives; the rest
nouns)
●
Have students complete the exercise, referring to Exercise
A as needed.
●
Have students compare answers with a partner.

UNIT 4 LESSON 4 T46

 D 2:27 LISTEN FOR DETAILS NOW YOU CAN Discuss appearance and self-esteem
Suggested 5–10 Your actual
teaching time: minutes teaching time:
A FRAME YOUR IDEAS
●
Pre-listening: Have students read the questions and see
Suggested 5 Your actual
if they can answer any of them from the listening in the teaching time: minutes teaching time:
previous exercise. Draw students’ attention to the two
images of the woman and ask Which version of this woman
●
Call on students to read the numbered statements in
looks more attractive? the survey. Then have students complete the survey
individually.
●
Listening: Have students listen and answer the questions.
If necessary, stop paragraph-by-paragraph to help
●
In pairs, have students explain their choices.
students locate the answers. ●
To go over the answers as a class, ask Are women more or
●
Go over the answers as a class. For the last item, write the less self-conscious about their bodies than men? Are they
following on the board: more or less self-conscious about their faces than men? Are
women or men more likely to want to look like people in the
If you are a parent of a young girl . . .
media? In general, for whom is beauty more important—
Call on volunteers to come to the board to fill in the blank men or women? Have a few volunteers share their opinions
with tips on how to avoid a negative self-image. (Possible with the class.
answers: Implant a positive self-image about her value and
help build her self-esteem and self-confidence. Let her hear
B NOTEPADDING
you comment on the beauty of all types of bodies.) Invite
Suggested 5 Your actual
students to suggest additional ideas. (Possible answer: Put teaching time: minutes teaching time:
value on education, hobbies, sports, etc.)
●
Read the examples on the notepad out loud.
Challenge: [+10 minutes] For more practice listening
for details, write these incomplete sentences on the board. ●
To model the activity, have a volunteer give an example
Have students listen to the lecture again. Focus on the third of one thing that builds self-esteem. Then have another
paragraph from According to recent studies to . . . dangerous volunteer give an example of one thing that harms
to their health. Replay as many times as necessary. Tell self-esteem.
students they don’t need to write the answers word-for- ●
After students write their ideas individually, have them
word, just the main information. share their notes with the class. Write a list on the board
1. 75% of women think . . . [they’re too fat] as you get feedback from students. (Possible responses:
Build self-esteem: getting compliments, feeling intelligent,
2. Between ages 10 and 14 . . . [the percentage of
hearing positive messages in the media, having a good
girls that are happy with the way they look] . . .
self-image, feeling self-confident; Harm self-esteem:
drops from 60% to 29%.
being criticized all the time, feeling self-pity, feeling self-
3. 80% of women are . . . [highly self-critical and conscious about one’s appearance)
are dissatisfied with their bodies]
4. 80% of 10-year olds . . . [are on diets] C DISCUSSION
5. Between 5 and 10 million teenaged girls and young Suggested 5–10 Your actual
women . . . [have an eating disorder] teaching time: minutes teaching time:

●
In groups of three, have students discuss the questions.
E 2:28 LISTEN TO SUMMARIZE Refer students to the information on the board to answer
Suggested 5–10 Your actual questions 1 and 2. Then have them discuss the remaining
teaching time: minutes teaching time: two questions.
●
To warm up, ask students What is the lecture mainly ●
Focus on question 4 and write students’ answers on the
about? (Possible answer: the negative self-image girls and board. Invite students to respond and agree or disagree,
women have of themselves) Write students’ answers on supporting their opinions.
the board. Leave these on the board. Option: [+10–15 minutes] On the board, write How
●
Have students listen to the first paragraph of the lecture. to Build Self-Esteem. In groups, have students create a
Then have them listen again. Ask Which line best introduces list of six ways to boost self-esteem. (Possible answers: Be
the topic? (the last line of the paragraph) Write it on the positive with yourself. Don’t compare yourself to other
board: people. Exercise. Have realistic expectations. Don’t try to
Our subject today is female self-image and the be perfect. View mistakes as learning opportunities. Don’t
difficulty of growing up female at a time when focus on things you cannot change. Try new things. Do
society has adopted an impossible ideal. things that you like to do. Appreciate the little things in life.
Be kind to other people. Be around kind and supportive
●
In pairs, have students use the information on the board
people. Forgive yourself.) Bring the class together and have
to write their own summary statement.
students share lists.
Discussion: Speaking Booster

T47 UNIT 4 LESSON 4

 WRITING Compare and Contrast: Review

A WRITING SKILL ●
Tell students to fill in the blanks individually, referring
Suggested 5–10 Your actual
to the chart in Exercise A. Remind them to pay attention
teaching time: minutes teaching time: to where the connecting words are at the beginning
of the sentences and where they are connected with a
●
Call on students to read the examples under Compare and semicolon.
Contrast out loud.
●
Have students compare answers with a partner. Point
●
To make students aware of the correct punctuation for out that multiple answers may be possible. Go over any
each connective, ask Which connectives can be preceded questions as a class.
by a comma? (unlike, whereas, while) Which connectives
are followed by a comma? (similarly, likewise, in contrast,
however) What punctuation mark is necessary before similarly,
C APPLY THE WRITING SKILL
likewise, in contrast, and however? (a period or a semicolon) Suggested 10–15 Your actual
teaching time: minutes teaching time:
●
Write the following chart on the board, or print it out
from the ActiveTeach and distribute it to students.
●
Tell students they will write two paragraphs comparing
and contrasting ideas. Ask a volunteer to read the topic
A B choices. Point out that the paragraph in Exercise B,
1. Jay likes to dress up. a. Max loves striking Practice, serves as a model for the first topic choice, only
clothes. Exercise B compares and contrasts within one paragraph.
2. Jay likes to attract Explain that students will write two paragraphs—
attention to himself. b. Dave is rather old- contrasting in the first one and comparing in the
3. Jay always wears fashioned. second one.
fashionable clothes. c. Dave prefers to dress ●
To review, ask Which contrasting words will you use in
casually. the first paragraph? (unlike, in contrast, however, while /
d. Dave doesn’t like to whereas) Which connecting words will you use in the second
stand out in a crowd. paragraph? (like, similarly, likewise, as well / not either) On
e. Max always wears what is the board, write Both . . . and to review the structure
in style. to show similarity between two people or things. For
example, Both my brother and I love to wear loud flashy
f. Max thinks it is important
clothes.
to dress well.
●
Refer students to the Writing Process Worksheet to help
For each statement in column A, have students find a similar walk them through the writing process and peer review.
and a contrasting statement in column B. (1. f, c; 2. a, d; 3. e, b) ●
Circulate as students draft their paragraphs and make
Then have pairs join the statements using connecting
sure they use the connecting words for similarities and
words (Possible responses for item 1: Compare: Like Jay, Max
differences correctly. Refer students to the Vocabulary on
likes to dress up. / Jay likes to dress up. Similarly, Max thinks
pages 38 and 40 as necessary. Remind students to write a
it is important to dress well. / Jay likes to dress up. Likewise,
topic sentence for each paragraph.
Max likes to dress up, too. / Jay like to dress up. Max does
as well. / Jay doesn’t likes to dress casually. Max doesn’t
●
Encourage students to use the Self-Check in the Student
either. Contrast: Unlike Jay, Dave prefers to dress casually. / Book to go over the paragraphs they wrote.
Jay likes to dress up. In contrast, Dave prefers to dress Challenge: [+5 minutes] For more advanced students,
down. / Jay likes to dress up. However, Dave prefers to dress provide the option to write a brief introduction to the
casually. / Jay like to dress up, whereas Dave prefers to dress compare / contrast paragraphs. Provide an example on
casually.) Review as a class by having several students read the board: My sister and I both love fashion. We have
their sentences out loud. similar tastes and enjoy a classic and elegant style.
Option: [+5 minutes] On the board, write How is However, she is much more focused on logos and spends
your and your partner’s fashion sense similar? How is a lot more money on expensive fashion designers. I don’t
it different? In pairs, have students practice using the think there is much of a difference; the clothes we
connecting words for comparing and contrasting while wear are very similar.
talking about their fashion preferences. Writing Process
Graphic Organizer

B PRACTICE
Suggested 5–10 Your actual
teaching time: minutes teaching time:

●
Have students preview the paragraph to orient
themselves in the comparison and contrast taking place.
Ask What is the woman comparing? (her husband’s and her
fashion preferences)

UNIT 4 WRITING T48

 review
Digital Game D
Suggested 5 Your actual
A 2:29 teaching time: minutes teaching time:

Suggested 10 Your actual ●

On the board, write:
teaching time: minutes teaching time:
a singular count noun
●
Pre-listening: Have students scan the multiple choices.
Call on volunteers to define the words. If necessary, refer
a plural count noun [several, a majority, few]
students to the vocabulary in Exercise A on page 38 for a non-count noun [little]
review. both a count and a non-count noun [more and
●
Listening: As students listen, have them choose the more]
correct answers. If necessary, have students listen again. To warm up, have students identify which type of noun
●
Have students compare answers with a partner. each quantifier is used with.
Challenge: [+5 minutes] Have students listen again and ●
Then have students write their sentences.
then write down the line in the conversation that indicates
Option: TEST-TAKING SKILLS BOOSTER (p. 154)
which answer is correct. (1. Better hurry before they go out
of style. 2. It’s my “Look at me jacket.” 3. What on earth has EXTRAS
she done with her hair? 4. Hmm, nice. Very tasteful. 5. No
one’s wearing that anymore.) ●
Workbook
●
MyEnglishLab
Option: [+10 minutes] Write the following lines from the ●
Online Student Resources (www.english.com /
conversations on the board: summit3e)
Everyone’s getting those now. – Classroom Audio Program
– Extra Practice Activities
That’s some [jacket] you’ve got on.
– Summit GO App
What on earth [has she done with her hair]? – Web Projects
Hmm, nice. Very tasteful.
●
ActiveTeach
– Assessment
I think that one can go. – Additional Printable Resources
No one’s wearing that anymore. Audioscripts and Answer Keys
In pairs, have students create short dialogues using the lines. “Can-Do” Self-Assessment Charts
Conversation and Discussion Activator Video Scripts
Oral Progress Assessment Charts
B
Reading Speed Calculator
Suggested 5 Your actual – Summit TV Video Program
teaching time: minutes teaching time:
Activity Worksheets
●
Tell students they will be filling in blanks with adjectives, Teaching Notes
compound adjectives, and nouns from Exercise A, Video Scripts
Vocabulary, on page 40. Remind students that a
compound adjective before a noun has a hyphen. If the
compound adjective is after a verb, no hyphen is usually
necessary. On the board, write I am wearing a short-
sleeved shirt. My shirt is short sleeved.
●
For less advanced classes, you may want to include a
word bank on the board: solid color, an evening gown,
plaid, underdressed, striped, solid color, low-cut, a
tuxedo, a cocktail dress, overdressed, long-sleeved.
●
Go over the answers as a class.

C
Suggested 5 Your actual
teaching time: minutes teaching time:

●
Model the first item with the class. Ask What is the noun
that the quantifier will modify? ( people) Make sure students
understand Every can’t be used with plural count nouns.
●
For each item, have students identify the noun and decide
whether it is a singular count noun, plural count noun, or
non-count noun. Then have them complete the exercise.
●
Have students compare answers with a partner. Then go
over the answers as a class.

T49 UNIT 4 REVIEW