| Lesson One |
|
| Activity |
To provide additional challenge |
| Psychology and Theater subject notes |
After reading through the unit once, ask students to read again to find examples of psychology and theater mentioned. |
| Before you read |
Ask students to explain what they think makes someone beautiful or attractive. |
| Read about it |
Ask students to compare their answers in pairs and choose the best answers. |
| What Is Beauty? |
Before playing the CD, have students read on their own identifying vocabulary they have difficulty pronouncing. Then, play the recording. |
| Vocabulary notes |
Ask students to write a short paragraph using all the words in the vocabulary notes. |
| Read and listen again |
Ask students to make notes as they listen to the CD with their books closed. |
| Read and listen again to practice your pronunciation. |
Ask students to read the article or paragraphs of the articles aloud to the class. |
| A. Answer these questions. |
Ask students to answer the questions without looking back at the article. |
| Understand what you read: Parts of speech |
Let students work through the explanations in groups and have them explain the points to the rest of the class providing examples. Ask the students to find examples from the text. |
| B. Write the name of the parts of speech for the underlined words. |
Ask students to identify other parts of speech in each sentence. |
| C. Fill in the missing words. Use the correct form of the word. |
Ask students to find synonyms for as many of the words as they can. For example, health for medical. |
| What are some fad diets you have heard about? |
Ask students to work together to make a chart about different diets, showing what you can and can’t eat. |
| What about you? |
Ask students to compare answers to identify a good definition. |
| Lesson One |
|
| Activity |
To provide additional support |
| Psychology and Theater subject notes |
Explain that student’s reading improves when they expand their knowledge base. After reading through the unit, review the definitions and ask for examples. |
| Before you read |
Ask students to work together to decide which of the women they find most beautiful. |
| Read about it |
Give the answers to the questions and ask students if they agree. Ask if they have any other answers. |
| What Is Beauty? |
For the reading, ask students to read along as they listen to the CD. Stop the CD regularly to check comprehension. |
| Vocabulary notes |
Review the pronunciation of the words and ask students for explanations of what each one means. Give examples in sentences. |
| Read and listen again |
Stop the CD regularly to give students a chance to think about what they are reading and hearing. |
| Read and listen again to practice your pronunciation. |
Read the article to the class and ask students to follow along. Stop once in each sentence and ask a different student to pronounce one of the words. Alternatively, ask students to each read aloud one sentence of the passage. |
| A. Answer these questions. |
Ask students to work together to answer the questions and/or give students hints about where they will find the answers to the questions. |
| Understand what you read: Parts of speech |
Read through the explanation and give students examples from the text. |
| B. Write the name of the parts of speech for the underlined words. |
Give students a choice of one or two parts of speech for each word. For example, ask if the first one is an adjective or an adverb. |
| C. Fill in the missing words. Use the correct form of the word. |
Where necessary, give the correct form of the word for the students. Review the meaning of each word to make sure students understand. |
| What are some fad diets you have heard about? |
Give examples of different diets and ask students if it would be hard to go on one of them. |
| What about you? |
Ask students to think of the movie star or singer they find most attractive. |
| Lesson Two |
|
| Activity |
To provide additional challenge |
| Read about it |
Ask students for their opinions about beauty contests. Would they like to go to one? Would they like to be in one? How would it feel to enter but lose? |
| The Beauty Myth |
Ask students to act out the play in small groups. |
| Vocabulary notes |
Ask students to write a short paragraph using all the words in the vocabulary notes. |
| Read and listen again to practice your pronunciation |
Ask students to read to the class. |
| A. Summarize the main idea in one sentence |
Ask students to explain the ideas in the paragraph. |
| B. Vocabulary check: Find the words. |
Ask students to think of crossword clues for the words in the puzzle. |
| C. Choose the best answer. |
Ask students not to look back at the reading to answer the questions. |
| Debate |
Ask students to prepare the debate on their own, adding their own points to the argument. |
| Another idea to debate |
Ask students to think of more points, perhaps as research in the library or online. |
| Review the cartoon |
Ask students to think of a new caption for the cartoon. |
| Lesson Two |
|
| Activity |
To provide additional support |
| Read about it |
Explain beauty contests: often they are now called talent contests with participants showing a wide variety of skills. |
| The Beauty Myth |
For the reading, ask students to read along as they listen to the CD. Stop the CD regularly to check comprehension. |
| Vocabulary notes |
Review the pronunciation of the different words and ask students for definitions. Give examples in sentences. |
| Read and listen again to practice your pronunciation |
Ask students to take turns reading in small groups. Visit each group to check their pronunciation. |
| A. Summarize the main idea in one sentence |
Ask students to work together to complete the task. |
| B. Vocabulary check: Find the words. |
Give students the first letters of the words. They still need to find each word in the puzzle. |
| C. Choose the best answer. |
Ask students to work in pairs to answer the questions. |
| Debate |
Ask students to read and present the points. Ask, “Which side has the best argument? Why?” |
| Another idea to debate |
Discuss the extra point with the students. Ask how it relates to the reading. |
| Review the cartoon |
Ask students if they find the cartoon funny. Have them explain why or why not? |
