5 Turning Points - dqt7m27rg71w0.cloudfront.net

1 Turning PointsThe students are assessed on a variety of tasks. The chart below shows tasks and activities for assessment according to domains and benchmarks. 5 Domains and BenchmarksSocialInteractionAccess toInformationPresentationAppreciation of Language, Literature and CultureWRITE IT!Write an application to participate in a TV program. (Student s Book, page 122)Assessment Chart:Teacher s Guide, page 130 express ideas and opinionsWRITE IT!Write a description of an experience.( Student s Book, page 127)Assessment Chart:Teacher s Guide, page 130 Follow the development of an argument in a range of texts and use this knowledge as needed identify and infer the attitudes of the writer / speaker and draw conclusions react in depth to the content of something read, seen, or heard using the appropriate higher-order thinking skills for this levelSPE AK UP!

2 Give a presentation. ( Student s Book, page 132)Assessment Chart:Teacher s Guide, page 131 express ideas and opinions, providing in-depth explanations interact for a wide variety of purposes, such as persuading, discussing and group decision making engage in conversations on a wide range ofgeneral topics, such as social and global issues, using language to suit context, audience, and purpose create, collaborate and respond to a variety of written texts in print or handwriting, as well as digital, such as Skype, discussion forums, and different Web tools showing awareness of context, audience and purposeWRITE IT! Write a proposal for a project. ( Student s Book, page 137)Assessment Chart:Teacher s Guide, page 131 synthesize and present information in depth from multiple sources react in depth to the content of something read, seen, or heard using the appropriate higher-order thinking skills for this level103 PAGE 117 Discuss the title, Turning Points .

3 Point out that this is also the title of the book. Ask the students to explain what meanings the title has. Read the subtitle which describes how this theme will be developed. The theme is facing change as a challenge. Get the students to give examples of what can be described as twists and turns in life . Explain that this is another expression, like short and sweet, made up of two words. Point out that twists and turns can be both positive and negative. Either way, they are the causes of examples include: changing schools, losing friends, making new friends, losing someone you love, starting a new job, changing a study track at school, becoming famous, The opening activity introduces the theme by presenting messages of two famous writers, Mark Twain and Hans Christian Andersen. The students read what the writers wrote to see what the message of each is and then decide if they are the same.

4 Ask the students if they think the messages of the two writers are the same or not. Share the background information with the all logical and grammatical InformationHans Christian Andersen (born April 1805, died August 4, 1875), was a Danish author. Although he wrote many plays, novels, travelogues and poems, he is most famous for his fairy tales, including The Snow Queen and The Emperor s New Clothes .Mark Twain, actually named Samuel Langhorne Clemens (born November 30, 1835 and died April 21, 1910), was an American writer. He was known for his wit. He is famous for his stories and novels, which include Tom Sawyer and Huckleberry Finn . He traveled a lot and wrote about his ANSWERSHans Christian Andersen:Go places and look for adventures, because by getting out in the world and discovering new places and people, you are truly living.

5 / Reach out, travel and see the big world that s what living is all Twain:Take chances and do whatever it is that you want to accomplish. If you don t, you may regret it later. / Take risks in life , because you ll be disappointed if you don t. Explore, dream, discover: be open to messages are about embracing new experiences: taking risks and leaving our comfort zone to experience life to its fullest. Both writers use the concept of travel to stress the feeling of moving away from a safe place in your life and to take The students make the connection between the title Turning Points and the message of the two writers. First discuss with the students what the title means. Elicit that it refers to a moment or a time in life when the decision you make will affect your immediate future, if not the rest of your life .

6 Once the students understand the meaning of the title and the message of each quote, they can look for possible connections between ANSWERSIn life , we are constantly faced with choices that must be made. There are certain Points in life when these decisions can really change our fates and futures. When we reach a specific Turning point in our lives, we can make use of these writer s wise words. By taking risks sometimes, we can experience new and wonderful things in our lives. So it is important to face our fears at these Turning Points in our lives. That way we won t limit ourselves to the old and familiar ways of doing things. The words of the writers teach us to broaden our horizons and live fully. 104 PAGES 118-119 PART 1 COMMUNITYP oint out the title of Part 1, Community . Point out that sometimes change can come about by people working together as a community.

7 Draw the students attention to Your Goal which states the objective of Part 1. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will complete an application to participate in the television show Survivor, using wish clauses and new words. They will relate to ideas of cooperation, survival techniques and students will read an article about how a community of children worked together to bring about 1 The purpose of this pre-reading discussion is to trigger a conversation about community, and the benefits of being part of a group. Begin a discussion with the students about community. Ask them if they think community life is important and why. Read the Points that are listed and ask them which they think are the most important aspects in community life .

8 2 In pairs, the students compare their lists and explain their choices. Direct the students attention to the phrases that will help them begin formulating The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary Teaching Suggestions for Vocabulary in the Introduction to this Teacher s Guide. 1 Have the students find the words that can name or describe a place. POSSIBLE ANSWERS region, remote, southern, located on, surrounded by 2 The students use the new words to predict what they can about the community they are going to read about, especially words that imply there is a helpful community there.

9 POSSIBLE ANSWERS Something floats. There is or will be a championship. There are obstacles they need to overcome. The people show persistence. The kids go barefoot. The community is enthusiastic and inseparable. They share a favorite pastime. They accomplish something with their bare the students to the box entitled Words You Know . Have the students look at the words and name words in the word list that come from the same family. For example: end endless, live The students look at the pictures and guess what the story is about. Accept all logical and grammatically correct The students read the article for the main idea: they check to see if their story was right. See Teaching Suggestions for Reading in the Introduction to this Teacher s 120E The students answer reading comprehension questions about the article.

10 For question 6, remind the students of the meaning of ironic. Explain to the students that something that happens that is unexpected or the opposite of what one would expect, is considered to be ironic. Ask them to give you other examples of ironic c2. the soccer pitch is completely surrounded by water3. No. Fishing is the village s main source of livelihood; tourism adds to its source of c, d5. a. had to float on the water b. stuck out, which was painful for the barefoot players 6. a. difficult conditions, the players became soccer sensations / champions b. surprisingly7. different from8. Paragraph 4: The first team became soccer sensations. / Koh Panyee is currently one of the most successful youth soccer clubs in Southern Thailand. Paragraph 5: the success of the team led to decades more of talented soccer players in Koh Panyee.