I cAn wRIte ABoUt comPUteR PRoBlems. UNIT 9
T-93
LESSON 5 WRITE ABOUT COMPUTER PROBLEMS
1 FOCUS ON WRITING
• Read the Writing Skillaloud. Ask, Do you ever write business emails? Do you ever use bullet points or numbers in your emails?
• Tell Ss to look at the email in 2A on page 92 and circle the numbers. Ask, What is on Dan’s list? (problems he’s
having with his laptop) How many problems does Dan have? (three) Does the numbered list make Dan’s email easy to read? (yes) Would it be possible to use bullets instead of numbers? (yes)
2 PLAN YOUR WRITING
• Read the directions. Then tell Ss, Complete the chart with three problems. Write the item. Describe the problems. Give explanations and examples.
• Copy the graphic organizer on the board to model the activity. For Item, write Dan’s computer. Say, Let’s fill out the chart for Dan’s laptop. Look at Dan’s email.
What are the problems? What explanation / example does he give for each problem? Call on Ss to come to the board and fill in sections of the chart (Problem 1:
The computer is really slow; Explanation / Example:
It takes a long time to start up. Problem 2: The battery
is good for only an hour; Explanation / Example: He needs to work on the train, but the battery dies before he is done. Problem 3: The touchpad isn’t working;
Explanation / Example: He has a mouse, so this isn’t a big problem.)
• Then have Ss fill in the graphic organizer with their own item, problems, and explanations / examples.
• In pairs, have Ss talk about the problems they outlined.
Encourage them to describe the technology problems in the simple present.
3 WRITE
• Have Ss work individually to write the email. Say, For ideas about how to start your message, look at the email on page 92. Each of the problems from your chart in 2A should be a numbered item or a bullet point in the email. For lower-level Ss, write the following lines from the email on page 92 on the board: Hi,
. Can you help? I’m having problems with...
• Point out that it’s OK to use the present continuous to introduce the ongoing technology problem. (I’m having problems with...) However, tell Ss to use the simple present to describe the problems and give explanations or examples. Remind Ss that they can
use adverbs of frequency. (For example, My computer sometimes crashes.)
• Circulate and assist as needed. Remind Ss to write their problems in a list and to use bullet points or numbers.
EXTENSION For higher-level Ss, have Ss also write a response from Greg. (For example, Dear Dan, I’m sorry to hear you are having problems with your computer...) Tell Ss they can agree to help and schedule a time, offer suggestions to fix the specific problems, or offer a new company computer.
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing. Say, Read your partner’s email and complete the checklist in your partner’s book.
• Then have Ss return books and discuss the topics in the chart in 4A. Give Ss time to make any corrections or improvements.
5 PROOFREAD
• Have Ss proofread their messages. Remind them to read their message three times, checking once for spelling, once for punctuation, and once for capitalization.
• Circulate and look over Ss’ emails. Suggest any remaining corrections. If Ss have made a lot of changes, encourage them to recopy their emails or print them again with corrections.
EXIT TICKET Write on the board: My smart phone has many problems. It’s very slow. The camera is broken.
The screen is cracked. Say, Use this information to write a list. Use numbers or bullet points. Have Ss write their name and answer on a blank card or piece of paper. Collect cards as Ss leave. Read the cards to identify areas for review and extra practice in later lessons and to identify individual Ss who may need additional practice.
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1 FOCUS ON WRITING
Read the Writing Skill.
Read the email on page 92 again.
Circle the numbers in a list.
2 PLAN YOUR WRITING
Imagine you have problems with your laptop, computer, tablet, or phone. Look at the technology words on page 88. Complete the chart.
Item:
Problem:
Explanation / Example:
Problem:
Explanation / Example:
Problem:
Explanation / Example:
PAIRS Talk about your technology problems.
My keyboard is …
3 WRITE
Write an email about problems with technology. Describe the problems.
Make a list of the problems. Ask for help. Use the email on page 92 as a model.
4 REVISE YOUR WRITING
PAIRS Read your partner’s email. Complete the chart.
Did your partner …? Yes No
describe the problems ask for help
write a list with numbers or bullet points
PAIRS Can you improve your partner’s email? Make suggestions. Then revise your writing.
5 PROOFREAD
Read your email again. Check your spelling, punctuation, and capitalization.
WRITING SKILL Write a list In business emails, you can write a list. This makes your writing easy to read. Use numbers or bullet points (•) .
UnIt 9 93
lesson 5 wRIte ABoUt comPUteR PRoBlems
I cAn wRIte ABoUt comPUteR PRoBlems.
see page 92
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GET STARTED 1 MEDIA PROJECT
09-21 Listen or watch. Check (✓) the activity each person is doing.
Karin Hana Mio Ren & Yuna taking photos
playing video games texting friends checking email
Show your own photos.
Step 1 Think about technology. Take 4–6 photos of your friends or family members on their phones, computers, or other devices.
Step 2 Show the photos to the class. Talk about each one and explain what each person is doing.
Step 3 Answer questions about the photos. Get feedback on your presentation.
2 LEARNING STRATEGY
WRITE THE RULE
To understand grammar, fi nd examples of a grammar structure and write the rule.
Make a list of phrases or sentences from the grammar charts in this unit. Write a grammar rule in your own words.
3 REFLECT AND PLAN
the teacher’s book the boy’s bike Jane’s desk
Rule: To form the possessive of regular singular nouns, add ’s
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Describe things people
own
Talk about what I’m doing
Talk about daily activities
Vocabulary
Describing things Technology Daily activities
Pronunciation
Moving the main stress Intonation in questions
Grammar
Possessive nouns This / that / these / those Present continuous:
Statements and questions
Adverbs of frequency
Reading
Make inferences
Writing Write a list
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
Do the Learning Strategy:
Write the rule, page 94.
Notes Done
PUt It togetHeR
94 UnIt 9
✓
✓
✓
✓
frenglish.ru
GET STARTED 1 MEDIA PROJECT
09-21 Listen or watch. Check (✓) the activity each person is doing.
Karin Hana Mio Ren & Yuna taking photos
playing video games texting friends checking email
Show your own photos.
Step 1 Think about technology. Take 4–6 photos of your friends or family members on their phones, computers, or other devices.
Step 2 Show the photos to the class. Talk about each one and explain what each person is doing.
Step 3 Answer questions about the photos. Get feedback on your presentation.
2 LEARNING STRATEGY
WRITE THE RULE
To understand grammar, fi nd examples of a grammar structure and write the rule.
Make a list of phrases or sentences from the grammar charts in this unit. Write a grammar rule in your own words.
3 REFLECT AND PLAN
the teacher’s book the boy’s bike Jane’s desk
Rule: To form the possessive of regular singular nouns, add ’s
Look back through the unit. Check the things you learned. Highlight the things you need to learn.
Speaking objectives Describe things people
own
Talk about what I’m doing
Talk about daily activities
Vocabulary
Describing things Technology Daily activities
Pronunciation
Moving the main stress Intonation in questions
Grammar
Possessive nouns This / that / these / those Present continuous:
Statements and questions
Adverbs of frequency
Reading
Make inferences
Writing Write a list
What will you do to learn the things you highlighted?
For example, use your App, review your Student Book, or do other practice. Make a plan.
Do the Learning Strategy:
Write the rule, page 94.
Notes Done
PUt It togetHeR
94 UnIt 9 UNIT 9 T-94
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the photo on the right. Ask, What are they doing? (They are playing video games.) Remind Ss, When you talk about what someone is doing, use present continuous.
• Have Ss to preview the items in the chart. Tell them to listen for this information and identify who does each activity.
• Have Ss listen or watch and check the activity each person is doing.
• In pairs, have Ss compare answers. Then bring the class together and elicit present continuous statements using information from the chart. (For example, Karin is taking photos.)
• Explain to Ss that they will create a photo project.
• Give Ss some time in class to read the three steps.
Answer any questions.
• Ask Ss to work individually on Step 1 and think of people and technology they want to talk about.
Encourage Ss to photograph people of different ages doing a variety of activities. Model by saying, for example, This is my grandmother. She is looking for a recipe on her laptop. Tell Ss, Write notes or create a script of what you want to say. Model an introduction on the board: Hello. My name is . Here are some photos of my friends on their devices. Ss can complete this step for homework or in class.
• For Step 2, have Ss practice once with a partner. Then call on individual Ss to present their photos.
• For Step 3, have Ss answer their classmates’ questions.
Then write the following questions on the board:
1. Does the person show 4–6 photos of people on devices?
2. Does the person explain what each person is doing?
3. Does the person speak clearly?
4. Is this presentation interesting?
Give Ss a few minutes to read over the questions.
Tell them to write each person’s name on a piece of paper before the person presents, and then take notes during the presentation referring to the questions on the board.
• Then invite classmates to ask questions and give feedback. You may choose to save the feedback until the very end and let Ss walk around, refer to their notes, and tell Ss individually what they did well or could do better. Remind Ss to speak kindly and constructively.
OPTION To provide an opportunity for self-critique, record Ss presentations. Then have Ss watch and complete the following checklist:
Did I show 4–6 photos of people on devices?
Did I explain what each person is doing?
Did I speak clearly?
Was my presentation interesting?
Encourage Ss to be honest with themselves and to keep notes of their observations for the next time they prepare a similar presentation.
2 LEARNING STRATEGY
• Focus on the notepad. Tell Ss to cover the last two lines. Then have them study the examples. Ask, How are they similar? (They have possessive nouns. The nouns are singular. They have ’s.) Then ask, What rule do these examples follow? Elicit Ss’ ideas and then have them uncover the rule.
• Read the Learning Strategy topic, Write the rule. Call on a volunteer to read the rule at the bottom of the notepad. Say, Finding examples that use the same
grammar structure and writing the rule will help you understand and remember new grammar.
• Have Ss complete the task in pairs. Tell them to find examples that go together in the grammar charts on pages 86, 88, and 90. Say, Copy the examples. Write a rule in your own words. Then compare your rule with the rule in the grammar chart, if there is one.
• Combine pairs into groups of four and have them share their examples and rules.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate and answer any questions. Encourage Ss to look back at each lesson in the unit.
• Have Ss compare checklists in pairs and talk about the things they need to study or practice more.
• Have Ss work individually to think about what might help them learn the topics they don’t feel they know yet. Refer individual Ss to specific handouts, app practice, workbook pages, etc., to help them master any problem areas. If Ss feel confident about all of the
topics in this unit, encourage them to think of topics they need help with or want to learn.
• Then invite Ss to walk around and compare ideas for learning different topics.
UNIT REVIEW BOARD GAME To review the Unit content, go to the Pearson English Portal / Reproducibles / Unit Review Board Games folder and print out and make copies of the Unit 9 Board Game. You’ll find instructions for the game in the same folder.
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GET STARTED
95
leARnIng goAls
In this unit, you
describe your weekend talk about past activities talk about a past vacation read and write about a
vacation