88 UnIt 9
2
DAN LU
@DanL
NOW I’m having problems with the video call.
tAlk ABoUt wHAt YoU’Re doIng
UNIT 9 T-88
LESSON 2 TALK ABOUT WHAT YOU’RE DOING
• Write on the board: A: I’m having a computer problem.
Read the statement. Then ask, How could you respond?
If necessary, refer Ss to the Conversation Skill on page 87. Write: B: What’s wrong? Then add: A: The webcam is not working. Invite two volunteers to read the conversation.
• Read the social media message. Focus on the emoji.
Ask, What feeling does it show? (anger, frustration) Do you ever use this emoji? In what situations? (For example, when something isn’t working) Why is Dan using the emoji? (He is having problems with the video call.) Who is he trying to have a video call with? (Gaby)
1 VOCABULARY
• Have Ss look at the pictures. Then point to the Vocabulary topic, Technology. Say, These words are examples of technology.
• Have Ss listen. Then have them listen and repeat.
• Ask, What part of speech are these items—nouns?
verbs? adjectives? (nouns) Are they singular or plural?
(all singular except headphones, which is plural)
• Have Ss scan the icons and captions.
• Have Ss listen. Then have them listen and repeat.
• Ask, What part of speech are these items—nouns?
verbs? adjectives? (verbs)
• Read the example conversation with a higher-level S.
Then write on the board: goes with . Explain that go with means belong together. Say,
Student A, connect a verb from 1B with a noun from 1A.
Student B, respond. For example:
A: Type goes with keyboard.
B: Right, you type on a keyboard.
Or:
A: Charge battery goes with a tablet.
B: Right, you have to charge a tablet’s battery.
• Assist with prepositions as needed. (For example, You type on a keyboard; You connect to Wi Fi on a tablet; You log on to / log off of your email account on a laptop.)
• Then ask, If Student B disagrees, how could he or she respond? Write No, that’s not right. on the board and follow with a better match.
2 GRAMMAR
• To introduce present continuous, pretend to type. Ask, What am I doing? Write on the board: I am typing. Say, Use present continuous to talk about something you are doing right now.
• Have Ss look at the Affirmative statements section of the grammar chart. Say, Form present continuous by using the present of be and the -ing form of a verb.
Read the statement in the chart with each subject and have Ss repeat. Then say, You can also use contractions.
Reread each statement and elicit the contractions. (I’m talking. We’re talking. They’re talking. He’s talking.)
• Focus on the Negative statements section of the grammar chart. Read the statement in the chart with each subject and have Ss repeat. Then ask, Are there other contractions you could use? (yes) Reread each statement and elicit the alternate contractions. (We aren’t talking. They aren’t talking. He isn’t talking.) Review that there is only one contracted form for I: I’m not talking.
• Move on to yes/no questions. Say, Just like with yes/no questions with be, the word order is be first, subject second. The verb + -ing comes third. Read the question in the chart with each subject and have Ss repeat.
• Point to Short answers and ask, What do you notice about the affirmative and negative short answers? (They don’t include the verb + -ing. They are the same as short answers to yes/no questions with be.) Write on the board: A: Are you working? B: Yes, I am (working).
Say, The short answer drops the verb + -ing. In pairs, have Ss take turns asking the yes/no questions in the chart and responding with short answers.
• Finally, ask Ss to look at the Wh- questions section of the grammar chart. Point out that wh- questions are formed the same way as yes/no questions but with the wh- word added at the beginning. In pairs, have Ss take turns asking the wh- questions in the chart and reading the answers.
• To bring together the various forms, write A: What am I doing? on the board and read the question. Pretend to be typing like at the beginning of the lesson. Elicit and write an answer. (B: You are typing.) Then write A: Am I talking on the phone? and read the question. Elicit and write an answer. (B: No, you’re not. You’re typing.) Finally, say and write on the board: A: I’m not talking on the phone. I’m typing. Point to each sentence on the board and have Ss identify the present continuous form:
A: What am I doing? B: You are typing.
(wh- question; answer)
A: Am I talking on the phone? B: No, you’re not.
You’re typing. (yes/no question; short answer;
affirmative statement)
A: I’m not talking on the phone. I’m typing. (negative statement; affirmative statement)
frenglish.ru
3 PRONUNCIATION
09-11 Listen. Notice the intonation. Then listen and repeat.
What are you doing? Who are you talking to?
Are you working? Are you talking to Gaby?
09-12 Listen. Does the intonation go up or down at the end? Circle or . Then listen and repeat.
1. Are you hanging up? 4. How is he doing?
2. Are you logging on? 5. Where are you going?
3. Is it charging? 6. What is she typing?
PAIRS Practice the questions in 3B. Then write two more questions.
4 CONVERSATION
09-13 Listen or watch. Check the true statements.
Dan can’t hear Gaby. Gaby can’t see Dan.
Gaby calls Dan on her tablet.
Dan gets a new laptop. Dan wants to share his screen.
Gaby doesn’t have a power cord.
09-14 Listen or watch. Complete the conversation.
Dan: What ?
Gaby: you on my tablet.
Dan: OK … Nope. It .
Gaby: How about your computer?
Dan: Let me check. The webcam isn’t working.
09-15 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
laptop keyboard
COACH Intonation in questions
Intonation usually goes up at the end of yes/no questions. Intonation usually goes down at the end of wh- questions.
5 TRY IT YOURSELF
GROUPS On separate pieces of paper, write 8–10 activities you can do with technology. Fold each paper. Give your folded papers to another group.
use a mouse type
GROUPS Play charades. Student A, choose one paper. Don’t show it to your group.
Act out the activity. Group members, guess the activity. You have three guesses.
Keep score!
UnIt 9 89 I cAn tAlk ABoUt wHAt I’m doIng.
UNIT 9 T-89
3 PRONUNCIATION
• Write Is everything OK? and What’s wrong? on the board.
• Read Intonation in questions aloud. Say, Look at the questions on the board. Which one is the yes/no question? (the first one) Which one is the wh- question?
(the second one) Then read each question, modeling rising and falling intonation. Have Ss repeat.
• Ask Ss to preview the exercise questions. Have Ss listen. Then have them listen and repeat.
• Have Ss preview the items and predict the intonation.
Have them circle the arrows in pencil.
• Then have Ss listen and complete the exercise.
• Then ask Ss to listen and repeat.
• In pairs, ask Ss to alternate reading the questions and practicing the intonation.
• Then have them write one yes/no question and one wh- question. Call on pairs to read their questions.
Listen for correct intonation.
OPTION Invite Ss to make up answers and role-play short conversations. Write an example on the board:
A: Are you hanging up? B: No, I’m still here.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they?
(Gaby and Dan) Ask, What do you remember about Gaby? (For example, She is from Bolivia. She’s an accounts manager.)
• Return to the video still and ask, What do you think is happening? (They are probably having problems connecting.) How do you know? (Dan’s social media message)
• Have Ss listen or watch. Ask, Were your predictions correct?
• Have Ss listen again and complete the exercise individually.
• Go over the answers as a class. If appropriate, play the audio or video again.
• Ask Ss to preview the conversation and predict ways the gaps might be filled.
• Then have them listen and fill in the gaps with the words they hear.
• Call on two Ss to read the completed conversation.
Go over any questions.
• Focus on the content of the conversation. Ask, Is the problem with Gaby’s computer or with Dan’s computer? (Dan’s computer) What is the problem?
(The webcam isn’t working.)
• Play the audio and have Ss repeat chorally, line by line.
• Point out the two questions in lines 1 and 4. Ask, Does the intonation go up or down? (down) Why? (because they are wh- questions) Model the falling intonation and have Ss repeat.
• Have Ss listen to the conversation again and repeat.
• Then, in pairs, have Ss practice. Time permitting, have Ss swap roles and practice again.
• Ask a volunteer to read the highlighted words. Say, You can use these words in place of same-color words in the conversation, or you can use your own words.
• Then, in pairs, have Ss make their own conversations.
Time permitting, have Ss swap roles and practice again.
5 TRY IT YOURSELF
• Have each group write technology-related activities on pieces of paper. Refer Ss to 1B on page 88 for ideas.
Then have groups swap folded papers.
• Have Ss take turns choosing a paper from the pile and acting out the activity. Write on the board:
What am I doing? Say, Student A, start by asking this question. To guess, ask a yes/no question. Write: Are you ing? Continue, Student A, reply with short answers. Write: Yes, I am. / No, I’m not.
• Have groups appoint a S to keep score. For each correct guess, a S gets one point.
EXTENSION Have Ss return to Dan’s social media message. Ask, What problem does Dan have during his video call with Gaby? (They can hear each other, but they can’t see each other.) Do they solve this problem? (yes) What new problem do they have at the end of the conversation? (Dan’s battery is low, and he doesn’t have a power cord.)
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the class and listen to Ss’
conversations. Listen to determine if Ss are correctly
✓ using vocabulary for technology
✓ using the present continuous
✓ using rising and falling intonation in questions EXIT TICKET Write on the board: You are having a problem with your laptop. Write a short email message to tech support. Use the present continuous to describe what is going wrong. Have Ss write their names and the email on a blank card or piece of paper. Collect and read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice.
frenglish.ru
3 PRONUNCIATION
09-11 Listen. Notice the intonation. Then listen and repeat.
What are you doing? Who are you talking to?
Are you working? Are you talking to Gaby?
09-12 Listen. Does the intonation go up or down at the end? Circle or . Then listen and repeat.
1. Are you hanging up? 4. How is he doing?
2. Are you logging on? 5. Where are you going?
3. Is it charging? 6. What is she typing?
PAIRS Practice the questions in 3B. Then write two more questions.
4 CONVERSATION
09-13 Listen or watch. Check the true statements.
Dan can’t hear Gaby.
Gaby can’t see Dan.
Gaby calls Dan on her tablet.
Dan gets a new laptop.
Dan wants to share his screen.
Gaby doesn’t have a power cord.
09-14 Listen or watch. Complete the conversation.
Dan: What ?
Gaby: you on my tablet.
Dan: OK … Nope. It .
Gaby: How about your computer?
Dan: Let me check. The webcam isn’t working.
09-15 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
laptop keyboard
COACH Intonation in questions
Intonation usually goes up at the end of yes/no questions. Intonation usually goes down at the end of wh- questions.
5 TRY IT YOURSELF
GROUPS On separate pieces of paper, write 8–10 activities you can do with technology. Fold each paper. Give your folded papers to another group.
use a mouse type
GROUPS Play charades. Student A, choose one paper. Don’t show it to your group.
Act out the activity. Group members, guess the activity. You have three guesses.
Keep score!
UnIt 9 89 I cAn tAlk ABoUt wHAt I’m doIng.
✓
✓
✓
are you doing I’m calling
isn’t working
frenglish.ru
1 VOCABULARY Daily activities
09-16 Listen. Then listen and repeat.
09-17 Listen. Then write the activity.
1. go online 4.
2. 5.
3. 6.
PAIRS Compare your answers.
2 GRAMMAR Adverbs of frequency
100%
50%
0%
I
always usually often sometimes rarely never
eat breakfast.
Notes
• The adverb of frequency goes before the action verb.
He always gets up at 6:00 A.M.
• The adverb of frequency goes after the verb be.
He’s never late. He’s always on time.
• Use how often to ask about frequency.
How often do you go online?
>> FOR PRACTICE, GO TO PAGE 126
COACH
get home go online relax go to bed
get up brush your teeth take a shower get dressed
leave the house
eat breakfast eat lunch eat dinner
7:00 P.M. 12:00 P.M.
6:00 A.M.
lesson
90 UnIt 9
3
DAN LU
@DanL
Check out this podcast—Carly’s Corner—it has some good advice.
tAlk ABoUt dAIlY ActIVItIes
take a shower go to bed get up
brush teeth leave the house
frenglish.ru
1 VOCABULARY Daily activities
09-16 Listen. Then listen and repeat.
09-17 Listen. Then write the activity.
1. go online 4.
2. 5.
3. 6.
PAIRS Compare your answers.
2 GRAMMAR Adverbs of frequency
100%
50%
0%
I
always usually often sometimes rarely never
eat breakfast.
Notes
• The adverb of frequency goes before the action verb.
He always gets up at 6:00 A.M.
• The adverb of frequency goes after the verb be.
He’s never late. He’s always on time.
• Use how often to ask about frequency.
How often do you go online?
>> FOR PRACTICE, GO TO PAGE 126
COACH
get home go online relax go to bed
get up brush your teeth take a shower get dressed
leave the house
eat breakfast eat lunch eat dinner
7:00 P.M. 12:00 P.M.
6:00 A.M.