78 UnIt 7
JIM STEVENS
@JimS
It’s going to be a busy day.
Send some energy my way—I’m going to need it!
Ask ABoUt How to do sometHIng
UNIT 7 T-78
LESSON 1 ASK ABOUT HOW TO DO SOMETHING
• Read the lesson title aloud. Ask, When was the last time you asked someone to show you how to do something?
What was it?
• Read the social media message aloud. Ask, What time of day do you think Jim is posting this message?
(probably in the morning) What type of day is he predicting he will have? (a busy and difficult one)
1 VOCABULARY
• Read the vocabulary topic aloud. Have Ss look at the pictures and read the captions. Have Ss define the terms they already know.
• Have Ss listen. Then have them listen and repeat.
• On the board, write, file, email, internet site. Call on Ss who are familiar with computers to define the terms.
(file: a set of data or information on a computer; email:
a system of sending messages from one computer to another; Internet site: a collection of related multimedia pages located at a single address on the World Wide Web)
• Have Ss complete the exercise individually.
• Call on Ss to share answers. Invite them to challenge answers if they disagree. For example:
A: I don’t think you can forward an Internet site.
B: But you can forward a link to a website.
• Circulate as Ss discuss the question. Assist as needed.
• Bring the class together. Call on selected Ss to recite their responses and write them on the board. Have Ss notice the verb + object combination in each sentence.
(for example, access email, delete a post, copy a link)
2 GRAMMAR
• Books closed. To introduce the grammar, write on the board:
What time is it?
Do you know ?
Ask, How can we combine the two questions into one? Write the embedded question on the board.
(Do you know what time it is?) Say, This is called an embedded question.
• Tell Ss to open their books to page 78. Read the Grammar title and introduction aloud. Explain that to embed means to put something inside something else.
Point to Do you know what time it is? on the board.
Ask, What is the embedded question? (what time it is) Which phrase introduces it (Do you know)
• Give Ss a moment to look over the chart. Then call on a S to read the first direct question and embedded question. Ask, What is the word order in the direct question? (question word order: subject after the verb) What happens to word order in an embedded question? (It changes to statement word order: subject before the verb.) Say, We always use statement word order in embedded questions.
• Call on different Ss to read the remaining direct questions and embedded questions. After each set of sentences, ask questions to elicit the word order and other changes in the embedded questions. (In the second embedded question, the subject comes before the auxiliary verb can. In the third embedded question, the subject comes before the auxiliary verb are. In the fourth embedded question, the auxiliary does drops, and the verb changes from work to works.)
• Ask Ss, What is the punctuation at the end of the direct Wh- questions? (question marks) What is the punctuation at the end of the embedded questions?
(both question marks and periods) Point out that the punctuation depends on whether the question is embedded into a statement or a question. Ask, Which
two embedded questions are actually statements? (the last two) Which ones are questions? (the first two)
• Direct Ss’ attention to the notes. Read the first one.
Write the introductory phrases on the board, followed by an ellipsis (...). Elicit whether each introductory phrase is a question or statement and have Ss fill in punctuation. (Do you know…? Can you tell me…? I don’t know… I’m not sure… I’d like to know… Would you mind explaining…?)
• Call different Ss to the board. Instruct each S to erase the ellipsis and replace it with an embedded question.
(For example, Do you know what time it is?) If Ss need help, prompt them with a direct question (for example, What time is it?).
• Focus on the second note. Have Ss underline the subject once and the verb twice in the embedded questions on the board.
• Read the last note and point to the last example in the Direct questions section of the grammar chart.
Reiterate that in the corresponding embedded question, the auxiliary verb is dropped and sentence word order is used, with third person singular works as the verb.
• To check Ss’ understanding, write the following direct questions on the board:
What are they going to do?
When should we come?
What is her name?
How does this work?
• In pairs, have Ss write embedded questions using any of the introductory phrases in the first note. Remind them to use correct punctuation. (For example, Do you know what they’re going to do? I’m not sure when you should come. I don’t know what her name is. Would you mind explaining how this works?) Call Ss up to write the embedded sentences on the board. Then check as a class.
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4 TRY IT YOURSELF
ROLE PLAY Ask your classmate to explain how to do things on your cell phone.
Use the ideas below or your own ideas. Take turns asking and explaining.
delete an app upload photos into a text or email download pictures copy and paste a text or an image
Do you know how to delete this app?
WALK AROUND Find someone who can answer the questions your partner couldn’t answer. If your partner answered all of your questions, ask another question, or answer someone’s question.
3 CONVERSATION
07-03 Listen or watch. Circle the correct answers.
1. Su-min asks where the is.
a. email list b. North Pole file c. marketing meeting
2. Su-min wants to know when the meeting is.
a. marketing b. software c. lunch
3. Jim explains why .
a. Su-min didn’t get a pop-up window b. there was a mistake on the calendar c. Su-min needs to stop asking him questions
07-04 Listen or watch. Complete the conversation.
Su-min: Can you explain install the Image View software?
Jim: Sure. Open up the link and look for version 5.1 of the file.
Su-min: Just a sec. OK, I’m there.
Jim: Now click on direct download next to the file and wait for the pop-up window. Su-min: Got it. Thanks!
Jim: .
07-05 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
access download
CONVERSATION SKILL Respond to “thank you” Here are some ways to respond when someone thanks you for helping them: It was no big deal.
Don’t worry about it. No problem. Don’t mention it. Listen to or watch the conversation in 3A again. Underline the expressions that you hear above.
UnIt 7 79 I cAn Ask ABoUt How to do sometHIng.
UNIT 7 T-79
3 CONVERSATION
• Have Ss look at the video still. Point to the picture and ask, How does Jim look in the photo? How does he probably feel? (stressed, frustrated, or perhaps just focused.)
• Have Ss preview the exercise items. Have Ss listen or watch and complete the exercise.
• Go over the answers as a class. Ask, Was your prediction about Jim correct? Play the audio or video again, if appropriate.
EXTENSION For grammar review, play the audio one more time and say, Listen carefully for embedded questions. Raise your hand when you hear an example. Stop the audio when a S raises his or her hand. Have the S dictate the sentence to you. Write it on the board, making corrections as needed. (Do you know where I can find it? And can you tell me what the password is for the North Pole files?)
• Have Ss close their books. Ask, If someone says Thank you to you, what are some ways you can respond?
Write Ss’ answers on the board. (For example, You’re welcome. Any time. Don’t mention it. It’s no bother.
It’s nothing. My pleasure. No problem. Not at all. Sure.
Sure thing. That’s all right.)
• Tell Ss to open their books to page 79. Read the explanation in the Conversation Skill box aloud. Say
the examples and have Ss repeat. Put a checkmark next to any expressions that are already on the board.
Ask, Did you know there were so many ways to say You’re welcome?
• In pairs, have Ss take turns saying thank you for something, practicing the various ways of responding.
For example,
Student A: Thanks for showing me how to access the database.
Student B: Don’t mention it.
• Ask Ss to skim the conversation and predict ways the gaps might be filled. Then have them listen and fill in the gaps with the words they hear.
• Bring the class together and go over the answers.
• Play the audio and have Ss repeat chorally, line by line.
• In pairs, have Ss practice the conversation. Time permitting, have them swap roles and practice again.
• Ask a volunteer to read the highlighted words. Say, You can use these words in place of the same-color words in the conversation, or you can use your own words.
• Model making a new conversation with a higher- level S. Then, in pairs, have Ss make their own
conversations. Time permitting, have Ss swap roles and practice again.
• To conclude, have one or two pairs perform their conversation for the class.
4 TRY IT YOURSELF
• Call on Ss to read the list of ideas. Elicit additional ideas and write these on the board. Refer Ss to 1A and 1B on page 78 for ideas. (For example, access an account, install an app)
• Have a S read the example. Ask, What type of question is this? (embedded) Write it on the board and elicit a few more exchanges. For example,
A: Do you know how to delete this app?
B: Yeah. First click on the icon. Then click on the X.
A: Thank you.
B: Don’t mention it.
Call on two volunteers to read the conversation.
• Circulate as Ss are role playing and make necessary corrections.
• If Ss can’t think of questions to ask, refer them to 1A again, and encourage them to use any technology words they haven’t used yet. Encourage them to be creative. For example, tell them to imagine they are a person who does not know much about technology and to ask very basic questions. (For example, A: How do I move the screen to keep reading an email? B: You scroll down by swiping with your finger.)
EXTENSION Ask a S to reread Jim’s social media message on page 78. Ask, What are some ways people might send him energy? (For example, , Good luck, Jim! Have a good day! Hang in there!) Invite Ss to write responses on the board.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the room and listen to Ss’ conversations. Check that Ss are correctly doing the following:
✓ using technology verbs
✓ using embedded questions
✓ responding appropriately to Thank you
EXIT TICKET Have Ss write their names on a blank card or piece of paper. Write on the board, Thank you so much for helping me in class today! Tell Ss to copy the sentence and write three responses on their cards.
Collect the cards as Ss leave. Read them to identify areas for review in later lessons and to identify Ss who may need additional practice.
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4 TRY IT YOURSELF
ROLE PLAY Ask your classmate to explain how to do things on your cell phone.
Use the ideas below or your own ideas. Take turns asking and explaining.
delete an app upload photos into a text or email download pictures copy and paste a text or an image
Do you know how to delete this app?
WALK AROUND Find someone who can answer the questions your partner couldn’t answer. If your partner answered all of your questions, ask another question, or answer someone’s question.
3 CONVERSATION
07-03 Listen or watch. Circle the correct answers.
1. Su-min asks where the is.
a. email list b. North Pole file c. marketing meeting
2. Su-min wants to know when the meeting is.
a. marketing b. software c. lunch
3. Jim explains why .
a. Su-min didn’t get a pop-up window b. there was a mistake on the calendar c. Su-min needs to stop asking him questions
07-04 Listen or watch. Complete the conversation.
Su-min: Can you explain install the Image View software?
Jim: Sure. Open up the link and look for version 5.1 of the file.
Su-min: Just a sec. OK, I’m there.
Jim: Now click on direct download next to the file and wait for the pop-up window.
Su-min: Got it. Thanks!
Jim: .
07-05 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
access download
CONVERSATION SKILL Respond to “thank you”
Here are some ways to respond when someone thanks you for helping them:
It was no big deal.
Don’t worry about it.
No problem.
Don’t mention it.
Listen to or watch the conversation in 3A again.
Underline the expressions that you hear above.
UnIt 7 79 I cAn Ask ABoUt How to do sometHIng.
how you
No problem
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1 VOCABULARY Describe work and co-workers
07-06 Listen. Then listen and repeat.
experienced: having skills or knowledge because you have done something often intimidating: making you feel worried or frightened
laid-back: relaxed and not seeming to worry about anything supportive: giving help or encouragement
confi dent: sure that you can do something well challenging: diffi cult in an interesting way Circle the correct answers.
1. I don’t like to be bored at work. I like laid-back / challenging projects.
2. When I have a problem, I talk with my best friend. He’s very supportive / experienced.
3. My boss is always relaxed. She is the most laid-back / intimidating person I know.
4. They have done this many times before. They are very experienced / challenging.
5. He makes me feel nervous when I’m around him. He is confi dent / intimidating.
6. I know that I’m going to do well because I’m supportive / confi dent in my experience.
PAIRS For the sentences in 1B, say if this is true for you. If not, make a true statement.
This is true for me. I don’t like to be bored at work. I like challenging projects.
2 GRAMMAR Comparisons with as…as
Use as + adjective + as to show similarities or differences between two people or things.
To show similarities
Just As Adjective As
The work is –
as challenging
as I thought.
We are just busy they are.
To show differences
Almost, not, not nearly
As Adjective As
Jun is almost
as
experienced as
Carmen.
Yuri is not laid-back May is.
These designs are not nearly creative the last ones.
Notes
• Use just to make the comparison stronger.
• If the verb in the fi rst and second part of the comparison are the same, you can leave it out in the second part. Yuri is not as laid-back as May (is).
• You can leave out the second part of the comparison when the meaning is clear because it’s already been mentioned.
A: Sue has a lot of meetings today. B: Ask Sam. He isn’t as busy (as Sue is).
>> FOR PRACTICE, GO TO PAGE 144
COACH almost as = similar,
not as = different, not nearly as = completely different
lesson
80 UnIt 7
2
JIM STEVENS
@JimS
A shout out to Diana for fi nding the best interns in the business!
tAlk ABoUt eXPectAtIons
www.frenglish.ru
1 VOCABULARY Describe work and co-workers
07-06 Listen. Then listen and repeat.
experienced: having skills or knowledge because you have done something often intimidating: making you feel worried or frightened
laid-back: relaxed and not seeming to worry about anything supportive: giving help or encouragement
confi dent: sure that you can do something well challenging: diffi cult in an interesting way Circle the correct answers.
1. I don’t like to be bored at work. I like laid-back / challenging projects.
2. When I have a problem, I talk with my best friend. He’s very supportive / experienced.
3. My boss is always relaxed. She is the most laid-back / intimidating person I know.
4. They have done this many times before. They are very experienced / challenging.
5. He makes me feel nervous when I’m around him. He is confi dent / intimidating.
6. I know that I’m going to do well because I’m supportive / confi dent in my experience.
PAIRS For the sentences in 1B, say if this is true for you. If not, make a true statement.
This is true for me. I don’t like to be bored at work. I like challenging projects.
2 GRAMMAR Comparisons with as…as
Use as + adjective + as to show similarities or differences between two people or things.
To show similarities
Just As Adjective As
The work is –
as challenging
as I thought.
We are just busy they are.
To show differences
Almost, not, not nearly
As Adjective As
Jun is almost
as
experienced as
Carmen.
Yuri is not laid-back May is.
These designs are not nearly creative the last ones.
Notes
• Use just to make the comparison stronger.
• If the verb in the fi rst and second part of the comparison are the same, you can leave it out in the second part. Yuri is not as laid-back as May (is).
• You can leave out the second part of the comparison when the meaning is clear because it’s already been mentioned.
A: Sue has a lot of meetings today. B: Ask Sam. He isn’t as busy (as Sue is).
>> FOR PRACTICE, GO TO PAGE 144
COACH almost as = similar,
not as = different, not nearly as = completely different