10 technology - english for resultsamerican english grammar. presentation 15 minutes 2 listen a an...

Classroom Materials/Extra Practice

CD 4Tracks 38–54 Transparencies and

Vocabulary Cards

T

MCAUnit 12

WorkbookUnit 12

Companion WebsiteUnit 12

MyFutureLabUnit 12

T-185 UNIT 10

Preview• Welcomestudentsandhavethemlookatpage185.• Say:In this unit, we’ll talk about the growth of

computers and about other forms of technology.• AskthePreviewquestion,offeringpromptsas

neededtoelicitanswers.(Forexample:Is it easier to stay in touch with your friends? Get directions to places you don’t know? )

• Say:As we begin this unit, I’d like to know how many of you own computers.Askforashowofhands.

• Optional:Ask:What do you use computers for?Offerpromptstoelicitdiscussionasneeded.(Forexample:Do you use them to buy things on the Internet? Write papers for class? Keep track of your finances? Chat with friends online? )

• Say:In this unit, you’ll learn more about technology. You’ll learn how to use an instruction manual. You’ll also learn about virtual training, the positive and negative effects of the Internet, and ways that technology affects our daily lives.

Unit Goals• AskstudentstoreadtheUnitGoals.• Explainunfamiliarvocabularyasneeded.Example:

instruction manual—abookthatgivesyoudirectionsforsettinguporusingelectronicequipmentvirtual reality—anenvironmentproducedbyacomputerthatlooksandseemsrealtothepersonexperiencingit

• Tellstudentstocirclethegoalthatisthemostimportanttothem.

• Takeapollbyreadingthegoalsaloud,withstudentsraisingtheirhandsforthegoaltheychecked.

• Recordontheboardthegoalthatthemoststudentschecked.

• Say:As we complete this unit, we will look back at this page and reread the goals. We will check each goal as we complete it.

Technology

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Adjectiveclauses

Listening and Speaking• TalkaboutthegrowthoftheInternet• DiscusstheprosandconsoftheInternet• Communication Skill:Expressing

AgreementandDisagreement• Identifyhowtechnologyaffectsour

everydaylives

Reading• Readanarticleaboutvirtualdriving• Reading Skill:IdentifyinganAuthor’s

Purpose• IdentifyeventsinthehistoryoftheInternet• Reading Skill:UsingaTimeline• Learnaboutcomputertraining

Writing• Writeanautobiographicalessayabouta

challenge• Writing Tip:Usingconcreteexamplesand

sensorydetails

Life Skills• Understandhowtouseaninstruction

manual

10 Classroom Materials/Extra Practice

CD 3Tracks 15–20

WorkbookUnit 10

Interactive PracticeUnit 10

WONG_FUTURE5_TE_0132409240_U10.i364 364 5/7/09 2:50:09 PM

UNIT10 T-186

Lesson 1 Talk about the growth of the Internet

Getting Started 10 minutes

• Say:In this unit, we will be investigating several aspects of technology, including the pros and cons of the Internet. In this first lesson, we are going to listen and talk about the growth of the Internet.

• ExplainthatwhilemanypeopletypicallyusethewordInternet,othersmaysayonline, the Web,orjustthe Net.

1 BEFORE YOU LISTEN

a CLASS.Discuss.Doyouuse...

• Askstudentstoreadthedirections.• Repeatthequestions.Alsoask:Where do you use

the Internet—at home, at work, at the library?• Encourageresponsesfromall(oralmostall)ofthe

students.AskstudentswhethertheyenjoyusingtheInternetandfeelcomfortablewithit.

• Summarizethegeneralconclusionsoftheclass.(Forexample:Most of us use the Internet several times a week, although a few of you are using it every day and a few don’t use it except in class.)

B PAIRS.Discussthemeaningsof...

• Askstudentstoreadthedirections.• Say:Before we listen to a lecture on the history of

the Internet, I’d like you to talk with a partner about some of the words that will come up in the lecture.

• Setuppairs.Say:Work with someone sitting near you. Go through the list of words and share your definitions and ideas about the words.

• Notethatstoreisbeingusedasaverb.• Walkaround;assistasneededwithcontext,

pronunciation,andsentenceformation.• Askvolunteerstogivethepartofspeechofeach

word(forexample,analyze is a verb,calculator is a noun).

• Askvolunteerstodefineandusethewordsinappropriatesentences.Ifadefinitionorsentenceisnotcorrect,modelitcorrectly.Writeashortdefinitionofeachwordontheboardoraflipchart.Continueuntilallstudentsunderstandallthewords.Allowtimeforstudentstowritesomeorallofthenewwordsintheirvocabularylogs.

Language Note

• Severalwordsonthelistcaneasilybechangedtoanotherpartofspeech[forexample,analyze(v)toanalysis(n)oranalyst(n)].Usethislistofwordstoreviewthepartsofspeech.

• Explaintheexampleofanalyze.Thenaskpairs(fromthepreviousexercise)toseewhatotherpartsofspeechtheycomeupwithforcalculator,network,psychologist,store,andvision.

• Askforvolunteerstosharetheirresultsandgothrougheachexamplewiththeclass.

• Explainthatagoodwaytolearnnewwordsistounderstandrootwordsandtheiraffixes(prefixesandsuffixes,oragroupoflettersaddedtothebeginningorendofawordtochangeitsmeaning,suchasun-ormis-,oritspartofspeech,suchas-nessor-ly).

• Referstudentstoagoodlearners’dictionary.Say:Dictionaries contain a great deal of information about parts of speech, root words, prefixes, suffixes, and other basic elements of American English grammar.

Presentation 15 minutes

2 LISTEN

a Aninstructoratacommunity...

• Askstudentstoreadthedirections.• Askstudentstotakenotesastheylisten,following

themodeloftheexamplenotes.• PlayCD3,Track15.Walkaroundandmonitoras

studentsworktobesuretheyunderstandthetask.

B PAIRS.Listenagainand...

• Askstudentstoreadthedirections.• Say:Now please listen again and check your notes.

Fill in any missing information and correct any errors in your notes.

• PlayTrack15again.• Setuppairs.Say:Compare your notes with your

partner’s. Check to see whether you both included the same information in your notes.

• Askstudentswhether,usingtheirnotes,theycoulddowellonatestorquizonthelecture.


T-187 UNIT 10

Lesson 1 Talk about the growth of the Internet

Controlled Practice 15 minutes

3 PRACTICE

a Reviewyournotes...

• Askstudentstoreadthedirections.• Say:Look over your notes one more time and use

them to answer the questions.AssurestudentsthatshortanswersareOK.

• Askvolunteerstoreadandanswerthequestions.Allowstudentstodisagreeandnegotiate;interveneonlyiftheydon’tarriveatthecorrectanswers.

Answers: 1. engineer; 2. not much more than very powerful calculators; 3. experimental psychologist; 4. to collect and analyze data; 5. to work together; 6. they each had different strengths; 7. “thinking centers”

Communicative Practice 20 minutes

B PAIRS.Discuss.Whatsurprisedyou...

• Keepthesamepartners.• Rephraseandexpandthequestion.Say:Did

anything surprise you about the lecture? If so, what? Did you find it interesting? Why or why not? What else would you like to learn about the history of the Internet?

• Say:Talk with your partner about some of these questions. Or, if you know more about the history of the Internet, share that information with your partner.

• Allowpairstotalkaslongasmostoftheclassisengaged.

Teaching Tip

Somestudentsaremorecomfortablegettinghelpwithlanguageandcontentfromafellowstudent,andothersaremorecomfortablegettinghelpfromyou(orfindingoutwhattheyneedlaterafterclass).Monitorstudents’preferencesandtrytohonorthemasoftenasyoucan.

MULTILEVEL INSTRUCTION for 4

Cross-ability Setupgroupsofthreesothataconfidentandabove-levelstudentisineachgroup.Thisstudentshouldalsobeablehelpexplainthemeaningsofthequotations.

4 MAKE IT PERSONAL

GROUPS.Readthesequotes...

• Askstudentstoreadthedirectionsandthequotessilently.

• Setupgroupsofthree.Say:Each of you reads one of the quotes and its discussion question, and leads the discussion about it. Make sure that each group member participates.

• Walkaround;assistasneededwithvocabulary,content,context,andpronunciation.

• Askarepresentativefromeachgrouptoshareaninterestingpointorideatheytalkedaboutinthegroup.

Interactive Practice

Extra Practice


UNIT 10 T-188

Understand how to use an instruction manualLesson 2

Controlled Practice 40 minutesGetting Started 5 minutes

• Ask:What are some electronic devices that have changed the way we work or spend our free time?Elicitanswersfromstudents,offeringpromptsasneeded.(What electronic devices enable us to communicate with our friends when we’re away from home? )

Community Building

Havestudentswalkaroundandaskeachotherwhichthreeelectronicdevices(forexample,computer,cellphone,MP3player,GPS)theyusethemosteveryday.Writethechartthatfollowsontheboardandhavestudentscopyitanduseittoaskeachotherquestions.Thentallytheresultsandseewhichthreedevicesareusedthemost.Askstudentsiftheresultssurprisedthem,andifso,why.

Name Electronic Device 1

Electronic Device 2

Electronic Device 3

Teaching Tip

Forthefollowingexercise,bringinaninstructionmanualthathasadiagram.Amanualforakitchenappliancesuchasafoodprocessorwithdifferentattachmentswouldbefine.Showthistostudentstohelpthemunderstandthenote.

2 READ INSTRUCTIONS AND DIAGRAMS

Readtheexcerptfrom...

• Say:We’re going to read directions from an instructional manual that explain how to set up and use electronic equipment.

• Askstudentstoreadthenoteonelectronicdevices.Askiftheyhaveeverseenadiagraminaninstructionmanualand,ifso,whethertheillustrationmadeiteasiertounderstandthedirections.

• Readthedirections.Havestudentslookatthetitleoftheexcerpt.Ask:What do the instructions in this excerpt tell us how to do?(programtheTVremotecontrolsothatitoperatesaDVDplayer)

• Clarifyasneededthatprogrammingmeanssettingupsomethingsothatitdoeswhatyouwantittodo.

• Remindstudentstolookatthediagramastheyreadtheinstructions.

• Havestudentsreadtheexcerpt.Clarifyunfamiliartermsasneeded.Examples:

code—asetofnumbersorlettersthatyouusetoaccesselectronicequipmentorservices;icon—asymbolthatdenotesafunction(suchasanenvelopeicontodenotee-mail);number pad—asmallkeyboardwithnumberedbuttonsthatyoupunch;aim—pointatsomething.

• Askafewquestionstocheckcomprehension:Which manufacturers make DVD players compatible with the remote control?(Sovy,Parasovic,Peer)How do you know if you have programmed the remote control correctly?(YoupointtheremotecontrolattheDVDplayer,presstheSELECTbutton,andseeitturnon.)


1 USING NEW ELECTRONIC DEVICES

PAIRS.Discuss.Whenyouget...

• Havestudentsreadtheinstructions.• Askstudentstoformpairsanddiscuss

thequestions.Walkaroundandlistentoconversations,offeringpromptsasneeded.(Do you read the directions in the instruction manual, or do you follow the pictures and diagrams? )

• Inthefullgroup,askstudentstosummarizetheirconversations.

• Optional:Takeasurveyofhowstudentssetupandlearntouseelectronicdevices.Ontheboard,listmethodsmentionedbystudents(read the instructions, follow the pictures in the instruction manual, try to make it work myself, ask a friend to help me).Askstudentstoraisetheirhandstoindicatethemethodthattheyusethemost.Thenaskstudentstovoteonwhetheritiseasyorhardtosetupanduseanelectronicdevice.Tallytheresultsontheboard.


Understand how to use an instruction manualLesson 2

T-189 UNIT 10

Interactive Practice pages 118–119

Extra Practice

c PAIRS.Checkandcompareyouranswers.

• Say:Now you’re going to compare your answers to a partner’s and see if you remembered the order of the directions correctly.

• Askstudentstoformpairsandcompletetheexercise.Tellstudentstolookatpage188whentheyarefinishedcomparinganswerstoseeiftheyrememberedtheordercorrectly.

• Optional:Askforashowofhandsastohowmanystudentswereabletorememberthestepsinthecorrectorder.

• Pointoutthatstudentscanoftensavetimebyreferringtothediagramandthecaptionsthatgowithit.

Expansion: Reading and Writing Practice for 3B and 3C

• Bringininstructionmanualsfordifferentelectronicdevices.

• Askstudentstoformgroupsofthree.Haveeachgrouplookattheinstructionmanualandwritethreetofivequestionsaboutthedirectionsordiagramsforanothergrouptoanswer.(Forexample:How do you set the alarm on the digital clock? )Askstudentstowriteanswerstothequestionsonaseparatesheetofpaper.

• Haveeachgrouptradequestionsandinstructionmanualswithanothergroup’s.Havethegroupusetheinstructionmanualtoanswerthequestions.

• Haveeachgroupsubmititsanswerstothegroupthatwrotethequestions.Thisgroupusesthisanswersheettocorrectitsanswers.

• Optional:Haveeachgrouprepeattheexercisewithadifferentgroup.

Progress Check

Canyou...understandhowtouseaninstructionmanual?• Say:We have practiced understanding how to use an

instruction manual. Can you do this? If so, check the box.

3 PRACTICE

a Youneedtounderstand...

• Say:Now we’re going to look back at the instructions and guess the meaning of some words used.

• Havestudentscompletetheexercise.Walkaroundandchecktheirwork.

• Callonstudentstogiveanswers.Astheydoso,notethefollowing:

Question3—Explainthatyouneedtopointtheremotecontrolatanelectronicdeviceinordertoactivateit.(Illustratethisbyusingaremotecontroltoturnonsomethinginyourclassroom,suchasaTVorDVDplayer.)Question4—Illustratetheconceptofflashingbyturningthelightswitchinyourclassroomonandoffseveraltimes.

Teaching Tip

• Ifyouhavearemotecontrolandelectronicequipmentinyourclassroomorcanbringsomeinwithyou,illustratesomeofthegeneralstepsintheinstructions,suchaspressingabuttonandwaitingforittoflash.Thenaskstudentstousetheremotecontroltocompletethefunctionsthatyouname.

Teaching Tip

• Tohelpstudentswithatactilelearningstyle,bringinafewelectronicdevicesandtheirinstructionmanuals(forexample,acoffeemaker,battery-operatedtoy,CDplayer,DVDplayer,digitalwatch,alarmclock).Workingingroups,studentsusetheinstructionmanualtoperformafunctionorsetthecontrols(suchassetthetimeonawatchorprogramacoffeemakertobrewcoffeeatacertaintime).Thenstudentsshowtheothergroupsthefunctionthattheyhaveperformedandsummarizethestepstheytooktodoso.

B Readthesentencesandnumber...

• Askstudentstoreadthedirections.Emphasizethatstudentsshouldtrytorememberwhattheyreadandshouldnotlookbackattheinstructions.

• Havestudentscompletetheexercise.


UNIT 10 T-190

Discuss the pros and cons of the InternetLesson 3


• Say:In this lesson, we are going to listen to part of a radio show and talk about the positive and negative effects of the Internet.

• Ask:Before we go any further, what do you think are some of the positive and negative aspects of the Internet—the pros and cons?DrawaT-chartontheboard,writeInternetabovethechartandlabelthelefthalfPositiveandtherighthalfNegative.Writeallresponsesonthechart.

• Say:We’ll keep this list posted and look at it later on in this discussion.

Teaching Tip

• Makesuretofollowuponactivities.Studentscloselymonitorteacherbehavior,andiftheyseethatyoudon’tfollowuponactivities,theymayconcludethattheactivitiesortheirownparticipationinclassisnotimportant.Ifthishappens,studentsmaylosetheirenthusiasmforparticipatinginclass.

• Ifyouforgetsomething(suchasgoingbacktoanearlierdiscussionorreferringtoapostedlist)oryourunoutoftime,acknowledgeitandsaythat,ifpossible,youwillgettoitduringthenextclass.

1 BEFORE YOU LISTEN

CLASS.Discussthequestions.

• Askstudentstoreadthedirectionsandthequestions.

• Rephraseandextendthequestionsandgivestudentstimetorespondaftereachquestion.Say:

Do you think the Internet helps people communicate? If so, in what ways?Do you think the Internet might be harmful to communication? If yes, why? If no, why not?Do you know anyone who you think spends too much time on the Internet? How do you know it is too much? That is, how much is too much?How much time does this person spend on the Internet? What negative effects do you see?

• Acceptallresponsesandallowthediscussiontocontinueaslongasstudentsareengaged.Writeissues,questions,possibleanswers,andotherstudentcommentsontheboardsostudentscanrefertothemthroughoutthelesson.


2 LISTEN

a Listentopartofaradio...

• Askstudentstoreadthedirections.• Askstudentstotakenotesastheylisten.• PlayCD3,Track16.• Walkaroundtheroomasstudentslistentoobserve

whetheranystudentsarehavingdifficultylisteningandtakingnotesatthesametime.

B PAIRS.Listenagainandcompare...

• Askstudentstoreadthedirections.• Say:Now let’s listen to the conversation again while

you review and add to your notes.• PlayTrack16again.• Setuppairs.Say:Work with someone sitting near

you. Compare your notes with your partner’s notes. Do you agree with Dr. Knowles about which effects are positive and which ones are negative? Did you miss anything? Take a few minutes to check, and then we will talk about the pros and cons together.

• Askstudentstocomparethenotestheytookfromthelectureandthecharttheclassworkedonearlier(inGettingStarted).Saywhateverisevidentfromcomparingthetwolists.


c Writetheanswerstothequestions.

• Askstudentstoreadthedirections.• Askstudentstowritetheanswerstothequestions;

tellthemthatshortanswersareOK.• Askvolunteerstoreadthequestionsandtheir

answers.Allowstudentstodisagreeandnegotiate;interveneonlyiftheydon’tarriveatthecorrectanswers.

Answers: 1. people who live in isolated areas and people with disabilities; 2. sharing scientific ideas; 3. more good; 4. when they use online communication to replace or avoid face-to-face interaction; 5. he or she won’t develop the social skills needed to feel comfortable communicating in person; 6. physical contact (or interaction)


T-191 UNIT 10

Discuss the pros and cons of the InternetLesson 3

Communication Skill: ExpressingAgreementandDisagreement• DirectstudentstotheCommunicationSkillbox.• Askaconfident,above-levelstudenttoreadthe

firstparagraph.• Askothervolunteerstoreadeachcategory.• Say:In American culture people are supposed to

express opinions and to agree or disagree with others’ opinions, but they are expected to be able to do this politely and respectfully.

• Say:Choose a new expression from each of the four categories and write the category and the expression in your vocabulary logs. If you are familiar with all the expressions, write a sample sentence for one expression from each category.


3 CONVERSATION

a GROUPS.Discussthequestions....

• Askstudentstoreadthedirectionsandquestions.• Setupgroups.• Say:Take turns agreeing, disagreeing, or expressing

no opinion about each question. Use the expressions in the box and explain. Make sure that everyone in the group talks. If you haven’t formed an opinion about the pros and cons of the Internet, you can practice expressing no opinion.

• TellstudentstoaddatleasttwopositiveandtwonegativeeffectstothecharttheyworkedoninExercise2A.RemindstudentsthattheycanrefertotheT-chartthattheclassworkedonatthebeginningofclass.

• Tellgroupsthatyouwillaskarepresentativefromeachgrouptosharewhatthegroupaddedtothechartandwhy.Say:Each group needs to choose someone to write down the pros and cons it added to the chart and another to report back to the whole class.

• Walkaround;assistasneededwithcontent,context,vocabulary,pronunciation,andintonation.

Teaching Tip

It’simportanttohelpstudentsfocusonthe“why”partofquestionsandanswers.Studentsneedtoknowthattheyarenotonlyexpectedtohaveopinionsbutalsotobeabletosupportwhattheysaywithlogicandinformation.

B GROUPS.Telltheclass...

• Askstudentstoreadthedirections.• Askarepresentativefromeachgrouptotellwhat

hisorhergroupaddedtothechart.Remindstudentstoexplain,asbestastheycan,whythegroupaddedthesepositivesandnegatives.

• Asktherestoftheclasstorespondtoeachgroup’spresentationusingtheexpressionsfromthebox.

• RefertotheT-chartfromGettingStarted.Askstudentsiftheywanttomakechangestothechart.Makeanychangesthemajorityoftheclassagreeson.Keepthechartpostedfortherestoftheunit,ifpossible.

4 MAKE IT PERSONAL

GROUPS.Discussthequestions.


• Keepthesamegroups.• Walkaroundandlisten.Donotinterveneunless

someoneasksyouaquestion.

Expansion: Speaking Practice for 4

• Setuppairs.• Askonepersoninthepairtorole-playaconcerned

friendorfamilymemberandtheothertorole-playapersonwhoisspendingovertwentyhoursaweekontheInternet.Haveeachstudenttakeafewminutestowritenotesabouthisorhercharacterandthenworkonthedialoguewithhisorherpartner.

• Havepairspracticetheroleplay.


UNIT10 T-192

Learn about virtual trainingLesson 4

Expansion: Vocabulary Practice for 2

• Dividetheclassintosmallgroups.• Askstudentstomakealistoftheboldfacedwords

inthereadingandtodiscussthemeaningofeach.Encouragestudentstoguessthemeaningiftheyarenotsure.

• Tellstudentstolookforthewordsintheglossaryandtocomparethedefinitionstherewiththemeaningstheydiscussed.

• Assignoneortwowordstoeachgroupandgivethem1minutetowriteone(ortwo)sentence(s)withtheirassignedword(s).

• Askgroupstoreadtheirsentencestotheclass.• Aftereachgroupreadsitssentence,askifanyone

hasanyquestionsaboutthewordorphrase.

Teaching Tip

• Takingabreakfromyourroutinecangivestudentsmoreopportunitiestobondwitheachotherandgivethemmore(anddifferent)opportunitiestousetheirEnglish.BelowaresomesuggestionsforstimulatingactivitiesontopicsthatstudentshavestudiedinUnits7–10.

• Goonarelevantfieldtrip(forexample,visitthelocalcourthousewhilereadingtheunitsonlegalissuesandcitizenship;visitarecyclingfacilitywhilestudyingtheunitontheenvironment;learnabouttechnology-relatedcareersbysettingupatourofalocalhigh-techfirm).

• Inviteaninformationtechnologyspecialisttospeaktotheclassaboutadvancesincomputertechnology,includinghowtoperformspecialfunctionsonyourcellphoneorlaptop.

• Setupasocialhourwithanotherclasssothatstudentscanpracticeexpressingopinions,givingadvice,andperformingotherlanguagefunctionswithdifferentpeople.

• Watchaclassicmoviewithappropriatelanguageandarelevanttheme(suchasThe Long Walk HomeduringAfrican-AmericanHistoryMonth).Providealistofquestionsforstudentstoanswerastheywatch.Havethemlistunfamiliarvocabularyastheywatch.Afterthemovie,leadadiscussioninwhichyouencouragestudentstoexpresstheiropinionsaboutthemovie.


• Say:In this lesson, we are going to read about virtual training.

• Reviewwithstudentswhattheyknowaboutvirtualtraining.Acceptallresponsesandwritethemontheboardtorefertolater.

• Askanabove-levelstudenttoreadthenote.• Say,forexample:This is a general definition of

virtualreality, but it may not be specific enough for those of us who don’t play computer games to understand. Let’s talk about virtual reality and see if some people can explain VR and give examples.

1 BEFORE YOU READ

CLASS.Areyoufamiliar...

• Askstudentstoreadthedirections.• Letstudentsdiscussthequestionsaslongasthey

areengaged.Acceptallcomments.• Promptstudentswhoareknowledgeableabout

VRcomputergamestogiveexamplesofhowthecomputerenvironment“seemsrealtothepersonwhoexperiencesit.”

• Rephrasethefinalquestion.Say:How do you think virtual reality might be used for training?

• Acceptallresponses.Tellstudentsthattheywillnowlistentoandreadanarticleaboutusingvirtualrealityfortraining.


2 READ

Listentoandread....

• Askstudentstoreadthedirections.• Say:As you read the article, think about how virtual

reality is being used to teach people to drive.• Pointoutthatthewordsinboldfaceareinthe

glossaryonpage245.Encouragestudentstoreadtheentirearticle,beforegoingtotheglossary.

• PlayCD3,Track17,asstudentslistenandread.• Referbacktothelistofideasaboutvirtualreality

fromGettingStarted.AskstudentswhethertheynowhaveadifferentconceptofVR.

Answer: VR simulators are being used in driver’s education programs in the U.S.


Learn about virtual trainingLesson 4

T-193 UNIT 10


Extra Practice


3 CHECK YOUR UNDERSTANDING

a Writetheanswerstothequestions.

• Askstudentstoreadthedirections.• Tellstudentstocheckbackinthearticleifnecessary

towritetheanswersintheirnotebooks.• Askvolunteerstoreadeachquestionandits

answer.Allowstudentstodisagreeaboutandnegotiateanswers;interveneonlyiftheydon’tarriveatthecorrectanswers.Encouragestudentstotalkaboutthearticleaslongastheyareengaged.

Answers: 1. as a training tool for pilots; 2. VR programs used to train drivers, to give new drivers the practice they need in front of a computer rather than on a busy highway; 3. because they are very expensive to buy ($20,000); 4. in some cases, parents of teens who have died in car accidents; 5. Virtual Driver Interactive; a realistic simulation of driving that also scores the simulated driver’s performance; 6. Chrysler Corporation

Reading Skill: IdentifyinganAuthor’sPurpose• Askaconfident,above-levelstudenttoreadthetext.• Say:Writers always have one or more purposes for

writing. Understanding the writer’s purpose may help you understand the text. So when you read something, try to figure out whether the author wants to inform, entertain, persuade, or do a combination of the three.

• Say,forexample:In his novel, AChristmasCarol, the famous British author Charles Dickens was able to do all three at once. He informs the reader about difficult conditions in England; he entertains with his amusing or unusual characters—think about Scrooge and Tiny Tim—and he persuades by making his selfish character become generous and caring.


B GROUPS.Discuss.Whatis...

• Askstudentstoreadthedirections.• Setupgroups.Say:Talk with people sitting nearby.

Talk about what you think the author’s purpose was in writing the article. Try to back up what you say, but remember that an author can have more than one purpose for writing an article.

Answer: to inform and persuade

4 WORD WORK

GROUPS.Choosethreewords...

• Havestudentsstayinthesamegroups.• Askstudentstoreadthedirections.• Confirmthatstudentsunderstandthattheyshould

discussfirst,andthenwriteintheirvocabularylogs.

5 MAKE IT PERSONAL

a GROUPS.Discussthequestions.

• Havestudentsstayinthesamegroups.• Askstudentstoreadandthinkaboutthequestions.• Say:Talk together about these three questions. There

are no right or wrong answers, but it is important to support your opinions with facts and logic.

• Walkaroundandlisten;interveneonlyifsomeoneasksyouaquestion.

Expansion: Writing Practice for 5A

• Askstudentstochooseoneofthequestionsandwriteaparagraphthatexpressestheiropinionsonthetopic.

• Encouragestudentstohaveacleartopicsentence,togivespecificexamples,andtofollowtherulesforspelling,grammar,andpunctuation.

• Optional:Collecttheparagraphs.Readthemandgiveoneoverallpositivecomment,onesubstantivecommentonstructure,onecommentonusage,andonecommentonmechanics.

B Lookatthechart.Check...

• Askstudentstoreadthedirections.• Say:Think about people you know—your friends,

co-workers, family—and yourself. What do you think about their driving?

• Havestudentsformpairsorsmallgroups.Askthemtoexplainanddiscusstheirresponses.


UNIT 10 T-194

Discuss virtual trainingLesson 5


• Say:In the last lesson, we talked about virtual reality and ways in which it is used. What are some examples?Elicitanswersfromstudents,offeringpromptsasneeded.(Forexample:Does anyone remember how the Chrysler Corporation used virtual reality to help new drivers? )

• Say:Today we’re going to talk about using virtual reality to train people in the workplace. We’ll also practice using a grammatical structure called an adjective clause.


AdjectiveClauses

• Copythegrammarchartontotheboard.• Reviewthedefinitionofanadjective:awordthat

describesaperson,place,orthing.• Say:An adjective clause is a group of words that,

together, distinguish one person or thing from another.

• AskstudentstoreadtheGrammarWatch.Clarifythatmodifymeanstogiveinformationaboutsomething.

• Ask:Which relative pronoun do you use for people?(whoorthat)Which one do you use for things?(thatorwhich)

• Pointtothegrammarchartandreadthefirstexample.Ask:What is the adjective clause describing?(aperson)Which person?(thepersonwhoexperiencesit)

• Readthesecondexample.Ask:Does the adjective clause describe a person or a thing?(athing—theenvironment)How is this environment different from other environments?(Itisproducedbyacomputer.)

• Readthethirdexample.Ask:What noun does the adjective clause modify?(five missions)What relative pronoun introduces it?(which)What does the adjective clause tell us about the five missions?(thattheycoverthethreelevelsoflearningpermits)


1 PRACTICE

a Lookatthearticle...

• Say:Let’s look at the article on page 192. Underline the adjective clauses and circle the relative pronouns.

• Writethefirstsentencefromthearticleontheboard.Ask:What is the adjective clause?(that is produced by a computer)Underlinethisontheboard.Ask:What is the relative pronoun that introduces it?(that)Circlethisontheboard.

• Havestudentscompletetheexercise.Walkaroundandcheckstudents’work,offeringpromptsasneeded.

• Callonstudentstoreadsentencesandsayanswers.

B Completethesentences...

• Readthedirections.Toreview,ask:Which relative pronouns do you use to talk about a person?(thatorwho)Which pronouns do you use to talk about a thing?(thatorwhich)

• Readtheexampletogether.Ask:Why are there two possible answers?Ifnecessary,remindstudentsthatwhoorthatcanbeusedtotalkaboutpeople.

• Havestudentscompletetheexercise.• Walkaroundandcheckstudents’work,offering

promptsasneeded.• Callonstudentstoreadsentencesandsayanswers.


Discuss virtual trainingLesson 5

T-195 UNIT 10


Extra Practice

2 PRACTICE

a Completethesentences...

• Readthedirectionsandtheexample.Tellstudentstomatchthesentenceendingsontherightwiththesentencebeginningsontheleft.

• Lookatquestion2.Ask:Which noun does the adjective clause modify?(rail employees)

• Ask:Which relative pronouns can we use for persons?(who,that)

• Ask:Which clauses in the chart start with who or that?(b,c,d,e,g,h,i).

• Ask:Which of those answers make sense with question 2?(g)

• Havestudentscompletetheexercise.• Callonstudentstoreadsentencesandsayanswers.

B Combinethetwosentences...

• Readthedirectionsanddothefirstexample.• Havestudentscompletetheexercise.• Callonstudentstoreadtheirsentences.Answers: 2. A novice driver is a person who/that hasn’t been driving for very long. 3. Driving simulators are virtual reality programs that/which are used by novice drivers to learn how to drive. 4. Virtual Driving Interactive (VDI) is a driving simulator that/which is being used in some communities. 5. VDI is a realistic simulation that/which takes about five and a half hours to complete.


Show what you know!

GROUPS.Suggestnewfields...

• Readthedirectionsandwritetheexampleontheboard.

• ExplainthatWhy not+baseformofverbisusedtomakeasuggestion.

• Elicitafewexamplesfromthefullgroup.(Why not use haircut simulators that show stylists how a haircut would look? )

Expansion: Show What You Know!

• Tohelpstudentsformulateideas,writethreepromptsontheboard: Why not use simulators that/which

? Employees who could use simulators

that/which .• Havestudentsformgroupsofthree.• Tellgroupstobrainstormasmanyexamplesas

possible,notingthemonasheetofpaper.• Walkaroundandoffersuggestions.• Haveonerepresentativefromeachgrouppresent

thesentences.• Encouragestudentstoreacttotheideaswith

someoftheCommunicationSkillvocabularytheylearnedonpage191.(That’s a really good idea. I see your point, but . . .)

Expansion: Show What You Know!

• Turnthisactivityintoaclasscompetition:Thegroupwiththemostsentencesgetsaprize,orstudentscanvoteontheVRtrainingideatheylikethemost(andthegroupwiththatideawins).

Progress Check

Canyou...discussvirtualtraining?• Say: We have practiced discussing virtual training.

Can you do this? If so, check the box.

Teaching Tip

ModifyExercise2Bsothatitappealstothosewithakinestheticlearningstyle.

Step1:Writeeachsentenceonalargestripofpaper;writerelativepronouns(that,which,who)onindividualindexcards.Step2:Placestudentsinsmallgroups.Step3:Giveeachgroupthesentencestrips,connectorcards,andscissors.Step4:Say:Combine the two sentences for each item. Cut off the words you don’t need—like he or she—when you put sentences together and add the connector cards with relative pronouns.Step5:Havegroupscompletetheexerciseanddisplaytheircombinedsentences.Step6:Encouragegroupsthatfinishearlytotrytoformadditionalsentences.


UNIT 10 T-196

Identify how technology affects our everyday livesLesson 6


• Say:In this unit, we’ve been talking about several aspects of technology. Now we are going to work on identifying how technology affects our everyday lives. For example, we will spend some time talking about text messaging and e-mail.

• Ask:How many of you use e-mail on a regular basis? How many of you use text messaging regularly?

Expansion: Vocabulary Practice

• WriteIdentify how technology affects our everyday livesontheboard.Beneaththis,writeeffectandaffectontheboard.Say:The title of this lesson is Identifyhowtechnologyaffectsoureverydaylives. Does anyone know the difference between affect and effect?

• Say:Usually, affect is the verb and effect is the noun.• Givebriefdefinitions:Affect means to do something

that produces a change in someone or something. Effect means the way in which an event, action, or person changes someone or something.

• Giveseveralexamplesforeachword.Examples:Damp weather affects my sinuses, but dry weather has no effect on them.Do you think the downturn in the economy will affect your ability to pay for a house? The economy will have an effect on many people’s plans, and fewer people will buy houses next year.

• Askstudentstowritetwosentencesforaffectandtwosentencesforeffect.

• Walkaroundandassistasnecessary.• Givestudentstimetowritetherulesandtheir

samplesentencesintheirvocabularylogs.

1 BEFORE YOU LISTEN

CLASS.Canyouread...

• Askstudentstoreadthedirections.• Askavolunteertoreadthemessageinthepicture;

assistifnecessary.• Askforvolunteerstowriteanswersontheboard

orflipchartandexplaintheseabbreviationstotheclass.Keeptheabbreviationsonviewfortheentirelesson.

• Say:Now let’s listen to a radio commentator talk about the language of text messaging.


2 LISTEN

a Aradiocommentator...

• Askstudentstoreadthedirections.• Askstudentstofillinthemissingblankswhilethey

listenbyusingeithertheshorthandnotesorthemeaningoftheshorthand.

• PlayCD3,Track18.• Walkaroundtheroomasstudentslistentoobserve

whetheranystudentsarehavingdifficulty.


B PAIRS.Listenagainandcheck...

• Askstudentstoreadthedirections.• Say:Now please listen again and check your notes.• PlayTrack18again.• Setuppairs.Say: Work with someone sitting near

you. Compare your notes and adjust them if you need to.

• Walkaroundandlisten,butdonotinterveneunlesssomeoneasksyouaquestion.

• Whenpairsaredone,drawthechartinthetextontheboard.Whenpairsarefinishedworking,askvolunteerstofillintheblanks.Makesuretheanswersarecorrect;askstudentstocorrectanyerrors.


T-197 UNIT 10

Identify how technology affects our everyday livesLesson 6

Expansion: Vocabulary Practice for 3A and 3B

• Givestudentstimetoresearchidiomsandidiomaticexpressionsonline.IfcomputerswithInternetaccessarenotavailable,bringinseveralESLidiomstextsandadvancedlearners’dictionaries.

• Letstudentsworkalone,inpairs,oringroups,andletthemchoosetheidiomstheywanttocopyintotheirvocabularylogs.Givethemaminimumnumberofidiomstofind(suchasfive).

• IfstudentssearchforidiomsontheInternet,havethemtype“onlinelistofidioms”intothesearchboxofasearchengine.

• Walkaroundasstudentssearchforidioms;assistasneededwithcontent,pronunciation,intonation,andusage.

• Note:Studentsmaybeinterestedinspecificcategories,suchasworkplaceidioms.Ifso,helpthemtofindwhattheyneed.

4 MAKE IT PERSONAL



• Keepthesamegroups.• Walkaround;assistasneededwithcontext,

vocabulary(suchasemoticon),andpronunciation.


3 PRACTICE

a PAIRS.Studyyournotes...

• Tellstudentstostayinthesamepairs.• Askpairstoreadthedirections,reviewtheirnotes,

andtaketurnsquizzingeachother.

B GROUPS.Playthisgame...

• Askstudentstoreadthedirections.• Explainthatplayinggamesisonewaytolearna

language.Say:There are many ways to learn more about a language. Playing games can be a useful change from typical reading, writing, and speaking activities.

• Setupgroups.Asktwopairstoformgroupsoffour.• Pointouttheexample.Say:Work with the members

of your group to try to figure out what these shorthand text messaging phrases mean. It’s OK if you can’t figure out all the meanings. The main idea is for you to practice your conversation skills. Then we will see what each group has come up with.

• Writethechartontheboard.Askapersonfromeachgrouptowritehisorhergroup’sanswers/guessesonthechart.Asaclass,decidewhichanswersarecorrect.

Teaching Tip

• Before(orafter)studentscompleteExercises3AandB,askthemtogivetheiropinionsaboutwhetherlearningspecializedlanguage(suchastextmessagingabbreviations)helpsthemmeettheirlanguagelearninggoals.Manyclasseswillprobablyfindthetextmessaginglanguageactivitiesengaginganduseful.OthersmaybefrustratedbecausetheywanttofocusonacquiringmorestandardEnglishlanguage.

• ExplainthatstudentsshouldfocusfirstonmasteringstandardEnglishbutthatcomputertechnologyhasintroducedmanynewtermsintothelanguage.Assuretheclassthatmanynativespeakersdonotknowtheshorthandphrasesoftexting;theytoo,havetroublekeepingupwiththefloodofnewwords,expressions,andabbreviations.Still,it’shelpfultoknowsomethingaboutthemorecommonlyusedterms.

Interactive Practice

Extra Practice


UNIT 10 T-198

Identify key events in the history of the InternetLesson 7

• Pointoutthatthewordsandphrasesinblackboldface(evolved, innovations, former, engineers, data, general public, research institutions, personal computers, commercial )appearintheglossaryonpage245.Encouragestudentstoreadtheentirearticlefirst,beforegoingtotheglossary.

• PlayCD3,Track19asstudentslistenandreadalong.

• Afterstudentslistenandread,askiftheyhaveanyotherquestionsaboutthecontent,vocabulary,orpronunciation;answerquestions.

Teaching Tip

• Say:When you use the Internet, it is important to verify information and find reliable sources.Explainthat“youcan’tbelieveeverythingyouread.”Alsotalkabouttheimportanceofreadingcritically(thatis,thinkingaboutwhatyoureadbeforeautomaticallyacceptingthattheinformationorideasarevalid).

• Tellstudentsthatonewaytojudgeatextistoconsiderthesource.Forexample,educationalinstitutionsandgovernmentagenciesusuallygivereliabledata.


• Say:We’ve just finished talking about some current applications of the Internet and related technologies. In this lesson, we are going read more about the history of the Internet.

1 BEFORE YOU READ

CLASS.Discuss.Whatdoyouknow...

• Askstudentstoreadthedirections.• Extendthequestions.Say:Do any of you know

about the history of the Internet—maybe by studying about it in a class or reading about it online?

• Giveapersonalaccounttomodelresponses.Say,forexample:I grew up when computers were just beginning to be used, but I was not particularly aware of the Internet until sometime in the 1980s. I didn’t start using it until sometime in the mid-1990s, and I still don’t know much about the history of it.

• RemindstudentsthattheylearnedalittleaboutthehistoryoftheInternetinLesson1.Ifyouwish,havestudentslookbackatpage186andtalkaboutsomeofthemainpointsfromthelecture.

• Assurestudentsthatyoudon’tnecessarilyexpectthemtoknowaboutthehistoryoftheInternet.Somestudentsmayknowaboutitshistory,especiallyiftheyarecomputerbuffs,workinthefieldoftechnology,orworkedinscience,engineering,ordefenseintheirhomecountries.Ifyouhavesuchstudents,encouragethemtobecome“teachers”totherestoftheclass.

• Acceptallresponsesandletthediscussioncontinueaslongasstudentsareengaged.


2 READ

Listentoandread...

• Askstudentstoreadthedirections.• Say:As you read the web page, circle important

dates and events.

Culture Connection

• Makesurestudentsunderstandwhatplagiarismis.Say:We’re going to talk for a minute about plagiarism, what it is and why it is a problem. In this country, plagiarism means using someone else’s words, ideas, or work and pretending they are your own. Sometimes students plagiarize without meaning to and get into trouble. Therefore, you must understand how to properly use and cite sources (give credit to other people’s ideas). Teachers consider any material taken directly or directly paraphrased(reviewparaphrasing,ifnecessary)from the Internet or another source to be plagiarism. Plagiarism is considered a serious offense in American schools and colleges. In some universities, students are expelled for copying ideas and not citing the source.


Identify key events in the history of the InternetLesson 7

T-199 UNIT 10


Extra Practice



a Writetheanswerstothequestions.

• Askstudentstoreadthedirections.• Tellstudentstolookbackatthewebpagebefore

doingtheexercise.• Askvolunteerstoreadtheiranswersaloud.• Encouragestudentstocontinuetotalkaboutthe

articleorquestionsaslongastheyareengaged.Answers:1. It was not invented; it evolved. 2. The U.S. was afraid that the U.S.S.R. had a dangerous advantage because it had produced the first artificial satellite. This fear led the U.S. to establish ARPA, an agency whose scientists and engineers shared ideas, data, and computer programs. 3. ARPA’s goal was to regain a military advantage over the Soviet Union. 4. 1989; 5. more than 1 billion

Reading Skill: UsingaTimeline• DirectstudentstotheReadingSkillbox.• Askaconfident,above-levelstudenttoreadthetext.• Say:Using a timeline—either reading one or

constructing one yourself—is a good way to organize, retain, and review specific information. Separating information into specific time periods is an efficient way to think about events.

B Usetheinformation...

• Askstudentstoreadthedirections.• Say:You will probably need to reread or skim the

web page to be able to fill in the rest of the timeline.• Walkaround;assistasneeded.

Expansion: Writing and Speaking Practice for 3B

• Havestudentsmaketimelinesoftheirownlives.Askthemtodeveloptheirowntimelinesbasedoneducationorworkexperiencesorboth(ratherthanstrictlypersonalorfamilyhistory).It’simportanttostressthepast,present,andfutureaspectofapersonaltimelinesothatlearnerscanfocusatleastasmuchontheirshort-andlong-termgoalsastheydoonotherelements.Studentscanconstructpared-downtimelinesfollowingthemodelandusethemtopresenta2-or3-minutetalkinfrontofthewholeclass.

4 WORD WORK

GROUPS.Choosethreewords...

• Havestudentsstayinthesamegroups.• Askthemtoreadthedirections.• Confirmthatstudentsunderstandthattheyshould

discussfirst,andthenwriteintheirvocabularylogs.• Walkaround;interveneonlyifyouhearaquestion

thatstudentscan’tanswer.


Show what you know!

GROUPS.Lookatyourtimelines...

• Askstudentstoreadthedirections.• Rephraseandexpandthedirections.Say:The idea

here is to use the timeline as your notes about the evolution of the Internet.

• Keepthesamegroups.Say:Work with the group you are in now. Take turns explaining the history of the Internet. For example, starting on the left side of the timeline, one member of your group describes what happened in the 1950s, then someone else describes what happened in the 1960s, and so on until you’ve gotten to the present time. Confirmthatstudentsunderstandtheprocess.

• Walkaround;listenbutdonotinterveneunlesssomeoneasksyouaquestion.


UNIT10 T-200

Learn about computer trainingLesson 8

Expansion: Vocabulary Practice for 2

• Setupsmallgroups.• Askstudentstomakealistoftheboldfacedwords

inthereadingandtodiscussthemeaningofeach.Encouragestudentstoguessthemeaningiftheyarenotsure.

• Tellstudentstolookforthewordsintheglossaryandtocomparethedefinitionstherewiththemeaningstheydiscussed.

• Passoutlearners’dictionariestoeachgroup.Giveeachgrouptwoorthree(different)computer-ortraining-relatedwordsorphrasesonindexcards(forexample,HTML, HTTP, USB drive [ flash drive], Intranet, cookie, maximize and minimize [referring to Microsoft Windows programs], WYSIWYG, firewall, function key).Adaptthenewlistofwordstostudents’interests.Forexample,ifstudentsareinterestedinlearningmoreaboutcomputersforwordprocessing,chooseadditionalvocabularyrelatedtothattopic.Or,ifstudentsseemmoreinterestedintheInternet,useadditionalvocabularyrelatedtothatsubject.

• Alternatively,youcouldusethewordsinthevocabularyboxinExercise4Bonpage201astheadditionalvocabularywords,sothatstudentswouldbeabletodiscussthesewordswhentheydotheexercise.

• Givegroupsseveralminutestolookupthenewwords,acronyms,andphrasesandtotalkabouthowthewordsarerelatedtocomputersandcomputertraining.Askgroupstowritecomputer-relatedsentenceswiththeirnewwordsorphrases.

• Walkaround;assistasnecessarytoprovidecontextandadviceonwritingappropriatesentences.

• Askarepresentativeofeachgrouptowriteeachgroup’ssentencesontheboard.Askanothermemberofeachgrouptoreadthegroup’ssentences.

• Askifanyonehasanyquestions.• Givestudentstimetowritethenewvocabulary

andsentencesintheirvocabularylogs.


• Say:In this lesson, we are going to listen to and read a dialogue about basic computer training.

1 BEFORE YOU READ

CLASS.Discuss.Doyouknowhow...

• Askstudentstoreadthedirections.• Ifmostorallofyourstudentsknowhowtousea

computer,rephraseandextendthequestion.Say,forexample:I know that many of you use computers frequently and most of you use computers at least occasionally. What can you do on the computer and what would you still like to learn more about?

• Rephraseandextendthesecondquestion.Say:Where and how did you learn to use computers? What more would you like to learn about computers and the Internet?

• Acceptallresponsesandallowthediscussiontocontinueaslongasstudentsareengaged.


2 READ

Listentoandread...

• Askstudentstoreadthedirections.• Say:While you listen and read, focus on what the

woman in the dialogue is learning about in her computer training.

• Pointoutthatthewordsandphrasesinboldface(switch, spreadsheet, calculations)areintheglossaryonpage245.Encouragestudentstoreadtheentiredialoguefirst,beforegoingtotheglossary.

• PlayCD3,Track20,asstudentslistenandreadalong.

• Afterstudentslistenandread,askiftheyhaveanyotherquestionsaboutthecontent,vocabulary,orpronunciation;answerquestions.

MULTILEVEL INSTRUCTION for Expansion

Cross-ability Setupgroupssothatthereisastudentwhohasstrongvocabularyandgrammarknowledgeanddictionaryandcomputerskillsineachgroup.Thisstudentwillbeabletohelplessproficientstudentscompletethedictionaryandsentence-writingtasks.


Learn about computer trainingLesson 8

T-201 UNIT 10

Teaching Tip

• It’simportanttoregularlyaskforstudents’inputontheclassanditsactivities.Thishelpsyouplaneffectivelessons,itallowsadultstudentstohaveavoiceintheirowneducation,anditgivesthempracticeinspeakingorwritingabouttheirpersonalgoals,ideas,andopinions.

• Writeontheboard:Was this unit on technology useful for my personal goals for learning English? Why or why not? To what extent? extremely useful somewhat useful not useful

• Say:I am asking this question because I want to make sure that the class focuses on what you need and want to learn, so I need you to express your opinions to me. Thanks.

• Alternatively,passoutcopiesofthisquestionandhavestudentswritetheiranswers.Inthiscase,tellstudentstheymayputtheirnamesontheformornot,astheychoose.


5 MAKE IT PERSONAL


• KeepthesamegroupsasinExercise4A.• Askstudentstoreadthedirectionsandthe

questions.• Askgroupstosharewiththewholeclassany

communityresourcesthatoffercomputertrainingcourses.Havethemwritetheresourcesontheboard.

• Walkaround;assistasneeded.• Note:Beforethediscussion,identifylocalfreeand

low-costcomputertrainingopportunities.Bringincontactinformationandflyers(ifavailable).Addthecontactinformationtothelistgroupsarewritingontheboard.



a Readthedialogue...

• Askstudentstoreadthedirectionsandskimthetopics.

• Say:Reread the dialogue and look for what the woman is learning.

• Askvolunteerstoprovidetheanswers.

B Markthestatements...

• Askstudentstoreadthedirectionsandthestatements.

• Say:Reread the dialogue. Decide whether the statements are true or false.

• Havestudentsreadandcompletetheexercise.• Walkaround;assistasneeded.• Askvolunteerstoprovidetheanswers.

4 WORD WORK

a GROUPS.Choosethreewords...

• Askstudentstoreadthedirections.• Setupgroupsofthreeorfour.• Confirmthatstudentsunderstandthattheydiscuss

first,andthenwriteinvocabularylogs.• Say:Remember when you write in your vocabulary

logs, you can always write more than three words or phrases. You can also use the vocabulary log for words you read or hear outside of class.

B CLASS.Discuss.Whatdoeseach...

• Askstudentstoreadthedirectionsandthewordsinthevocabularybox.

• Askforvolunteerstoexplainorgiveexamplesofthewords.

• Note:IfyouusedthissetofwordsintheVocabularyExpansionforExercise2,studentsshouldalreadyknowwhatthewordsmean.Inthiscase,askthemtoshareanyfurtherquestionsabouttheseorothercomputer-relatedvocabulary.


Write an autobiographical essay about a challengeLesson 9

UNIT 10 T-202


• Say:We have been talking about technology and the growth of the Internet. We have practiced vocabulary and grammatical structures to discuss virtual training. Today we are going to apply all of this knowledge as we write an autobiographical essay about a challenge that we faced.

• Writethetermsbiographyandautobiographyontheboard.

• Say:A biography is a story that someone writes about someone else. An autobiography is a story that someone writes about his or her own life.

• Ask:What types of people write autobiographies? Why do you think that people write them?


Teaching Tip

Fortheexercisethatfollows,directstudentstoanInternetblog,preferablyanautobiographicalone.Ask:Why do you think that this person wrote the blog?

1 BEFORE YOU WRITE

a Youaregoingtowrite...

• Haveanabove-levelstudentreadtheFYInotealoud.

• Say:One way to write and publish a story about yourself online is to have a blog.Reviewwhatablogis.

• Remindstudentsthatablogisapersonalwebsitethatmanypeopleusetowriteabouttheirlivesorrecountapersonalexperience.

• HavestudentslookbackatToddSkinner’sblogonpage172.Ask:What did Todd write about?

• Directstudents’attentiontotheWritingTipandreaditaloud.

• Explainthataconcrete detailissomethingthatisdescribedinsucharealisticwaythatyoucaneasilyimagineit.

• Emphasizethatwhenstudentswrite,theywillwanttouseconcreteexamplesandsensorydetailstohelpreadersvisualizetheirstory.

Language Note

• Explainthatconcreteexamplesandsensorydetailshelpreaderstoimagineascene.Readthefollowingsentencesaloud:

My grandmother’s kitchen was tiny but inviting: There were bright white countertops, yellow flowered wallpaper, and a tiny linoleum table with two padded yellow chairs. Afternoon talk shows played from a portable television balanced on top of the refrigerator. The smell of garlic and tomatoes hung in the air. Whenever I entered the room, I felt calm.

• Ask:What details do you remember about the passage that I just read? What can the reader see, hear, touch, and smell?


B Beginthinkingaboutyour...

• Askstudentstoreadthedirections.• Havestudentscompletetheexercise.

c Freewriteaboutyourtopic...

• Askstudentstoreadthedirections.Tellthemtowritedowneverythingtheycanabouttheirtopic.

D Readthewritingmodelonpage211....

• Havestudentsreadtheautobiographicalessayonpage211,andclarifyunfamiliarvocabulary.

• Askstudentswhattheauthor’sessayisabout.Answer: Alexandra’s essay is about her life story—how she came to the U.S., found work, learned English, and became successful.

2 ANALYZE THE WRITING MODEL

PAIRS.Discussthequestions.

• Say:Now, read the essay a second time. Then discuss your answers to the questions.

• Elicitanswersandwritethemontheboard.Answers: 1. Since she didn’t know enough English to communicate well, she couldn’t find a well-paying job. 2. She worked as a babysitter and studied English. 3. Her English teacher encouraged her to work on her English all the time. She got a job at a nonprofit organization. Her English improved and she was promoted.


T-203 UNIT10

Interactive Practice page 128

Extra Practice

Write an autobiographical essay about a challengeLesson 9


3 THINK ON PAPER

a BeforeAlexandrawrote...

• Readthefirstsentenceofthedirectionsfortheproblem/solutionchart.Haveavolunteerreadthetextinthechart.

• Say:What is an outcome?(aresultorconsequence)• Readtherestofthedirections,andaskstudentsto

completetheexercise.• Elicitanswerstothequestions.(Possibleanswers:

Boththeessayandthechartpresenttheauthor’sproblem,solutions,andoutcomes.However,theproblem/solutionchartsummarizesthesepoints;theessayaddsdetailsabouttheauthor’spersonallifeandjobsandaboutherteacher’smethods.)

B Lookatthenotesyoumade...

• Havestudentsreadthedirections.• Tellstudentstomakeproblem/solutioncharts.

Monitorstudents’work,helpingasneeded.(Forexample:Is that a solution or an outcome? )

4 WRITE

Useyourproblem/solutionchart...

• Readthedirections,emphasizingthatstudentsshouldincludeconcreteexamplesandsensorydetailstohelpreadersvisualizetheirlifestory.

• Havestudentswritethefirstdraftofanautobiographicalessay.

• Say:When you finish writing, you’re going to read your autobiographical essay and revise it. What does revise mean?(changeyourwork—add,delete,orrewritedetails)

5 CHECK YOUR WRITING

a STEP1.Reviseyourwork.

• Readthedirections.Say:Read over your autobiographical essay a first time and answer the questions in Step 1; if any answers are no, revise your work.

• Optional:Havestudentsformpairs,exchangepapers,andgiveeachotherfeedback.Tellthemtonotewhethertheessaydescribedapersonalchallenge,usedconcreteexamplesandsensorydetailstohelpreaderspicturethestory,andwasstructuredinalogicalwaythatreaderscouldfollow.

B STEP2.Editandproofread.

• Say:Read over your essay a second time and edit and proofread your work.Readthedirectionsanddirectstudentstochecktheiressaysforgrammar,spelling,punctuation,andtypos.

• Asstudentseditandproofread,walkaroundandchecktheirwork,answeringquestionsasneeded.

• Optional:Havestudentcompletea“clean”seconddraftoftheiressayathome,incorporatingrevisionsandcorrectionsfromtherevisionandeditingsteps.

Teaching Tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageTxvtoevaluatevocabulary,grammar,mechanicsandhowwellstudentscompletethetask.Youmaywanttoreviewthecompletedrubricwithstudents.

MULTILEVEL INSTRUCTION for 5A and 5B

Pre-level HavestudentscompleteachecklistwiththerevisingandeditingcriteriafromExercises5Aand5B,checkingoffaboxforeachquestionandmakinganychanges.Above-level Havestudentswhofinishwritingandself-editingreadandeditapeer’sessayusingthecriteriainExercises5Aand5B.Thenhavethemdiscusstheessaywiththewriter.


UNIT 10 T-204

Show what you know!Review &Expand

1 REVIEW

Foryourgrammarreview,go...

• Say:Today we’re going to review the skills that we have practiced in this unit and apply them to a problem. What are some of the skills we have practiced?Elicitanswers,notingthemontheboard.(Forexample:understandhowtouseaninstructionmanual,discussthepositiveandnegativeeffectsoftheInternet,discussvirtualtraining,identifyhowtechnologyaffectsourdailylives)

• Havestudentscompletethegrammarreviewexerciseonpage231.

2 ACT IT OUT

PAIRS.Youaredebating...

• Say:Earlier in this unit, we explored the birth of the Internet. Today we’ll debate the pros and cons of the Internet in our daily lives.

• Askstudentstoreadthedirections.Setuppairs.• Clarifythattake a stand againstmeanstoargue

againstsomething.• Say:Student A will argue in favor of the Internet,

explaining how the Internet has improved our lives at home and at work and citing information about the history of the Internet, such as what it was originally created to do.

• Say:Student B will argue against the Internet, explaining how the Internet has negatively affected our lives at home and at work and using the example of texting to support his or her arguments.

• Askstudentsiftheyrememberwaystoexpressagreementanddisagreement.Writethefollowingfunctionsontheboardandelicitwaystostatethem:Giving your opinion; Expressing no opinion; Agreeing; Disagreeing.

• Asneeded,referstudentstotheCommunicationSkillboxonpage191,whichpresentswaystopolitelyexpressagreementanddisagreement.Givestudentsafewminutestoreviewthebox.

• Havestudentscompletetheexercise.• Havevolunteerssharetheiropinionswiththeclass.

3 READ AND REACT

STEP1.ReadaboutEdwin.

• Say:Now we’re going to apply our knowledge from this unit to a problem involving a character, Edwin. Let’s read about Edwin.

• Havestudentsreadthestory.• Clarifyunfamiliarvocabularyasneeded.

(Examples:a step up—apromotionormovetoahigherlevel;figure out—understand)

STEP2.GROUPS.WhatisEdwin’sproblem?

• Askstudentstoformsmallgroups.• Say:In your group, you will discuss what Edwin’s

problem is and what he can do about it.• Askeachgrouptomakenotesonasheetofpaper.

TellthemthattheywillwriteabriefdescriptionofEdwin’sproblemandalistofsolutions.

• Elicitlanguagetouseformakingsuggestions.(First, he should. . . . He could also try to . . .)

• Havestudentsdiscussthequestions.• Havearepresentativefromeachgrouppresentthe

group’sideas.Possible answers: Problem: Edwin needs to improve his technical skills. Solution: He can ask someone in IT for help or ask his boss to let him take a training course.

4 CONNECT

Turntopage221foryourGoal-SettingActivity.SeepageTxiiforgeneralnotesaboutteachingGoal-Settingactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage185.Askstudentstoturntopage185andcheckoffanygoalstheyhavereached.Callonthemtosaywhichgoalstheywillpracticeoutsideofclass.

CD-ROM Practice

Go to the CD-ROM for more practice.

Ifstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit10,encouragethemtoreviewtheactivitiesontheCD-ROM.


10 technology - english for resultsamerican english grammar. presentation 15 minutes 2 listen a an...

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