50 minute read
Sample Teacher’s Edition unit
ME, ONLINE
11
TEACHER DEVELOPMENT INTRODUCTION
Strategy 2: Memorizing new language – Memory games Memory games – whether Ss play against each other or test themselves – are an enjoyable way both to practice particular language points through intensive exposure and repetition and to develop Ss’ memorization skills. In this unit we look at two classic memory games that can be used to present and practice language in the modern language classroom. The chain game (Activity 1): Ss are challenged to remember a growing list of language items. You will have the opportunity to try this in lesson 11.1. Can you remember? (Activity 2): Ss see a set of pictures or objects and then have to remember as many as they can. You can try this in lesson 11.2. To find out more about the value of memory games and different memory game ideas, read Chapter 7 of Nick Bilbrough, Memory Activities for Language Learning, pp. 187–210. Please go to www. cambridge.org/evolve to download this material.
INTRODUCE THE THEME OF THE UNIT
Have a brief discussion on sharing life events on social media. On the board, write social media. Ask Ss if they enjoy sharing their activities on social media. Ask for examples of social media sites that they use. If any Ss don’t enjoy social media, ask them why. Ask Do you think that social media helps people feel closer to each other?
UNIT OBJECTIVES
Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit, they can check if they used the words.
START SPEAKING
A Ss look at the picture. • Ss discuss the questions in pairs. • Ss share their answers with the class.
Answers
The people are at a restaurant. They are recording their meal on their phones while they are eating it. B Read the questions aloud. • Ss discuss the questions in pairs. • While Ss are discussing the questions, write the types of screens from the box on the board. • Ask Ss to share their answers with the class. As they share their answers, put a check mark next to the screens they mention. • See what the most popular and least popular answers are. • Ask follow-up questions: What is the one screen you can’t live without? Which screen makes your life easier?
C Ss discuss the questions in small groups. • OPTIONAL ACTIVITY Ss use their phones to access the video and then discuss if they use their phones in the same way as Ali.
REAL STUDENT
Hello, my name is Ali. I usually use my phone to take photos and videos, but I don't share them because they are private.
LEVEL 2 (A2) TEACHER'S EDITION SAMPLE UNIT
UNIT OBJECTIVES
■ talk about what you’ve done and what you’ve never done ■ talk about what you’ve done, and when ■ make and respond to requests ■ write comments about an infographic ■ create a video or vlog
ME, ONLINE
11
START SPEAKING
A What can you see in the picture? What are the people doing? Do you do this? Do you like it when other people do this? B What other types of screens can you add to the list below? How do you use these screens in your life?
ATM computer GPS smartphone tablet TV
C Do you like sharing your photos and videos online? Why or why not? For ideas, watch Irene’s video. Are you the same as Irene?
11.1
I’VE NEVER BEEN HAPPIER!
LESSON OBJECTIVE
1 LANGUAGE IN CONTEXT
A Make a list of ten things you want to do in your life. Use the suggestions below, or think of other things.
buy a car buy an apartment find a new job get married have a baby learn to cook learn to drive live in a different country move to a different city run a marathon teach someone something travel to another country write a book write a song
B Read about Elena and her grandmother, Maria. Underline the activities from exercise 1A that they talk about in the interview.
THIS IS YOUR LIFE
I’ve made lots of videos. But my next video will be my best. It’s about my amazing grandmother, Maria Cruz. I interviewed her last week. Elena Grandma, you’ve done so many things. You’ve lived in different places, met interesting people, owned two different businesses, and taught school. What are you most proud of? Maria Oh, that’s easy. I’m most proud of my family. I’ve watched my children grow up and have beautiful families of their own. I’ve helped my grandchildren in school, and I’ve seen two of them graduate from college. Elena You retired last year, but you haven’t slowed down. Maria No, I haven’t. Honestly, the internet has opened up a new world for me. I check my messages every day, and I opened a social media account. I’ve added 200 people as friends and joined different groups. And with my new smartphone, I message people all the time. Elena Have you ever wanted to go back in time, to be young again? Maria No, I’ve always loved my life. And now, well, I’ve never been happier!
My profile Sign out
Elena
Maria
C Read the article again. Who (Elena, Maria, or both of them) … ? 1 is part of a social network 3 made many videos before now 2 discovered a new world 4 is very proud of her grandchildren D PAIR WORK Who is the most interesting person you know? Tell your partner about the person.
2 VOCABULARY: Using verb–noun internet phrases
A 2.36 Look at the words in bold in the text and complete the phrases below. Listen and check. 1 open 4 someone 2 join 5 someone as a friend 3 make 6 your messages
11.1 I’VE NEVER BEEN HAPPIER!
LESSON OBJECTIVE
1 LANGUAGE IN CONTEXT
• Introduce the task Books closed. On the board, write life goals. Tell Ss to say any goals that they have or that other people they know have. Explain that goals can be smaller, regular things, such as go running twice a week or make one new recipe a month.
Write their ideas on the board for Ss to refer to in exercise 1A.
A Books open. Ask volunteers to read aloud the different things to do in life. Point out any that are the same as the ones they mentioned in the introduction activity. • Ss do the task individually. Explain that they can use the things on the board in their lists. • Ss compare their lists in pairs before sharing their lists with the class. • Ask What things are the most popular?
B Read the instructions aloud. Ask Who is Mariem? (Hind's grandmother) • Ss read the interview silently. Answer any questions about unfamiliar vocabulary or phrases. • Ss underline the activities from exercise 1A mentioned in the interview. • Check answers with the class.
Answers
live in different places, taught school
MIXED ABILITY
Have weaker Ss work with stronger Ss to do the task.
EXTRA ACTIVITY
Have Ss write three to five comprehension questions about the interview and exchange them with a partner to answer. C Read the instructions and the four items aloud. • Ss do the task individually. • Check answers with the class.
Answers
1 both 2 Mariem 3 Hind 4 Mariem
D PAIR WORK Read the question aloud. • Ss discuss the question in pairs. • Ask Ss to share their partners’ answers with the class.
2 VOCABULARY: Using verb–noun internet phrases
• Introduce the task Explain that there are often specific verb–noun combinations that are always used together and that they will learn some of these combinations that are used when talking about the internet.
A 2.40 Do the task Read the instructions aloud. • Ss do the task individually. • Play the audio for Ss to listen and check their answers.
Answers
1 open a social media account 2 join groups/a group 3 make a video 4 message someone 5 add someone as a friend 6 check your messages
B 2.41 Read the instructions aloud. • Ss do the task individually. • Play the audio for Ss to listen and check their answers.
Answers
7 build a website 8 change your password 9 click on a link 10 swipe left or right
C Direct Ss to page 175 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-156.
D PAIR WORK Read the questions aloud. Ask a volunteer to read the example aloud. • In pairs, Ss discuss the questions. • Have a class discussion to see what Ss’ grandparents have in common.
3 GRAMMAR: Present perfect for experience
A Introduce the task On the board, write Jan made a lot of videos last week. Jan has made a lot of videos. Ask
What is the tense of the first sentence? (simple past) Ask
In the second sentence, do we know exactly when Jan made the videos? (no) Ask if Ss know what tense the second sentence is (the present perfect). Explain that the present perfect is used to talk about something that happened in a general time in the past, usually over a period of time. Point out that the present perfect is: have/has + the past participle. • Read the sentences in the grammar box aloud. • Do the task Ss do the task individually. • Check answers with the class. • Review the task Write some common verbs on the board, and/or go through this unit and write the verbs that are used. Ask Ss to come to the board and write the past participles of the verbs. Then ask them to use the verbs in present perfect sentences.
Answers
1 have 2 simple past 3 general past 4 ever 5 never Examples of present perfect in the interview on page 128: you’ve done; You’ve lived …, met … owned … , taught … ; I’ve watched; I’ve helped; I’ve seen; you haven’t slowed down; I haven’t; has opened; I’ve added … , joined; Have you ever wanted; I’ve always loved; I’ve never been
B Direct Ss to page 163 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-153. C Read the instructions aloud. Ask Ss if they know the past participles of any verbs in exercise 1A without looking them up. • Model the task by writing a sentence with information that is true for you. • Ss write their sentences individually. • Ss read the information in the Accuracy check box and then check their sentences for accuracy. • Ss tell a partner what they have and haven’t done. • Ss tell the class what things they’ve done that are the same.
Answers
Past participles of the verbs in exercise 1A on page 128. * indicates the form is different from simple past: bought, found, *gotten, had, learned, lived, moved, *run, taught, traveled, *written
TEACHER DEVELOPMENT ACTIVITY 1
The chain game This simple memory game tests and develops Ss’ ability to remember lists of language items. It can be used to practice many different kinds of language, but in this lesson, the focus is on life achievements and the present perfect for experience. • Say to the class: In my life, I’ve done a lot. I’ve had a baby and run a marathon. • Choose a student to continue the chain. He/she repeats your sentence and adds one more achievement in the present perfect form: In my life, I’ve done a lot. I’ve had a baby, run a marathon, and written a song. Then he/she chooses the next student to continue. Ss can use the expressions from exercise 1A or their own ideas. If there are any grammar mistakes, encourage Ss to correct each other right away. • Continue until someone forgets what was said, and the chain breaks. When this happens, start a new chain. Play four or five times. Try to find out which student can remember the longest chain.
4 SPEAKING
• GROUP WORK Read the instructions aloud. • Model the task. As a class, think of one or two questions to ask. Volunteers ask you the questions. • Ss write their questions individually. • In small groups, Ss ask and answer their questions. • Ask groups to share the results of their questionnaire with the rest of the class. • Workbook Unit 11.1 • Worksheets: Grammar 11.1; Vocabulary 11.1
B 2.37 Complete the verb–noun phrases using the words from the box. Listen and check. Were you right?
a website left or right on a link your password
7 build 9 click 8 change 10 swipe C Now do the vocabulary exercises for 11.1 on page 151.
D PAIR WORK Do your parents or grandparents use the internet. What do they do? What don’t they do? Use the verb-noun phrases from exercise 2.
My grandfather checks his messages once a week. He doesn’t want to open a social media account.
3 GRAMMAR: Present perfect for experience
A Circle the correct options to complete the rules. Use the sentences in the grammar box to help you. Underline other examples of the present perfect in the interview on page 108. 1 To make the present perfect, use have / make + past participle. 2 For some verbs, the participle is the same as the simple past / present form. 3 The sentences are about experiences in the present / general past. 4 To ask if something has happened at any time in the past, use . 5 To give a negative response, use in your answer. Present perfect for experience
I’ve made lots of videos. Have you ever wanted to go back in time? I’ve added 200 people as friends. I’ve never been happier!
C Look at the list of activities in exercise 1A on page 108. Which have you done? Which haven’t you done? Find the past participle of the verbs. Write five sentences that are true for you. Check your accuracy. Tell your partner. Have you done the same things?
I’ve learned to drive, but I haven’t bought a car.
ACCURACY CHECK
4 SPEAKING
GROUP WORK Write a questionnaire with the activities in exercise 1A on page 108. Ask your classmates the questions and write down who has done each thing. Who has done the most things? Who has done the things you want to do?
Have you run a marathon? Yes, I have.
Great! What’s your name?
Use never + an affirmative verb. Don’t use not with never. I’ve not never built a website. ✗ I’ve never built a website. ✓
11.2
SOCIAL MEDIA LIKES
LESSON OBJECTIVE
■ talk about what you’ve done, and when
1 LANGUAGE IN CONTEXT
A PAIR WORK Answer the questions with a partner.
A Have you ever crowd-sourced information?
B Have you ever built an app? C Have you ever made a video that went viral? D Have you, or anyone you know, ever found love online?
B 2.38 Listen to three people talk about their online experiences. Which three questions from exercise 1A does the interviewer ask? 1 Alex 2 Padma 3 Sara
C 2.38 PAIR WORK Listen again. Complete the second question the interviewer asks each person.
Check your understanding with a partner.
2.38 Audio script
1 Alex Not viral really, but my friend and I uploaded a video that got about 7,500 views. Interviewer What Alex Last year. It was about what music people have on their phones. A guy from the local newspaper even wrote an article about us.
2 Padma I haven’t, but my friend has. Interviewer What ? Padma Well, my friend, Ananya, thought she found her cousin Rohan on Facebook. She added him as a friend, but he wasn’t her cousin. Same name, different person. She messaged him about the mistake, and he messaged her back, and it continued. Then they decided to meet. They got married last year!
3 Sara Yes, I have. Interviewer What ? Sara We wanted to go to Florida on vacation, but didn’t know where to go and what to do. So I put the question out there. I follow a photographer from Florida on Instagram, and she messaged me with lots of great travel tips: places to see, really good restaurants, that sort of thing. We got a lot of good suggestions from people, but her advice was the best.
D Read the answers again. Which person … ? 1 has a friend whose husband and cousin both have the same name 2 has been in the local newspaper 3 got travel advice from strangers online
11.2 SOCIAL MEDIA LIKES
LESSON OBJECTIVE
■ talk about what you’ve done and when
1 LANGUAGE IN CONTEXT
• Introduce the task On the board, write upload. Ask
What kinds of things do you upload to social media accounts? Do you enjoy sharing events in your life on social media?
A PAIR WORK Ask volunteers to read the questions aloud. Ask What are examples of information that a person gets through social media? • Ss discuss the questions in pairs. • Ss share their partners’ answers with the class.
B 2.42 Read the instructions aloud. • Ss read the interviews individually and then discuss the questions with a partner. • Play the audio. Ss check answers in pairs. • Check answers with the class.
Answers
Waleed: C Padma: D Sara: A
C 2.42 PAIR WORK Play the audio. Ss check answers in pairs. • Check answers with the class.
Answers
Waleed: What was it about, and when did you make it? Padma: What happened? Why are you laughing? Sara: What did you ask about? D Ss reread the interviews and answer the questions individually. • Check answers with the class.
Answers
1 Padma 2 Waleed 3 Sara
EXTRA ACTIVITY
Tell Ss to write one or two comprehension questions about each person interviewed and exchange them with a partner. Ss take turns answering each other’s questions.
2 VOCABULARY: Using social media verbs
Introduce the task Explain that Ss will learn verbs that are used in social media. Tell them to write down any words that they think they will learn in this part of the lesson.
A 2.43 Ss cover the words in the box and write down their guesses for what each symbol means, but don’t FIND IT check their answers yet. • Ask volunteers to read the vocabulary in the box. Ask Ss to say any of the words they already know. Ask if they included any of them on their lists from the activity in the introduction. • Do the task Read the instructions aloud. • Ss do the task individually. • Play the audio for Ss to check their answers.
TEACHER DEVELOPMENT ACTIVITY 2
Can you remember? Alternative instructions for exercise 2A This traditional memory game can be used to introduce or review any set of vocabulary that can be represented by pictures or real-life objects. • Books closed. One at a time, draw pictures of icons 1–10 from exercise 2A on the board and elicit/teach the social media verbs. As you proceed, leave the pictures on the board but don’t write the verbs. • When all ten pictures are on the board, tell Ss to look at them and silently try to remember all the verbs. • Erase/cover the pictures. Ss write down all the verbs they can remember then compare their lists in pairs.
Find out which pair has the longest list. • Finally, draw/uncover the icons and elicit the verbs again, this time writing them up so that Ss can check their spelling.
Answers
1 download 2 search for 3 log in 4 follow 5 like 6 upload 7 share 8 block 9 go viral 10 bookmark
B Direct Ss to page 175 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-156.
3 GRAMMAR: Present perfect and simple past
• Introduce the task Ask When we use the present perfect, are we talking about the past, present, or future? (past) What helping verb do we use with the present perfect? (have) What tense is the helping verb in? (the present) Review some past participles. Say the present tense form and ask volunteers to say the past participle form.
A Do the task Give Ss time to read the sentences in the grammar box. • Ss do the task individually. • Check answers with the class. Ask Which sentence is in the present perfect? (the first one)
Answers
1 present perfect 2 simple past
B Direct Ss to page 163 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-153.
C PAIR WORK Read the instructions aloud. • Give Ss time to write their sentences individually. • Ss do the task in pairs. • Ss share their partners’ sentences with the class.
MIXED ABILITY
Work with weaker Ss as a group to write a sentence for each verb. Encourage stronger Ss to ask followup questions about their partners’ sentences during their conversation.
4 SPEAKING
A GROUP WORK Read the instructions aloud. Ask volunteers to read the questions aloud. • Ss take turns asking each other all of the questions. Tell Ss to take notes on each other’s answers to use in the next task.
B Read the questions aloud. • Ss share their groups’ answers with the class. • OPTIONAL ACTIVITY Ss use their phones to access the video and then discuss whether their online use is the same as Osama's.
REAL STUDENT
I'm Osama Al Sawyan. I'm from Jeddah, city in Saudi Arabia. I went online today five to eight times. I watched the news and then I … I visit the university website to check my exam time, and I … and I also watched my favorite show. That's it.
FIND IT
A 2.39 Match the internet icons with the words in the box. You can use your phone to help you.
Listen and check.
1 2 3 4 5
6 7 8 9 10
3 GRAMMAR: Present perfect and simple past
A Circle the correct options to complete the rules. Use the questions in the grammar box to help you. Then find other examples of the present perfect and simple past in the text in exercise 1B on page 110. 1 We use the simple past / present perfect to talk about past experiences not at a specific time. 2 We use the simple past / present perfect to talk about a specific time in the past. Present perfect and simple past
C PAIR WORK Write five present perfect sentences about yourself with these verbs. Then give details about each one with the simple past. Tell your partner. Have you done any of the same things?
eat lose break read see
4 SPEAKING
A GROUP WORK Ask your classmates the questions on the right. Make a note of their answers. B Who has been online the most? Who is the biggest user of social media? For ideas, watch Allison’s video.
Did you go online as much as Allison today?
IN THE LAST WEEK … ?
How many times have you logged in to ? your social media account? How many people have you stopped following on social media? Tell me about one comment that you have posted. What’s the most embarrassing thing you have shared on social media? Have you bookmarked anything? ? ?
11.3
CAN I USE YOUR PHONE?
LESSON OBJECTIVE
■ make and respond to requests
1 FUNCTIONAL LANGUAGE
A 2.40 PAIR WORK Look at the pictures. What has happened in picture A? What are the people doing in picture B? Read and listen to check.
A B
2.40 Audio script
1 A Hello. Can I help you? B Oh, hi … yes. Would you mind looking at my phone? A Sure. What’s the problem? B I dropped it yesterday and broke the screen. A I can see that! B So, can you fix it? A I’m afraid not. We don’t fix screens here. B Oh, I see. Thanks anyway. 2 A This is so beautiful. Let’s take a selfie. B Smile! Oh, no! A What’s wrong? B My phone. The battery’s dead. Do you mind if I use yours? A No problem. B Thanks. OK … Smile! … Perfect. Actually, could I take a few more? A Yeah, that’s fine. I can share them with you later. B Great. Thanks so much.
B Complete the chart with expressions in bold from the conversations above.
Making requests
2
/ Could you (fix it)? Asking for permission Do you mind 3 your phone)? Can / 4 more)? I (use
I (take a few Responding to requests
Accepting Sure. No 5
Yeah, that’s 6
Refusing
I’m 7
No, I’m sorry. not. INSIDER ENGLISH ENGLISH
When a phone battery has no power, you can say that it’s dead. The battery is dead. My phone died.
11.3 CAN I USE YOUR PHONE?
1 FUNCTIONAL LANGUAGE
• Introduce the task On the board, write request.
Explain that a request is something you ask someone to do for you, or someone asks you to do for them.
Ask When was the last time you had to make a request of someone? What was the request? What was their response? • Explain that in this lesson, Ss will learn ways to make and respond to requests.
A 2.44 PAIR WORK Read the instructions aloud. • Give Ss time to look at the pictures and think of their answers before they compare their guesses with a partner. • Play the audio as Ss read along. • Direct Ss’ attention to the Insider English box and read the information aloud. Ask if there is an equivalent saying in Ss’ own language. • Play the audio again, if necessary. Tell Ss to write down their answers for each conversation. • Ss work in pairs to see if their guesses were correct and then check answers with the class.
Answers
Picture A: The woman has broken her phone screen. Picture B: The people are taking pictures on vacation.
MIXED ABILITY
Tell stronger Ss to cover the conversations at the beginning of the exercise and answer the question by just listening to the conversations, not reading them. Play the audio twice, if necessary.
LESSON OBJECTIVE
■ make and respond to requests
B Direct Ss’ attention to the headings in the chart. Check understanding. • Ss complete the task individually.
Answers
1 mind 2 Can 3 if 4 Could 5 problem 6 fine 7 afraid
MIXED ABILITY
Tell stronger Ss to cover the text of the conversations from exercise 1A and try to fill in the blanks from memory. For other Ss, allow them to re-read the conversations first, and then fill in the blanks.
• While Ss are completing the task, write the sentences on the board, including the blanks. • Ask volunteers to come to the board to fill in the blanks for the class to check answers.
C PAIR WORK Pairs practice the conversations in exercise 1A. • Ask pairs to perform one of the conversations for the class.
• Introduce the task Tell Ss that they will learn a way to ask for help when they don’t know or remember a word in English.
A 2.45 Audio script p. 000 Read the instructions and the question aloud. • Play the audio. • Check the answer with the class.
Answer
The customer’s laptop screen is broken.
B 2.45 Audio script p. 000 Read the instructions aloud. • Tell Ss to write their answers as they listen to the conversation. • Play the audio. • Go over the answers with the class.
Answer
What do you call it?
C 2.46 Read the instructions aloud. • Ss fill in the blank individually. • Play the audio for Ss to check their answers. • Check the answer with the class.
Answer
what’s her name
EXTRA ACTIVITY
Write about ten everyday items on separate pieces of paper (toothpaste, a magazine, etc.). Make one set for each pair of Ss. The “customer” chooses one of the papers but doesn’t show it to anyone. Then pairs role-play a customer and a person working at the information booth in a mall. The person in the information booth has to guess what the item is from the customer’s description. Customer: Hi. I need to buy a … what do you call it? Information: Can you describe it? Customer: Well, it’s ______, etc. D Put Ss in pairs and assign who will be Student A and who will be B. • Give them time to read the instructions. Check understanding of the task. Ask What do you do first? (fill in the blanks in the questions) How many questions do you ask your partner? (3) Where do you find the answers to the questions? (in the box) • Ss do the task in pairs.
Answers
Student A 1 do you call it 2 do you call them 3 ’s/is his name Student B 1 do you call it 2 do you call them 3 What do you call
3 PRONUNCIATION: Saying final /n/ and /m/ sounds
A 2.47 Play the audio. Pause the audio after each group of words and tell Ss to repeat. Ask: Do your /n/ and /m/ words sound the same or different?
B 2.48 Give Ss time to read the conversations. • Ss circle the words that end in the /m/ sound. Play the audio and check answers. • Ss practice the conversations in pairs, focusing on the words that end in the /m/ sound.
Answers
1 problem, I’m 2 name 3 warm, them Your mouth should be closed to make the /m/ sound.
4 SPEAKING
• PAIR WORK Read the instructions aloud. Model the task with a volunteer. • Ss do the task in pairs. • Ask pairs to say their conversations for the class. • Workbook Unit 11.3
A 2.41 Listen to a conversation in a repair shop. What’s the problem? B 2.41 Read the information in the box about remembering words. Then listen to the conversation again. What question from the box does the customer use?
REMEMBERING WORDS
When you can’t remember a word, someone’s name, or don’t know how to say something in English, you can ask a question: What’s his/her name? What do you call it/them?
C 2.42 Complete another conversation with a question from the box. Listen and check. A I uploaded a photo of that actor I saw. B Who? A You know, ? The really good one. She won an award last year. B Oh, yeah. With all the hair. I know who you mean. What is her name? D Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.
3 PRONUNCIATION: Saying final /n/ and /m/ sounds
A 2.43 Listen to the words. Focus on the sound of the bold letters. Practice saying them. Do you make the /n/ and /m/ sounds? /n/ phone broken won /m/ problem program name B 2.44 Circle the words that end in the /m/ sound. Listen and check. Practice the conversations with a partner. Is your mouth open or closed when you say the /m/ sound? 1 A What’s the problem? 3 A It’s warm in here. B My phone is broken. Can you fix it? B The windows are closed. A I’m afraid not. A Do you mind if I open them? 2 A What’s his name? B That’s fine. B It’s Robin.
4 SPEAKING
PAIR WORK Choose two of the situations. Practice making and responding to requests. You can accept or refuse each request. 1 You’re a tourist. Ask someone to take your picture. 2 You’re in an office or on a bus, and it’s very hot. Check if it’s OK to open the window. 3 You’re having a problem buying a soda from a machine. Another person is waiting. 4 You’re in a hurry to a buy a train ticket.
You want to go to the front of the line.
Would you mind taking a photo of us?
Sure. No problem. Thanks a lot. Just press here.
11.4
SELFIES
LESSON OBJECTIVE
■ write comments about an infographic
1 READING
A PAIR WORK How often do you take selfies? Find a selfie that you love or hate. Talk about where, when, and how you took the picture. B READ FOR MAIN IDEAS Read the blog page. Check (✓) the topics that the writer includes. 1 how often people take selfies 5 the age of people who take selfies 2 problems with selfies (selfie fails!) 6 how to take a good selfie 3 selfies and social media 7 why people take selfies 4 famous people’s selfies 8 where people take selfies
About Blog Images Archive
Diana Garcia
@dgarcia Thanks to all my friends (174!) who answered my questions about selfies. Here’s the result – it’s a mini-project for my Media and Communication course. I hope you like it – comments welcome!
Posted 3:15 p.m. + Comment 36 21 17
SELFIES IN NUMBERS
WHO’S TAKING SELFIES? TOP SITUATIONS FOR SELFIES
FEMALES 36%
AGE 18 19 20 21 and over
MALES 64%
19%
6% 10% 65%
HOW WE SHARE
30% 34% 20% 16% 30% 18% 52%
at a party/on a night out on vacation at school in front of the mirror with a friend/a group of friends with a boyfriend/ girlfriend alone
CHANGING SELFIES I have used an app to … … change my hair 37%
… add glasses or a silly mustache 32%
… add a special filter 25%
… change my eye color 6%
30%
Twitter 12%
9%
“I don’t share” 9% Snapchat 24% Other 16% TOP REASONS FOR SELFIES
1
to remember a happy moment
2
because you feel good
3
because you look good
4
to share information about your life FUN FACT!!
PEOPLE TAKE TWO SELFIES A DAY ON
AVERAGE. ✓
C READ FOR DETAIL Read the blog again. Which sentences are true? Correct the false ones. 1 Teenagers take the most selfies. 4 People often take selfies when they’re happy. 2 Parties are the most popular place for selfies. 5 Most people share their selfies on social media. 3 People take selfies with friends the most. 6 Apps are popular for changing eye color.
11.4 SELFIES
1 READING
• Introduce the task Ask What is an infographic? (a picture or diagram that shows or explains information) What are some ways the information in an infographic is presented? (bar graphs, lists, bullet points, charts, pictures, etc.) • OPTIONAL ACTIVITY Let Ss do a quick search on their phones or tablets to find examples of infographics and share them with the class. Talk about how the information is presented. • Explain that Ss will read an infographic about selfies and write a comment about it.
A PAIR WORK Ask What is a selfie? (a photo that you take of yourself, usually with your phone) • Read the question aloud. Give each student time to think of his/her own answer individually before sharing with a partner. • Ss share their answers with the class.
B READ FOR MAIN IDEAS Ss read the blog page silently. • Answer any questions about unfamiliar vocabulary. • Ss do the task individually. • Check answers with the class.
Answers
1 how often people take selfies 3 selfies and social media 5 the age of people who take selfies 7 why people take selfies 8 where people take selfies
LESSON OBJECTIVE
■ write comments about an infographic
C READ FOR DETAIL Ss do the task individually. • Check answers with the class. • Discuss the format of the different topics and how they are presented. Ask Ss which information is in a pie chart, a bar graph, a list, percentages, or icons.
Answers
1 true 2 false – Vacations are the most popular situation for selfies. 3 false – People like taking selfies alone the most. 4 true 5 true 6 false – Most people have not used an eye-color app.
EXTRA ACTIVITY
Play a memory game. Give Ss one minute to memorize the information in the infographic and then close their books. Say a number from the infographic and tell Ss to write down the information that the number pertains to. Alternatively, divide the class into teams. Say the number. The first S to raise his/her hand and say the correct answer gets a point for his/her team.
D PAIR WORK THINK CRITICALLY Ss discuss their ideas in pairs. • Pairs share their answers with the class.
Answer
B They’re about sharing positive experiences.
HOMEWORK IDEAS
Ss research other infographics about selfies or social media. Have them bring the infographic to class and summarize the information for the class.
2 WRITING
• Introduce the task Ask What is good and bad about presenting information in an infographic? Do you prefer to read an article or look at an infographic?
What blogs do you usually read? Do any of them use infographics? Do you write comments on the information you read on a blog?
A Read the instructions aloud. • Ss read the comments silently. • Direct Ss’ attention to the Register check. Give them time to read the information. • Check understanding. Ask What do the emojis mean? (The first emoji means the writer is making a joke about the information in the blog. The second emoji means the writer is angry because he doesn’t think the information in the blog is important.) • Ss discuss the question in pairs. • Ss share their answers with the class. Ask them to say which words or phrases in each comment gave them the answer.
Answers
Maia-gio’s and Tech-Yazeed's comments are positive. Tim Popa’s comment is negative. B WRITING SKILLS Read the instructions aloud. • Ss do the task individually. • Check answers with the class.
Answers
1 to say something positive: I think it’s interesting that … (I loved this infographic! / It’s so good to see … / This infographic has so much interesting information.) 2 to say something negative: Who cares? (This infographic is such a waste of time. / Can we have some real information, please?) 3 to say that you had a different idea before: I always thought … (I was surprised that …)
C PAIR WORK Read the instructions aloud. Ss discuss their opinions in pairs. • Have a class discussion about the infographic on page 134.Ask Ss to say what their partner thought was the most and least interesting information, and keep a tally on the board. Ask What other information could Diana have included in the infographic? What format could that information be presented in?
HOMEWORK IDEAS
Tell Ss to research other information about selfies or social media that is not in infographic form. Have them put it in infographic form and share it with the class. Ask the other Ss to write a one-sentence comment on each infographic.
WRITE IT
D Read the instructions aloud. • Ss do the task individually. Encourage Ss to use the phrases from exercise 2B in their comments.
E PAIR WORK Ss share their comments with their partners and write a reply. • Ss share their comments with the class. • Workbook Unit 11.4
D PAIR WORK THINK CRITICALLY Choose the statement that best summarizes Diana’s infographic about selfies. Discuss your ideas with a partner. A People take them because they are lonely. C They’re not fashionable now. B They’re about sharing positive experiences. D They’re a good way to make friends.
2 WRITING
A Look at the comments about Diana’s infographic. Which are positive, and which are negative?
B WRITING SKILLS Look at the phrases in the box. Match them to their uses. Find more examples in the comments in exercise A.
COMMENTS (3)
SELFIES IN NUMBERS
Maia-gio
I loved this infographic! It’s so good to see what real people say about selfies. I think it’s interesting that so many of us take selfies when we are alone – 52%! I also can’t believe that more men than women take selfies! Are you sure?
Victor Victor
I take selfies all the time, but I’ve never stopped to think about them. This infographic has so much interesting information. I always thought people just took selfies when they looked good. I was surprised that the top reasons were when they feel good or happy!
Tim Popa
This infographic is such a waste of time. 32% add a silly mustache! 16% take selfies in front of the mirror! Who cares? Can we have some real information, please? REGISTER CHECK
Who cares? (informal) = it isn’t useful or important.
I always thought … I think it’s interesting that … Who cares?
1 to say something positive: 2 to say something negative: 3 to say that you had a different idea before: C PAIR WORK Look at the infographic on page 114 again. Which information do you think is most interesting? Which information is not interesting? Why?
WRITE IT
D Use your answers in exercise 2C to help you write a short comment of about 50 words. You can: ■ say what you like or don’t like about the infographic ■ ask a question about the information ■ use emojis, like these: E PAIR WORK Show your comment to a partner. Write a reply to your partner’s comment.
1.5
TIME TO SPEAK Things you have in common
LESSON OBJECTIVE
■ talk about what you have in common
A DECIDE Answer the questions with what you think. (Answers are at the bottom of the page.) Are you surprised? 1 Imagine you have a group of 23 people. What is the probability that two people have the same birthday? a 50% b 23% c 0.056% 2 Imagine you have a group of 30 people. What is the probability that two people have the same birthday? a 25% b 70% c 4% 3 Now imagine you have 60 people. What is the probability that two people have the same birthday? a 50% b 10% c 99%
B AGREE Think of your answers to the questions below. Then ask and answer the questions in a small group. When you have something in common with another person, put a check (✓). When is your birthday? Where are your grandparents from? How many brothers and sisters do you have? What’s in your bag? What is your favorite possession? Who’s your favorite famous person? Are you the first/second/third-born child? How many friends do you have on What city are your parents from? Facebook? C Count the checks in your group. Tell the class what you and the others in the group have in common. How many people have the same birthday in your group? In the class?
D DISCUSS Work in groups of four. Find more things you have in common and write the information below. Use the questions and phrases at the bottom of the page to help you. 1 Everyone 3 Two people 2 Three people 4 One person
E PRESENT Read your sentences to the class. Don’t say the names! Can they guess who the people are?
To check your progress, go to page 153.
USEFUL PHRASES
DECIDE I think … Because … Do you agree? AGREE Me, too! / Same here! Not me. / I don’t.
Answers: 1 a 2 b 3 c
DISCUSS What’s your favorite … ? Do you have a/an … ? Do you like … ? When is … ? What’s your … called? Where are your … from? How many … do you have?
11.5 ACADEMIC SKILLS
Information technology: The internet of things
LESSON OBJECTIVE
■ expand notes on an item of technology into a paragraph
1 READING
A PREDICT Write the internet of things on the board, and ask Ss to choose the best definition (to check the meaning of connected, use mime!). • Before Ss read to check their answer, you may want to pre-teach the following vocabulary.
VOCABULARY SUPPORT connected (adj) joined, linked; when you’re online, you’re connected to the internet stream (v) receive (e.g., a TV show) directly over the internet tire (n) the black rubber part round a wheel, filled with air drone (n) a small flying machine controlled by someone on the ground make an appointment (v + n) decide on a time to do something or meet someone feature (n) an important point about something or part of something
B Ss read the article quickly to check their answer.
Answer
1
C READ FOR MAIN POINTS AND EXAMPLES Ss read the article again and check the main points. • Ss compare answers in pairs. • Elicit answers as a class.
Answer
Main points: 1, 3, 4, 6, 8
D THINK CRITICALLY The aim of this exercise is to help Ss use what they already know to support their reading. Ss read the article and note down two things they knew and two new things. • In pairs, Ss compare their notes. • Elicit answers as a class, building up notes on the board in two columns, known and new, if you wish. • Ask Ss to look at Question 2, and then discuss this together and bring out the points below.
Answers (expected)
a You know about the topic, but you may not know all the words. b It’s easier to guess the meaning of words if you already know about the topic. c Being able to predict the content makes it easier to read. d You need to read the text to see whether there is any new information, but you can probably read the parts you know more quickly.
2 LANGUAGE FOCUS: Giving examples
A Put Ss in pairs to discuss the questions together. • Elicit answers as a class and bring out the points below.
Answers
1 For example 2 Nouns (or noun phrases) 3 Yes (it means the same) 4 No – such as is only used before nouns 5 of – you can say An example of …, Another example of …, This is a good example of …, etc.
3 WRITING
A Read through the notes with the class. Remind Ss of the main features when writing notes: key words and phrases, no full sentences, lists of points under headings. • Check Ss understand the meaning of speed, heart rate, and calories. • Working alone, Ss complete the paragraph with words and phrases. • Ss compare answers in pairs. • Elicit answers as a class, and write them on the board. VOCABULARY SUPPORT speed (n) how fast something moves heart rate (n) how many times your heart beats a minute calorie (n) a unit of energy, often used to measure the amount of energy you get from food
Answers
1 go for a run 2 comfortable to wear 3 information 4 speed 5 run 6 you are 7 your body 8 calories 9 phone calls
B Working alone, Ss choose a device or app and write notes. Monitor and give help where necessary.
C Ss write a paragraph. Remind Ss to include expressions from exercise 3A.
D PAIR WORK Put Ss into pairs to read each other’s paragraphs and ask and answer questions. • At the end, ask a few Ss what their partners wrote and give feedback.
STUDY SKILLS: Evaluating your progress
The purpose of this section is to encourage Ss to reflect on their own progress near the end of this book and before they go on to Level 3. • Ss work alone and give each item a star rating from 1 (not so happy) to 5 (very happy). These ratings reflect their own personal feelings. Encourage them to consider the reasons for their ratings. • They can compare their ratings in pairs if they wish. • If you wish, you can elicit feedback as a class, or you can talk to each S about their ratings later. • Ss then answer questions 1 and 2 in pairs. • Elicit answers as a class, so Ss can share useful ideas about what helped them in the past and how they plan to improve in the future.
Answers
Answers may vary.
To: r.johnson65@listmail.net A Read the email. Does the writer follow the From: Subject: lilymartin@mymail.org Internship – Lily Martinadvice from the comments on page 8? B WRITING SKILLS Look at the email again and circle the Dear Mr. Johnson, capital letters. Write the words with capital letters. Your daughter Abigail is my classmate at a pronoun (I, you, he, she, etc.) I the University of Toronto. In October and November every year, b the beginning of a sentence students in our class do an internship. c names (people and I would like to do an internship in your organizations) company, Grallen Technologies. I attach d titles (Mr., Dr., Prof.) my résumé to this email. e f places (countries, nationalities, towns) days of the week, months Thank you very much for your time. Best wishes, Lily Martin GLOSSARY internship (n) a period of time C Rewrite the email below with capital letters in the correct places. that a young person works in a company to get experience Reply Forward in a job
dear ms. ali, my name is amanda barron. i work with your sister at first city bank in salvador. now i would like a new job. can we meet on tuesday and talk about your company? sincerely, amanda barron
WRITE IT
D Think of a situation and write a formal email to someone you don’t know. Include a connection to someone you both know and the reason for writing. Look at the examples in this lesson for help. E PAIR WORK Exchange emails with another student. Write a reply.
11.5
TIME TO SPEAK Online videos
LESSON OBJECTIVE
■ create a video or vlog
A Look at the types of videos on sites like YouTube. Which ones have you watched? Do you know any others? Add them to the list. ■ music videos ■ food or travel vlogs ■ beauty and fashion advice ■ ■ “how-to” videos ■ ■ cute animal videos ■
B RESEARCH Think of a famous YouTuber. What do they make videos about? Can you describe them to the class? Why do you think they are popular?
C DISCUSS Imagine you’re going to make a video. What is it going to be about? Think of something you want to tell people, for example: ■ something you have done ■ something you are interested in ■ somewhere you have been ■ something you know how to do
D PREPARE In small groups, you are going to make a video. Plan what you are going to say and do in the video. Use the phrases at the bottom of the page to help you. Think about the following questions: ■ What type of video will you make? ■ What will happen in your video? ■ What will it be about? ■ Who will film and direct the video? ■ Who will star in your video? What will they say?
E PRESENT Show your video to your classmates, and watch their videos. What do you like about each video? Do you think there are any future YouTube celebrities in your class?
To check your progress, go to page 156.
USEFUL PHRASES
DISCUSS Have you heard of … ? I really like watching his/her/ their videos because … PREPARE I have a good idea. I think we should … How about … ? PRESENT This is our video. That’s really cool/funny/interesting. You’ve done a really good job! I think you’ll be famous one day!
11.6 TIME TO SPEAK
Online videos
• Introduce the task Aim: Introduce the concept of vlogs • Ask How often do you watch videos or vlogs? Have you ever made one? • Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson.
A Do the task Aim: Introduce the types of online videos. • Read the questions aloud. • INDIVIDUALLY Ss do the task individually. • PAIR WORK Pairs discuss their answers. Encourage them to recommend any videos or vlogs that they think are very good.
B RESEARCH Aim: Ss talk about their favorite YouTuber. • Read the instructions aloud. • INDIVIDUALLY If possible, let Ss use their phones to research the questions. Alternatively, let Ss share whatever they know about a famous YouTuber with the rest of the class. • WHOLE CLASS Ss share what they found with the class. • Preparation for speaking* Give Ss time to think silently about what they are going to say.
C DISCUSS Aim: Ss discuss a topic for their group’s video. • Read the instructions aloud. Ask a volunteer to read the bullet points aloud. • GROUP WORK Give groups time to answer the questions to plan their vlog.
D PREPARE Aim: Groups make their video. • Read the instructions aloud. • GROUP WORK Ss work in groups to prepare their video and presentation. Make sure they understand that each person in the group must be involved in making the video (star, director, cameraperson, scriptwriter, etc.). • Ss plan, write, and film their video. If possible, Ss can get together in their groups to film the video in a quiet place outside of the classroom. • Encourage Ss to practice how they will present their USEFUL PHRASES video to the class.
LESSON OBJECTIVE
■ create a video or vlog
Time on each stage
E PRESENT Aim: Ss show their videos to their classmates and discuss them. • Tell Ss that they should take notes during each presentation and video to help them discuss it with the class. • WHOLE CLASS Ss take turns presenting their video. • Encourage Ss to say what they liked about each video. • Feedback for speaking activities* Monitor and make a note of the strong points of each group, for example, good use of unit vocabulary, interesting questions, natural-sounding interactions, etc. You can use your notes to give feedback at the end of the lesson. *These tips can help you create a safe speaking environment. They can also be used with other speaking activities. For more information, see page T-xxii.
PROGRESS CHECK
• Direct students to page 180 to check their progress. • Go to page T-160 for Progress check activity suggestions.
TEACHER DEVELOPMENT REFLECTION
Either answer these questions in a reflection journal or discuss them with your peers. 1 Development Activity 1 asks learners to remember long lists of language items. What was the longest chain your Ss managed to remember? Did they seem to get better with each game? 2 In what ways do you think your Ss benefited from this activity? Think about: their grammar, vocabulary, pronunciation, memory skills, and their feelings. 3 Development Activity 2 can be used to focus on many different language areas, especially at lower levels. What kinds of vocabulary could it be used to present and practice? Would you use pictures or real-life objects? 4 In this activity Ss were challenged to remember ten items. Were your Ss able to do this? What do you think is the maximum number of items you could teach using this activity?
Verbs
Internet phrases add someone as a friend build a website / an app change your password check your messages click on a link join a group make a video message someone open a social media account swipe left/right Social media block bookmark download follow go viral like log in search (for) share upload
Talking about what you’ve done, and what you’ve never done
I’ve made lots of videos. I’ve added 200 people as friends. Have you ever wanted to go back in time? I’ve never been happier!
Talking about what you’ve done, and giving more details
Have you ever made a video that went viral? What was it about, and when did you make it?
Verbs Insider English
Internet phrases The battery is dead.Social media add someone as a friend My phone died. block build a website / an app bookmark change your password download check your messages follow click on a link go viral join a group like make a video log in message someone search (for) open a social media account share swipe left/right upload
Making and responding to requests Writing comments about an Talking about what you’ve done, and Making and responding to requests
Asking someone to do somethingwhat you’ve never done infographic Asking someone to do something Would you mind (looking at my phone)? I’ve made lots of videos. I always thought …Would you mind (looking at my phone)? Can you / Could you (fix it)? I think it’s interesting that …I’ve added 200 people as friends. Can you / Could you (fix it)? Asking for permission Who cares?Have you ever wanted to go back in Asking for permission Do you mind if I (use your phone)? Can I / Could I (take a few more photos)? Accepting Sure. Useful phrases Have you heard of … ? I really like watching his/her/their videos because … time? I’ve never been happier! Talking about what you’ve done, and giving more details Do you mind if I (use your phone)? Can I / Could I (take a few more photos)? Accepting Sure. No problem. I have a good idea.Have you ever made a video that went No problem. Yeah, that’s fine. viral? I think we should …Yeah, that’s fine. Refusing How about … ?What was it about, and when did you Refusing I’m afraid not. make it? This is our video.I’m afraid not. No, I’m sorry. That’s really cool/funny/interesting. No, I’m sorry. Remembering words You’ve done a really good job!Remembering words What’s his/her name? I think you’ll be famous one day!What’s his/her name? What do you call it/them? What do you call it/them?
