Rooms and parts of a house
Group 3: Double the consonant
A. Complete Brian’s e-mail with the present continuous form of the verbs in parentheses
Use contractions where possible.
B. Make two sentences. In the fi rst sentence, correct the wrong information. In the second sentence, give the correct information.
1. Brian is sharing Robbie’s bedroom.
Brian isn’t sharing Robbie’s bedroom.
He’s sharing Andy’s bedroom.
2. Mr. and Mrs. Gibson are working in the garden.
3. Robbie is helping Andy with dinner.
4. Andy and Liza are helping their parents.
5. Brian is doing his homework.
Hi, Mom and Dad. How’s everything at home? (1. I/have) I’m having a wonderful time here. (2. I/enjoy) Miami a lot. It’s a great place! Are you planning to visit me? You could stay at the Gibsons’ house during your visit.
The house has four bedrooms. (3. I/share) Andy’s bedroom. Andy and I are great friends. He lets me use his things, including his computer. (4. I/use)
his computer right now.
It’s almost dinnertime here. (5. Mr. and Mrs. Gibson/prepare)
dinner. (6. Robbie/help)
his parents. (7. Andy and Liza/watch)
TV in the living room. I know, Mom. You’re wondering why (8. we/not help)
with dinner. Well, Andy, Liza, and I always do the dishes afterwards.
I’m attaching a picture of me. (9. I/stand) in front of the Gibson’s house.
Looks great, right? I mean the house, not me.
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Discovering grammar
Look at the grammar chart. Answer the questions.
1. What comes fi rst in present continuous Yes/No questions?
Practicing grammar 9 Practice
A. PAIRS. Look at the picture. Try to remember what each person is doing.
G RAMMAR F OCUS
The present continuous tense: be (am/is/are) + verb –ing Yes/No questions Affirmative answers Negative answers
Am I Yes, you are. No, you’re not. / No, you aren’t.
Are you Yes, I am. No, I’m not.
Is he studying?
Yes, he is. No, he’s not. / No, he isn’t.
Is she Yes, she is. No, she’s not. / No, she isn’t.
Are you Yes, we are. No, we’re not. / No, we aren’t.
Are we studying? Yes, we/you are. No, we’re/you’re not. / No, we/you aren’t.
Are they Yes, they are. No, they’re not. / No, they aren’t.
Information questions Short answers Long answers
What are you doing? Studying. I’m studying.
What’s she/he doing? Watching TV. She’s/He’s watching TV.
What are they doing? Doing homework. They’re doing homework.
2. What comes fi rst in present continuous information questions?
3. Can you contract am + not?
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TEACHER’S NOTES
Grammar Focus
and Discovering grammar
(15 min.)The present continuous tense: be (am/is/are) + verb -ing
☞
See Grammar reference, page 101.• On the board, write the heading Present continuous and under it, Yes/No questions. Under Yes/No questions, write you/study? Elicit how to form a Yes/No question with these words and write the answer on the board. (Are you studying?)
• To the right of Yes/No questions, write Affi rmative answers and Negative answers. Elicit the affi rmative and negative answers to Are you studying? (Yes, I am; No, I’m not.) Write the answers under the appropriate heading.
• Next, write the heading Information question and underneath write What/you/do? Elicit how to form a present continuous information question. (What are you doing?)
• Have students look at the grammar chart. Read the Yes/No questions aloud and have students say them after you. Then read these questions again and have students read the affi rmative and negative short answers aloud. Follow the same procedures with the information questions.
• Have students complete the Discovering grammar questions individually. Check orally.
Answer key
1. be
2. a Wh- question word 3. no
• Use the board to elicit other key points about the grammar chart, such as how to form information questions with other Wh- question words.
Practicing grammar
9 Practice
(10 min.)A.
• PAIRS. Have students look at the picture. Elicit or explain the vocabulary students will need to talk about the picture, such as teaching, taking notes, talking, and listening to music. Then quickly read the names and have students pronounce them after you.
• Read the instructions aloud. Assign pairs. Give students thirty seconds to study the picture.
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T39
TEACHER’S NOTES
B.
• PAIRS. Read the instructions and example aloud.
Call on a pair to model asking and answering Yes/No questions about the people in the picture.
• Assign pairs. Tell pairs to switch roles.
• Have all students close their books. Ask questions about the picture.
Answer key
1. A: Are Wendy, Tracy, and Daniel taking notes? B: Yes, they are. she isn’t. (She’s listening to music.)
Have students complete Workbook Exercises 7–10 and Grammar Builder Exercises 3–6.
10 Your turn
(less than 5 min.)• PAIRS. Read the directions and example aloud.
Model if helpful.
11 Practice
(10 min.)• Turn to page 69 and let students have a competition.
12 Pronunciation
(15 min.)A.
• 44 Play the audio, pausing for students to repeat. If helpful, use hand gestures to indicate stressed words.
B.
• Have pairs practice the exchanges.
13 Communication
(10 min.)A.
• 45 Play the audio and have students listen and repeat with stress on important words.
B.
• PAIRS. First have pairs practice the conversation in Exercise A, switching roles after the fi rst reading. Then read the instructions aloud for Exercise B. Call on a pair to model. Suggest they use their real names, think of an activity they are doing and ask their partner about brothers or sisters. Have students exchange names of family members before they begin.
• Have students role-play several times; tell them to change roles after each round. Circulate and monitor, helping as needed.
• Check by calling on one or more pairs to perform.
Have students complete Workbook Exercises 11–14.
14 Writing
(less than 10 min.)• PAIRS. Read the instructions aloud and tell students to read the instant message conversation.
Then assign pairs. Tell them to work together to complete the conversation.
• Call on several pairs to read their messages aloud.
15 Listening
(15 min.)A.
• Read the instructions aloud and explain or elicit the meanings of inventions, scientists, and the environment. Then read the statements and check that students understand robot, makes clothes, and eats garbage.
• Read the instructions and each statement aloud.
Go over the meanings of saving energy, saving water, and stopping pollution.
• 46 Play the audio again once or twice. Elicit the answers orally. If helpful, play the audio once more, pausing to elicit the gist of the conversation;
then play the audio again for confi rmation.
Answer key
a, c, e, f
Audioscript
David: George, people hate household chores, but they love gadgets. Are you guys working on new inventions to help with cleaning and other chores?
George: Of course we are, but we’re making sure that new inventions help the environment, too.
David: That’s great! Everybody’s worried about the environment. Can you give us some examples of what you guys are doing these days?
George: Well, lots of people think it’s important to save energy and water, and nobody likes pollution.
Right, kids?
Audience: Right!
George: Well, I have wonderful news. Scientists are working on a machine that washes dishes without water.
David: Without water? A machine that washes dishes without water?!
George: Here’s more. We’re working on a robot that can eat garbage.
David: Eat garbage?
George: Sure. It eats garbage so there’s less pollution.
David: That’s awesome. In other words, scientists are inventing machines that can do chores AND help out the environment.
George: We’re trying!
David: Well, good luck. Thanks for coming by.
George: Thanks for having me. Till next time, kids.
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B. PAIRS. Student A, close your book. Student B, ask Yes/No questions about the picture.
Use the cues. Then switch roles.
For example:
A: Is Ms. Simpson singing?
B: No, she’s not.
A: What’s she doing?
B: She’s teaching.
1. Wendy, Tracy, and Daniel / take notes 2. Brad / listen to Mrs. Simpson
3. Jen and Angie / play
4. Jessica / talk on her cell phone
10 Your turn
PAIRS. Take turns. Ask what three people around you are doing.
For example:
A: What’s Dylan doing?
B: He’s reading a text message. How about . . . ? A: They’re talking.
11 Practice
Have a competition! Go to page 69.