9 Tech savvy?

Unit
Language notes

Lesson A  Tech support

Grammar  Questions within sentences J Questions within statements
(See Student’s Book p. 87.) Direct question
J The lesson teaches a structure sometimes called What should we do?
an indirect question. An indirect question is formed Indirect question within a statement
by putting the question into a subordinate clause
I know what we should do.
beginning with a wh- word or with if or whether.
J Yes-no questions within statements
J The grammar chart contrasts direct questions, which
have the normal question word order (verb + subject Direct question
+ object), with indirect questions, which have normal Is the battery charged?
statement word order (subject + verb + object). Indirect question
Form I wonder if the battery is charged.
Indirect questions can be either information questions Use
(introduced by question words) or yes-no questions
The structure combines two ideas in one sentence.
(introduced by if or whether). Indirect questions can be
part of both questions and statements. J Question within a question
J Information questions within questions What’s the problem? + Do you know? = Do you know
what the problem is?
Direct question
J Question within a statement
What is the problem?
Why is it doing that? + I have no idea. = I have no
Indirect question
idea why it is doing that.
Do you know what the problem is?
NOT: Do you know what is the problem?
Corpus information  I don’t know
J Yes-no questions within questions
I don’t know is the most common three-word
Direct question expression in conversation, and I don’t know if is the
Is the battery charged? most common four-word expression. One reason that
Indirect question I don’t know is so common is its use before indirect
questions (I don’t know if you’ve heard of this.; I don’t
Do you know if the battery is charged?
know what you think, but . . .).

Lesson B  How things work

Grammar  Separable phrasal verbs J Separable phrasal verbs with object pronouns
(See Student’s Book p. 88.) Pronoun objects go between the verb and the particle.
In Unit 7, Ss learned to use phrasal verbs that are How do you turn it on? NOT: How do you turn on it?
intransitive (that is, that do not take objects), such as I turned it off. NOT: I turned off it.
grow up and go out. In this lesson, they learn phrasal
verbs that are transitive (that is, that take objects), Grammar  How to, where to, what to
such as turn on, plug in. These are sometimes called (See Student’s Book p. 88.)
“separable” phrasal verbs because the verb and particle The structures how to, where to, and what to in this
can be separated by an object. lesson are used as infinitive complements (objects of
Form verbs).
J Separable phrasal verbs with noun objects Form
Noun objects can go after the particle. J Clause + question word + infinitive
How do you turn on the TV? Show me what to do. (= what I have to, should, or
I turned off the DVD player. can do)
Noun objects can also go between the verb and the Let me show you what to do. (= what you have to do)
particle. Can you show me how to turn it on? (= how I can
turn it on)
How do you turn the TV on? I don’t know where to plug it in. (= where I can plug
I turned the DVD player off. it in)

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 J Note that the question word why, unlike other This is because English speakers often run their words
questions words, cannot be used to begin the together. When Ss do not use such linking devices in
infinitive complement. their own speech, it can sound “choppy.” This section
I don’t know why I should turn it off. gives Ss practice in linking consonants and vowels in
NOT: I don’t know why to turn it off. separable phrasal verbs.
J Although this is not taught in this lesson, if cannot J In natural speech, when a word ending in a consonant
be used to introduce an infinitive complement, but comes before a word beginning with a vowel sound,
whether can. the final consonant of the first word is often linked to
the next word. Turn it off can sound like “Tur‑ni‑toff,”
I don’t know whether to turn it on. (= if I should turn and Plug it in can sound like “Plu‑gi‑tin.” (See also
it on.) Touchstone Student’s Book 2, Unit 10, Lesson A, and
J Note that Ss often assume the reverse action for plug Touchstone Student’s Book 3, Unit 3, Lesson A.)
in is plug out, rather than the correct verb, unplug.
Use Vocabulary  Phrasal verbs
The structures how to, where to, and what to form another (See Student’s Book p. 89.)
type of indirect structure. They are often used to talk J This lesson presents some common separable phrasal
about things people have to do, should do, and can do. verbs to use with electronic items (e.g., turn on / off ),
as well as some general-purpose verbs such as put on.
Speaking naturally  Linking consonants and vowels J In Building Vocabulary, the verbs are taught in
(See Student’s Book p. 89.) phrases with pronouns (e.g., put them away, hook it
J One of the main problems Ss have in listening to up) to reinforce the word order in separable phrasal
natural speech is being able to hear word boundaries. verbs with object pronouns.

Lesson C  I know what you mean, but . . .

Conversation strategy  Giving different opinions J When people say I don’t agree, they usually add with
(See Student’s Book p. 90.) that, or with a third person (e.g., with Michael). In
The conversation strategy gives Ss some useful the conversation corpus, there are no examples of
expressions to use when they want to disagree with I don’t agree with you and only one I kind of don’t
someone’s opinion or to offer an opinion that is different agree with you.
in some way. People tend to avoid direct statements of
disagreement such as I don’t agree or I disagree. Instead,
they use expressions that acknowledge the other person’s Strategy plus  You know what I mean?
opinion (e.g., I know what you mean. That’s true.) (See Student’s Book p. 91.)
and often add a but or on the other hand, . . . , to give People use the expressions You know what I mean?, You
a contrasting view. In addition, to show they may not know what I’m saying?, and simply You know? when they
support the other person’s view, people respond with I want other people to agree with their ideas or to check
don’t know or Maybe. that the listener understands what they are trying to say.

Corpus information  I agree versus I disagree / don’t agree Corpus information  You know what I mean?
J Although it is possible to say I don’t agree or I
You know what I mean? is the top five-word expression
disagree, these can sound too direct. People in conversation. You know what I’m saying? is seventh
frequently say I agree (with you). I agree is 30 times most frequent. You know what I mean? is four times
more frequent than I don’t agree, and over 60 times more frequent than You know what I’m saying?
more frequent than I disagree.

Lesson D  Identity theft

Help note  Planning your article J Step Two
(See Student’s Book p. 93.) Ss choose from their ideas and plan their writing. They
The Help Note explains a basic five-step process for can decide which ideas can be used as supporting
writing, which Ss can use for any piece of writing. statements and which can be topic sentences.
J Step One J Step Three
Ss begin by brainstorming to get ideas and language Ss organize their ideas by numbering them.
flowing. It is important for Ss not to reject ideas or J Step Four
“self-edit” during this step. Ss write the piece. They focus on stating ideas clearly.
J Step Five
Ss check their spelling and grammar.

Language notes • Unit 9

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 Tech savvy?
Teach this unit opening page together with Lesson A in one class period.

Introduce the theme of the unit  Write on the board: tech savvy. Point to the word tech. Ask Ss if they can guess what word
it is short for. [technology] Ask Ss to give examples of recent technology (e.g., MP3 players, hybrid cars, web-cams,
camera‑phones). Now ask, “Can you guess what tech savvy means?” [It means you know how to use technology. You are
good at learning and using technology.]

In Unit 9, you learn how to . . .

J Unit aims  Read the unit aims aloud. Tell Ss to listen and
Extra activity – individuals
read along.
Ss look through the unit and find these things, either
in pictures or in words. Write on the board:
Lesson A: One way to fix a computer problem
Lesson B: One thing you do with gadgets every day
Lesson D: One thing an identity thief might try to use
to get personal information from someone else
A few Ss report their answers for each lesson. [Lesson
A: p. 86 (e.g., run antivirus software); Lesson B: p. 89
(e.g., picture 2, turn up a radio); Lesson D: p. 92 (e.g.,
mail, cell phone, ATM)]

Before you begin . . .

J Introduce the electronic gadgets  Say, “Look at the pictures. J Have Ss work in small groups to discuss the problems.
Work with a partner to name the electronic gadgets Have a few groups report on the solutions they had for
that you see.” Ask individual Ss to give the answers. the problems.
[Picture 1: MP3 player; Picture 2: camera cell phone
(cam phone); Picture 3: portable DVD player; Extra activity – pairs
Picture 4: GPS (global positioning system) device]
Partners work together and try to predict which three
J Tell Ss to look at Before You Begin. Ask, “How tech electronic gadgets their classmates think are most
savvy are you? What electronic gadgets do you use in important. Ss name the gadget and say why (e.g., S1:
your everyday life? Work in small groups. Tell your I think people will say their cell phones are the most
group which of these three things you have or your important. I mean, you have to keep in touch with
family has, and which ones you use every day.” Have people. S2: That’s true. Computers are pretty important,
groups do the task and report on each item. though. You know, for homework, and the Internet
J Ask, “Do you ever have technical problems? Raise your and stuff like that.). Pairs report their choices to the
hand if you do.” Ask a few Ss to describe them. Then class. Assign a S to write down the number of times
ask, “Can you fix the problems?” Call on a few Ss to each gadget is mentioned. The S reports the top three
answer. devices to the class.
Recycle grammar  The task recycles questions with
would. (See Unit 8, Lesson B, p. 79.) Ask, “What
technical problems do people have?” Ask a few Ss, Extra activity – groups
and write a list on the board (e.g., The computer can’t Groups race to list as many other electronic devices
find the modem.). Choose a problem from the board, as they can (e.g., electronic organizer, electronic
and ask a few Ss what they would do if they had the dictionary, digital camera, MP3, cell phone). A member
problem (e.g., T: What would you do if your computer of each group writes the group’s list on the board.
couldn’t find your modem? S1: I’d make sure the cables Groups get a point for each gadget they thought of that
were connected. S2: I’d probably check the instruction no other group has. The group with the most points
manual. S3: I’d ask my brother. He’s great with wins.
computers.).

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 Unit 9 Tech savvy?
Lesson A  Tech support
1 Getting started
J Set the scene  Tell Ss to look at the picture. Say, “Kenji
Answers
has a problem with his computer, but he doesn’t know
how to fix it. What does he say the problem is?” [His 1. Does anyone know what the problem is?
computer keeps freezing up.] Ask, “What advice would 2. But I can’t remember which Web site I used.
you give him?” Write Ss’ suggestions on the board 3. I forget how you do that, though.
(e.g., Talk to someone who’s good with computers. Check 4. I wonder if you have that awful virus that’s going around.
the instruction manual. Take it to a repair shop.).
J Focus on the form and the use  Underline the indirect
A (CD 3, Track 1)
questions in the sentences on the board as shown:
J Preview the task  Books closed. Say, “Listen. What
1. Does anyone know what the problem is?
solutions do Kenji’s friends suggest for his computer 2. But I can’t remember which Web site I used.
problem? Make notes.” Note the usual American 3. I forget how you do that, though.
English pronunciation of the names: Kenji /kE2ndZiy/, 4. I wonder if you have that awful virus that’s going
Nela /nEl@/. around.
J Play the recording  Ss listen and make notes.
Say, “The underlined sections of these sentences are
J Books open. Check answers with the class: ask all questions within a sentence. The questions all
individual Ss to report Kenji’s friends’ advice. [Anita: follow a main clause: these are Does anyone know,
He should delete all his temporary Internet files.; But I can’t remember, I forget, and I wonder. Look at
Jennifer: He should run his antivirus software.; the underlined parts. How are they different from the
Stephen: He should check the battery.; Nela: Nela has question forms you studied before?” [The verb comes
no advice.; Hector: They should call Yaman.; Tracy: He after the subject instead of before the subject. There’s
should go online for tech support.; Omar: They should no do or did.]
all have another cup of coffee.] J Try it out  Ss reread Kenji’s friends’ suggestions and
J Have Ss read the solutions again and make a list of find four more questions within sentences. Call on
any new vocabulary. Ask Ss to call out their words, a few Ss to say the sentences they found. Write them
and write them on the board. Have Ss give definitions on the board. Ask a few Ss to come to the board and
or explanations of words they know. Help with any underline the question within each sentence. [Do you
remaining vocabulary as needed. know if it’s charged?; I have no idea why it’s doing
J Have Ss look at the advice they brainstormed at the that.; Can anyone remember what Yaman’s number
beginning of this lesson. Ask a S to read any that is?; I know what we should do.]
Kenji’s friends also mentioned.
Extra activity – pairs
B Partners reread Kenji’s friends’ suggestions and agree
Preview the task  Read the instructions aloud. on the three things they would try first if they were
Kenji. Have several pairs report to the class, giving
J Do the task  Have Ss complete the task and then reasons (e.g., I’d check the battery first because it’s the
compare their answers in pairs. Check answers with easiest thing to do.).
the class: have individual Ss read the answers, and
write them on the board.

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 2 Grammar
(CD 3, Track 2) A
J Present the grammar chart  Play the recording. Ss listen J Preview and do the task  Read the instructions and the
and repeat. example answer aloud. Have Ss complete the task and
J Understand the grammar  Have Ss look at the three then compare their answers in pairs. Check answers
column headings in the chart. Write on the board: with the class.
What is the problem?
Do you know what the problem is? Answers
I don’t know what the problem is. 1. Do you know how much it costs to download music files off the
J Say, “In direct questions, the verb usually comes Internet?
right after the question word, but in questions 2. I wonder if there are any Internet cafés around here.
within questions or statements, the verb comes later. 3. Do you know where I can buy a really cheap computer?
Questions within questions or statements have a word 4. Can you remember how much your cell phone cost?
order like a statement. Notice the position of be in the 5. Do you have any idea how I can put my vacation photos on the
three sentences on the board.” Web?
6. I wonder how many songs you can store on an MP3 player.
J Write on the board:
Question: Which site did you use?
Do you know ? I don’t know . B
Ask Ss how to change the question to a question Preview and do the task  Read the instructions
within a question and a question within a statement aloud. Ask three Ss to read the example
by completing the sentence frames. Write the conversation aloud. Remind Ss to use correct word
responses on the board. Repeat this task for the next order for the questions within sentences. Have Ss
two questions in the chart. complete the task. As Ss discuss, go around the class
J Write on the board: Is the battery charged? Ask, “What and listen for the indirect questions. If necessary,
kind of question is this?” [yes-no] How do you change review the grammar chart.
this to a question within a question? What do you
add?” [if] Extra activity – individuals / class
J Present In Conversation  Read the information aloud. Ss think of one piece of information they would like
Tell Ss to think of sentences starting with I don’t know to know and write a question beginning with Do you
if . . . . Have Ss take turns calling them out (e.g., I don’t know (e.g., Do you know where I can get a label maker
know if it’s going to rain tomorrow.). for my CDs? Do you know if you can get a wireless
connection for the Internet around here?). Ss go around
the class asking and answering questions. Ss share any
good advice they get with the class.

3 Speaking and listening

A (CD 3, Track 3) B (CD 3, Track 4)
J Preview the task  Ask individual Ss to each read one of J Preview the task  Read the instructions aloud.
the questions aloud. Say, “Now discuss the questions J Play the recording  Ss listen and write.
and agree on the answers in groups.” When Ss finish,
J Play the recording again  Ss listen and review their
ask a member of each group to write the answers on
answers. Have Ss compare their answers in pairs.
the board.
Check answers with the class: call on individual Ss to
J Say, “Now listen and write the answers you hear.” answer, and tell them to use a complete sentence.
J Play the recording  Audio script p. T-241  Ss listen and
write. Answers
J Play the recording again  Ss listen and review their 1. Spam is one of the biggest problems on the Internet.
answers. Check answers with the class: have 2. Google can search over 8 billion Web pages.
individual Ss each read an answer. Check the guesses 3. Spanish is the fourth most common Internet language.
on the board. Circle any that are correct. 4. Asia has about one third of the world’s Internet users.
5. The most popular activities are e-mail and instant messaging.
Answers
1. about 85 percent 4. Asia
2. Google 5. about 13 hours Assign Workbook pp. 66 and 67. (The answer key
3. English, Chinese, Japanese begins on p. T-246.)

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 Unit 9 Tech savvy?
Lesson B  How things work
1 Building language
J Set the scene  Say, “When you ask about how a gadget B
or a machine works, you might be asking what it’s
Preview the task  Ask Ss to find Ken’s first question
used for or you might be asking how to use or operate
about the DVD player. [How do you turn on the
it. How does an MP3 player work? Say what you use it
DVD player?] Write it on the board. Ask Ss to find the
for.” [You use it to listen to music. You can choose the
sentence with turn on in Pedro’s second speech, and
songs you want.] Ask Ss with MP3 players how they
write it on the board. [That turns the DVD player on.]
operate (e.g., You download songs on it, and you can
Ask, “Where is the phrase the DVD player in the first
skip to the ones you want.).
sentence?” [after turn on] Ask, “Where is it in the
second sentence?” [between turn and on]
A (CD 3, Track 5)
J Say, “Now find examples of a question word followed
J Preview the task  Books closed. Say, “Listen to Pedro and
by to + verb.” [I can’t figure out how to do it.; Let me
Ken. What problem is Ken having? Write the answer.”
show you what to do.].
J Play the recording  Ss listen and write. Have Ss compare J Read the instructions aloud.
their answers in pairs.
J Do the task  Have Ss complete the task and compare
J Play the recording again  Books open. Ss read along and
their answers in pairs. Check answers with the class.
review their answer. Check the answer with the class.
[He has a problem with his DVD player. He can’t figure
out how to turn it on.] Answers
J Practice  Have Ss practice the conversation in pairs, 1. Do you turn your TV on / turn on your TV every morning?
taking turns playing each role. 2. Do you turn the TV off / turn it off when you’re not watching it?
3. Do you know how to play / how you play a DVD on a computer?
Extra activity – individuals / pairs
Write on the board: I know how to work . . . / I’ve no J Focus on the form and the use  Say, “Verbs such as turn on
idea how you work . . . . Ss write these headings as two are called separable phrasal verbs because you can
columns and then write as many gadgets as they can separate the verb and the particle with an object. They
for each column in two minutes. When Ss finish, they can have an object that goes after the phrasal verb, as
compare lists with a partner and get one point for each in Do you turn on your TV? or between the verb and
gadget they have that their partner does not. Then the particle, as in Do you turn your TV on? Pronoun
they compare the number of items they can each work objects always go between the verb and the particle, as
or not work and determine who has more tech savvy. in Do you turn it on? ”
J Then say, “Another type of question within a sentence
uses to + verb after the question word instead of
subject + verb.”
2 Grammar
(CD 3, Track 6) Answers
J Present the grammar chart  Play the recording. Ss listen 1. A Do you know how to turn off this cell phone / to turn this cell
and repeat. phone off?
J Understand the grammar  Have Ss look at the left side B This button turns it off. You need to push it really hard.
of the chart. Ask, “What are the three patterns for 2. A I don’t know how to turn down the air conditioning / to turn
separable phrasal verbs?” [verb + particle + noun the air conditioning down.
object; verb + noun object + particle; verb + pronoun B I can show you how to turn it down. Just turn this dial.
object + particle] Write the patterns on the board. 3. A Can you show me where to plug in my laptop / to plug my
Ask, “Can a pronoun object follow the particle of laptop in?
a separable phrasal verb?” [no] Ask a S to read the B You can plug it in right over there.
examples of separable phrasal verbs. 4. A I can’t figure out how to turn on the CD player / to turn the
J Have Ss look at the right side of the chart. Say, CD player on.
“Question word + to + verb is another pattern for B I’m not sure how to turn it on. Maybe you press this button.
questions within a sentence.”(For more information, 5. A Can you show me how to turn up the volume / to turn the
see Language Notes at the beginning of this unit.) volume up on my computer?
J Preview and do the task  Say, “Complete the sentences B I’m sorry, but I have no idea how to turn it up.
and answers as in the example.” Ask two Ss to read the
example. Have Ss complete the task and then compare J Tell Ss to practice the conversations in pairs, taking
their answers in pairs. Check answers with the class: turns playing each role. Then have Ss practice again,
ask pairs of Ss to each read a request and a response. substituting a different gadget in each question.

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 3 Speaking naturally
(CD 3, Track 7) J Say, “Now practice the items in Exercise 2 on page 88
J Preview the task  Say, “Remember that in spoken English, again, this time with a new partner. Try to link the
it’s sometimes difficult to hear when one word ends consonants and following vowels with phrasal verbs.”
and another begins. Listen and repeat the sentences. J Have Ss take turns saying items and responding. As
Notice how the consonants are linked to the following Ss do the task, go around the class and listen for the
vowels.” (For more information, see Language Notes at linking. If necessary, replay the recording, and have Ss
the beginning of this unit.) listen and repeat.
J Play the recording  Ss listen and repeat.

4 Building vocabulary
J Set the scene  Have an unplugged radio or CD player in
Radio: pick it up, put it down, take it apart, throw it away, turn it
the classroom. Ask, “What am I doing? Write the answer
down, turn it up, put it away
with a pronoun object.” Do the following actions: plug
it in, turn it on, turn it up, turn it down, turn it off. Then
ask different Ss to each say a sentence. [You’re plugging
it in.; You’re turning it on.; You’re turning it up.; You’re
Extra vocabulary:  separable phrasal verbs
turning it down.; You’re turning it off.] Present or have Ss suggest extra vocabulary for talking
about technology and gadgets, such as bring up (a
A document / a Web site), clean up (the desktop), put
J Preview the task  Call on individual Ss to each read one together, shut down, and shut off.
of the sentences on the right aloud. Say, “Match the
pictures with the sentences.” Point out the example Recycle a conversation strategy  Write on the board:
answer. Would you mind . . . ; Do you mind if . . . Ask, “What are
J Do the task  Have Ss complete the task, and then say, these expressions used for?” [making requests] Ask,
“Now work with a partner. Take turns saying what’s “What expressions can you use to agree to a request?”
happening in each picture.” Ask a S to read the [Not at all. / Sure. / No problem.] (See Touchstone
example sentence aloud. Check answers with the Student’s Book 2, Unit 8, Lesson C.) Have Ss work in
class: have individual Ss each say what’s happening. pairs. Each partner thinks of a situation related to
Remind Ss to use linking. a phrasal verb from Exercise 4, Part A, and makes a
request to which the other S responds (e.g., S1: This
Answers box is pretty heavy. Do you mind if I put it down here on
the table? S2: Not at all.; S1: I can’t hear the TV. Would
1. b 3. k 5. h 7. i 9. e 11. c you mind turning it up? S2: No problem.). Ss try to
2. l 4. g 6. f 8. d 10. j 12. a think of a request for at least six of the phrasal verbs.

B Extra activity – pairs

Preview the task  Have Ss look at the two word Write on the board: cell phone. Pairs race to list as
webs. Say, “Make word webs, using the many phrasal verbs related to cell phones as they can
expressions above and your own ideas. Choose think of. Call time after one minute. Several pairs read
expressions that can be used to talk about actions their lists. Pairs get one point for each phrasal verb
related to a computer or a radio.” that no one else has thought of. The pair with the most
points wins. Repeat the activity with MP3 player.
J Do the task  Have Ss complete the task and then
compare their word webs in pairs. Copy the word webs
on the board, and check answers with the class: ask C
individual Ss to call out expressions from their word
Preview and do the task  Read the instructions
webs. Write them on the board.
aloud. Have individual Ss each read a discussion
question. Have Ss complete the task. As groups discuss
Possible answers the questions, go around the class, and help as
Computer: hook it up, pick it up, put it down, take it apart, throw it needed. Write the names of any new gadgets or
away, put it away machines on the board.

5 Vocabulary notebook
J Tell Ss to turn to Vocabulary Notebook on p. 94 of their Assign Workbook pp. 68 and 69. (The answer key
Student’s Books. Have Ss do the tasks in class, or assign begins on p. T-246.)
them for homework. (See the teaching notes on p. T-94.)

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 Unit 9 Tech savvy?
Lesson C  I know what you mean, but . . .
Lesson C recycles questions within questions and statements, as well as though and I mean.

1 Conversation strategy
Why use expressions to introduce different opinions?
Culture note
Using strong expressions such as I disagree or I don’t agree to
express disagreement can sound too direct. Using expressions such When speakers have two conflicting opinions and
as I know what you mean, but . . . shows that a person may disagree, want to express both, they can introduce the first
but the person has listened to and considered the other person’s opinion with On the one hand, . . . and the second with
opinion. Using these expressions sounds more polite. (For more On the other hand, . . . (e.g., E-mail? On the one hand,
information, see Language Notes at the beginning of this unit.) it’s quick, easy, and cheap. On the other hand, it’s not
really very personal.).
J Set the scene  Write on the board: Do you ever go into
Internet chat rooms? Why? Why not? Have Ss discuss
these questions in small groups. Have groups report a Extra activity – pairs
few of their opinions to the class. Partners write a conversation similar to Jacob and
Greg’s using some of the reasons groups talked about
A (CD 3, Track 8) at the start of the lesson about the pros and cons of
J Preview the task  Read the instructions aloud. Ask three Internet chat rooms.
Ss to each read a line from the A / B conversation.
Check the answer with the class: read what Speaker A
says aloud, and then call on a S to read the response B
that gives a different opinion. [I know what you mean. J Preview the task  Say, “Can you respond to each
They can be fun, though.] comment by giving a different opinion? Write your
J Call on several Ss to read A’s line. Have Ss respond response to each item.”
with one of B’s lines to give their own opinion. J Do the task  Have Ss complete the task. Check answers
J Say, “Listen to Jacob and Greg’s conversation. What with the class: for each comment, ask a few Ss to each
does Jacob think about Internet chat rooms? What read their answer. Then tell Ss to work in pairs and
about Greg? Listen and make notes of the answers.” take turns commenting and responding. Tell them to
continue each discussion. Go around the class, and
J Play the recording  Ss listen and make notes. Have Ss
help as needed.
compare their answers in pairs.
J Play the recording again  Ss listen, read along, and review
Possible answers
their answers. Check answers with the class. [Jacob
doesn’t like chat rooms because you don’t really know 1. B I don’t know. Don’t you think you need some free time to
who you’re talking to. He thinks it’s more fun to talk to relax?
people face-to-face. Greg likes chat rooms. He thinks 2. B I know what you mean, but they’re useful in an emergency.
it’s a cool way to meet people.] 3. B Maybe. On the other hand, it’s a great way to get information
or do research for school.
J Ask, “Does Jacob or Greg mention any of the reasons
4. B That’s true. A phone call is much more personal, though.
you talked about earlier with your group? What are
they?”
J Present Notice  Read the information and the examples Extra activity – pairs
aloud. Have Ss find the examples in the conversation.
Partners write out one of their discussions from Part B
Ask individual Ss to each read an example aloud.
and present it to another pair.
[Jacob: I don’t know. You don’t really know who you’re
talking to.; Greg: That’s true. You can still talk about
interesting stuff, though.; Jacob: Well, I’m not sure.
Don’t you think it’s more fun to talk to people, you
know, face to face?; Greg: I know what you mean, but
it’s not so easy to find people with the same interests.; Tell Ss to turn to Self-Study Listening, Unit 9, at the back
Jacob: Well, maybe. On the other hand, if you spent of their Student’s Books. Assign the tasks for homework,
less time in chat rooms, you might find there are some or have Ss do them in class. (See the tasks on p. T-131 and
interesting people around here.] the audio script on p. T-133.)
J Practice  Tell Ss to practice the conversation in pairs,
taking turns playing each role. Then have Ss practice
the conversation again, this time with Ss playing the
role of Greg responding to Jacob’s last line with their
own ideas.

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 2 Strategy plus
Why use You know what I mean? J Preview the task  Have a S read the first opinion. Say,
Speakers can use an expression such as You know what I mean? “What ideas can you add to this?” Ask a few Ss to
when they want to see if the listener has a similar opinion to theirs. give their ideas (e.g., I mean, people don’t get enough
This type of expression is also useful for checking that the listener exercise anymore.; I mean, people are becoming
understands what they are trying to say. (For more information, see Internet addicts.). Then ask two Ss to read the example
Language Notes at the beginning of this unit.) conversation aloud.
J Say, “Add more ideas to each opinion. Then present
J Present Strategy Plus  Tell Ss to look back at the your thoughts to a partner and discuss.”
conversation on p. 90. Have Ss find You know what I
J Do the task  Have Ss write their ideas and then take
mean?, You know?, or You know what I’m saying? in the
conversation. Ask, “Which ones does Jacob use?” Ask a turns discussing them with a partner. Go around the
S to read them aloud. [You know?; You know what I’m class, and help as needed.
saying?] Ask, “Which one does Greg use?” Ask a S to J Follow-up  Read each of the opinions aloud one at a
read it aloud. [You know what I mean?] time. For each one, ask a few pairs to present their
J Read the information and the example in Strategy ideas and thoughts.
Plus.
J Present In Conversation  Write on the board: You know
what I mean? You know what I’m saying? Ask, “Which
one of these expressions do you think is more
common?” Have Ss vote, and then ask a S to read the
information aloud.

3 Listening and speaking

A (CD 3, Track 9) choose a partner whose hand is not raised. Have Ss
discuss the first opinion. When Ss finish, ask, “Who
J Preview the task  Read the instructions aloud. Ask
agrees with Hugo’s second opinion – People shouldn’t
individual Ss to each read one of the opinions.
use their cell phones in places such as cafés? Raise
J Play the recording  Audio script p. T-242  Ss listen and your hand.” Tell Ss who agree to choose a partner
check (3) the boxes. whose hand is not raised. Have Ss discuss the second
J Play the recording again  Ss listen again and review opinion.
their answers. Check answers with the class: have J Follow-up  Have Ss say if they changed either of their
individual Ss each say an answer. opinions after discussing them with a partner. Have Ss
say what changed their minds.
Answers
1. Fran 3. Hugo 5. Fran Extra activity – pairs
2. Hugo 4. Hugo Partners write a conversation on any aspect of the
topic of cell phones. Partners can look back at Jacob
and Greg’s conversation on p. 90 for ideas. Partners
B (CD 3, Track 10) present their conversation to another pair. Have a few
J Preview the task  Say, “Listen again to two of Hugo’s pairs present their conversations to the class.
opinions. Do you agree or disagree? Write responses.”
J Play the recording  Audio script p. T-242  Pause the
recording after each of Hugo’s opinions to give Ss time Extra activity – groups
to write. Ss listen and write. Ss discuss the five opinions presented in Part A. Ss
J Call on a few Ss to state one of Hugo’s opinions and discuss the pros and cons of each opinion.
their response to it.
J Say, “Now discuss Hugo’s opinion and yours with a
partner.” Alternatively, ask, “Who agrees with Hugo’s Assign Workbook pp. 70 and 71. (The answer key
first opinion – New technology can make people work begins on p. T-246.)
too much? Raise your hand.” Tell Ss who agree to

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 Unit 9 Tech savvy?
Lesson D  Identity theft
1 Reading
J Set the scene  Read the title of the lesson aloud. Ask J Write these questions on the board:
“Does anyone know what identity theft means, or can Have you ever done anything listed under the
you guess? How could someone steal an identity?” “Don’ts”?
Get ideas from Ss (e.g., Maybe it means pretending to Do you use any of the strategies listed under the
be someone else. Someone could steal your wallet and “Dos”?
pretend to be you. Someone could use your credit cards.).
Have Ss read the entire article and make notes of their
answers. When Ss finish reading, have them work
A in groups and discuss the questions. Call on a few
Prereading Ss to report their answers to the class (e.g., I’ve given
J Preview and do the task  Ask, “What type of personal personal information on my cell phone.; I always read
information do you use to identify yourself?” Call on my monthly bills carefully.).
a few Ss for ideas. Then read the category names and
the examples in the chart aloud. Have Ss complete the Culture note
chart with their own ideas.
Around a hundred countries have official national ID
J Write the categories on the board. Have Ss call out cards with numbers. Many other countries, however,
words for each category, and write them on the board. do not have a card, but have some sort of number
they use to identify their citizens, such as a health- or
Possible answers pension-card number or date of birth.
General information: full name, home address, e-mail address,
occupation, work address, nationality J Do the reading again  Tell Ss to read the article again and
Numbers: bank account numbers, home / cell / work phone underline any new vocabulary. Have Ss work in pairs
numbers, calling card numbers, credit card numbers, student to compare new words and help each other with the
ID numbers meanings.
Documents: driver’s license, passport, school ID, ATM card,
J Follow-up  Say, “The title, Robbing You Blind, is an
checks
Other: passwords, screen names, parents’ names, hometown idiom. It means “stealing everything you own.” In
the context of this article, it has a second meaning.
What do you think the second meaning is?’” Ss work
J Ask, “When do you use this information? Who do you together to figure out the meaning. [You are “blind”
give it to?” Have Ss work in pairs and make a list of because you do not know when an identify thief is
different times and places they use the information, stealing from you.]
and who they give it to. Give pairs two minutes to list
as many ideas as they can. When Ss finish, call on Ss Extra activity – pairs / class
to share ideas (e.g., You use your name and address
Ss work in groups and think of one or two more dos
when you are registering for a class. You give it to the
and don’ts for each category: Mail, Phone, and ATM.
school.).
Then pairs tell the class their ideas. Other Ss listen and
J Follow-up  Ask, “Do people use this personal raise their hands if they have done any of the dos or
information often?” Ss give their opinions. don’ts.

B
During reading Extra activity – individuals / pairs
J Preview the reading  Say, “Before you read, scan the Pairs play a game called Identity Thief. Ss write
article. Look for the words related to personal down six pieces of information about themselves
information and things with personal information, that their partners would not know (e.g., My parents’
and circle them.” When Ss finish, tell them to call out names are . . . ; The street I live on is . . .). Ss should not
the words they found. write down any private information that they are not
J Do the reading  Read the instructions aloud. Say, “The comfortable sharing, and they should not show their
paragraph at the left explains what identity thieves papers to anyone but their partner. Pairs exchange
do. Read it and paraphrase the information to answer papers and look at their partner’s paper for only
the question What do identity thieves do? When you ten seconds. Then they trade back and take turns
paraphrase, you restate the information using your asking each other about the information (e.g., Do you
own words. Write your answers.” Call on a few Ss to remember my parents’ names? Do you know what the
share their answers. [Identity thieves steal personal name of my street is?). The Ss who can remember the
information. They use the information to take money most answers wins.
from people’s bank accounts or to get new credit
card accounts. Or they pretend to be that person and
commit crimes.]
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 C D
Postreading J Preview and do the task  Read the instructions aloud. Ask
J Preview the task  Read the instructions aloud. Say, “The individual Ss to each read a question aloud. Have Ss
meanings are listed in the same order as the words write the answers to the questions. Then have them
and expressions appear in the article. Start with compare their answers in pairs. Check answers with
the title and read through the article again slowly. the class.
When you come to an expression that you think has
the meaning, check if it seems right by replacing the Answers
expression with the meaning.” 1. You should shred them first.
J Do the first item with the class. Say, “There are four 2. They look for people’s discarded bills, bank statements,
words or expressions in the article that can mean credit card receipts, and anything that might contain personal
“steal.” How many can you find? Look at the start of information.
the article.” Call on Ss to give the answers. [rob, pick 3. An identity thief might hear the conversation and learn some
pockets, snatch, pilfer] personal information.
J Do the task  Tell Ss there is only one answer for the other 4. Shoulder surfers steal calling-card numbers or PIN numbers
meanings. Have Ss do the task. Check answers with when people are using their cards in public.
the class. 5. It’s too easy for an identity thief to figure out.

Answers
Extra activity – groups
1. rob (in the title); pick pockets, snatch, pilfer (Paragraph 1)
Write on the board: Which strategies in the article
2. unauthorized (Paragraph 2)
do you think are the most useful? Groups discuss the
3. victim (Paragraph 2)
question and give reasons (e.g., I like the tip about the
4. vulnerable (Paragraph 2)
personal identification number. My PIN is too easy.).
5. shred (third section under Mail)
When groups finish, they report to the class about
6. rifle through (third section under Mail)
their opinions.
7. crack (second section under ATM)
8. keep an eye out for (third section under ATM)

2 Speaking and writing

A J Present Help Note  Read the information aloud. (For
more information, see Language Notes at the
Preview the task  Read the instructions aloud. Ask
beginning of this unit.)
different Ss to each read a discussion question
aloud, and have two Ss read the example conversation J Write the first line from the example article on the
aloud. board. Ask, “What items other than credit cards can
J Do the task  Have Ss take turns asking and answering you write about for this topic?” Have Ss call out their
ideas and write them on the board. [ATM cards, PINs,
the questions in groups. Tell them to make notes.
bank statements, passports, mail, phone, the Internet,
J Follow-up  Groups report to the class about the things e‑mail]
they agreed on.
J Say, “Choose one of the things on the board. Use
ideas from Part A or think of more dos and don’ts for
Extra activity – groups the item you chose. Then write your article using the
Groups write three additional questions about keeping suggestions in the Help Note.”
things safe. Groups exchange questions and discuss J Do the task  Work with the class to complete each stage
their answers. A few groups then share their answers. of the writing-process instructions in the Help Note.
Have all Ss complete each stage of the writing process
before moving on to the next one.
B
J Preview the task  Read the instructions aloud. Have Ss C
read the example article and think of one more Do and J Preview and do the task  Read the instructions aloud.
Don’t for credit cards. Have a few Ss share their ideas
Have Ss put their articles on their desks or chairs. Tell
(e.g., Do sign the back of your card. Don’t throw away
Ss to move around the class and read at least five other
old cards – cut them up.).
Ss’ paragraphs. Have Ss note any good tips. When Ss
finish, Ss report to the class about those tips.

3 Free talk
J Tell Ss to turn to Free Talk 9 at the back of their Assign Workbook pp. 72 and 73. (The answer key
Student’s Books. Have Ss do the task. (See the teaching begins on p. T-246.)
notes on p. T-94A.)

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 Vocabulary notebook
If done for homework 5. The garbage is smelling.
Briefly present the Learning Tip and the task directions. 6. I just bought a new stereo system.
Make sure Ss understand what they need to do.

If done in class On your own

J Present Learning Tip  Read the information aloud. Say, J Present On Your Own  Read the instructions aloud. Point
“When you learn vocabulary in a context that has out the example Post-it in the picture. Tell Ss to make a
meaning for you, the context can give you clues to list of all the labels they put up around the house.
meaning. For example, think of everyday situations in
J Follow-up  At the start of the next class, Ss form small
which you might use the expressions you are learning.”
groups and read the lists of labels they made.
J Present Turning On and Off  Books closed. Write on the
J Call on individual Ss to read a label. Other Ss say
board: television, lights, phone, radio, computer, music.
Say, “These are the top six things people talk about where the label might be in the house (e.g., S1: Clean it
turning on and off. Guess the order. Number them up. S2: Your bedroom.).
from one to six.” Books open. Have a S read the order.

These tasks recycle

separable phrasal verbs.

1 Vocabulary notebook On and off

J Preview and do the task  Read
the instructions aloud. Ask Turning on and off
Learning tip Writing short conversations
two Ss to read the example. When you learn expressions with a new or complex structure, The top 6 things people talk about
Have Ss complete the task. think of everyday situations where you might use them. Write turning on and off are their:
Check answers with the short conversations using the expressions. 1. radio 4. phone
class. 2. light(s) 5. computer
3. music 6. television
1 Complete the conversations. Use the sentences in the box.
Answers I’ll look it up. I’ll turn it down. Then I’d take them off.
1. I’ll turn it down. I’ll print it out. I’ll turn it up. You can put them away in the closet.
2. You can put them away in the
1. A The music’s too loud. 4. A I need a copy of that document.
closet.
B I’ll turn it down. B
3. I’ll look it up.
4. I’ll print it out. 2. A I don’t know what to do with these boxes. 5. A I can’t hear the radio.
5. I’ll turn it up. B B
6. Then I’d take them off.
3. A What does this word mean? 6. A I’m allergic to these earrings.
B B

2 2 Word builder Find the meaning of the phrasal verbs in the sentences below. Think
J Preview the Word Builder task  of a situation for each one, and complete the conversations.
Say, “This Word Builder 1. A 4. A
task will help you B Sure. What time should I pick you up? B Actually, I’m late for work. Can I call
remember separable you back tonight?
phrasal verbs by thinking 2. A
B It’s a nice color. Why don’t you try it on? 5. A
of a context.” Read the
B OK. I’d better take it out right now.
instructions aloud. 3. A
J Do the task  Have Ss B If you have the receipt, take it back to 6. A

complete the task. Check the store. B I’ll show you how to put it together.

answers with the class: ask

On your own
a few pairs of Ss to each
Make labels with different expressions
read a conversation. to put around the house. When you
have learned the expression, you can
throw the label away.
Possible answers
1. Can you drive me to the mall?
2. Do you like this jacket?
3. I just bought this DVD player,
and it doesn’t work.
4. Hi. Do you have a minute to
94
talk?
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 Unit 9 Tech savvy?
Free talk 9
J Preview the task  Tell Ss to turn to the back of their
Student’s Book and look at Free Talk 9. Divide the class
into two groups: A and B. Tell the Ss in group A to look
at Free Talk 9A and the Ss in group B to look at Free
Talk 9B.
J Say, “Test your partner’s knowledge
of technology. Take turns asking the
questions. After your partner answers
a question, say whether the answer was
Free talk 7 What’s important?
right or wrong.” Group work What should you consider when you choose a life partner? Discuss these
J Note the usual American English ideas and add your own. Agree on the five most important things, and tell the class.

pronunciation of the names: Berners-Lee You should choose someone . . .

who has a good sense of humor. who has similar interests.
/b rn@rzlK2y/, Antonio Meucci /anto2wniyo that your family likes. that you can trust.
meyu2wtSiy/. who comes from a similar background. who is kind and generous.
that you can talk to about anything. who has a good job.
who is very good-looking. who has a lot of money.

Culture note The five most important things to consider

Who deserves to be credited with 1.
2.
the invention of the telephone
3.
is a complex issue since many 4.
inventors were working on a device 5.
for transmitting speech in the
1800s. Alexander Graham Bell A Well, I think you should choose someone who has a good sense of humor.
B That’s true. Relationships can be difficult. You need to be able to laugh sometimes.
was traditionally considered the C I agree. I went out with a guy who didn’t have a sense of humor, and it was boring.
inventor of the telephone. However,
an Italian immigrant to the United
States named Antonio Meucci has Free talk 8 What would you do?
had advocates claiming he was Free talk 9A Tech trivia
the true inventor. He apparently Group work Discuss the questions. How are you alike? How are you different?
Who has the most interesting answer for each question?
invented a working model of a Pair work Student A: Ask your partner the questions below. How many right answers
1. If you can
had he
an or
hour
sheto spare right now, your
whatpartner’s
would you do?
telephone in the 1850s, long before get? Then answer
2. If you had one month of free time, what would you do?
questions.

Bell’s patent in 1876. In 2002, the Questions

3. If you had to choose one thing to carry with you through life, Answers Right Wrong
House of Representatives of the 1. Can
what would you tell me what www stands for?
it be? World Wide Web.

United States officially recognized 4. If you had to choose

2. Do you knowone electronic
which gadget
country has to live computer?
the fastest without, Japan.
what would it be?
Meucci as the inventor of the 3. Do you know what the world’s most visited Web site is? AOL.com.
5. If you could invite a famous person to a party, who would
telephone. 4. Do you know what the most searched-for flower on
you invite?
The rose.
Google is?
6. If you could be like one person, who would you want to be like?
5. Can you tell me what the past tense of download is? Downloaded.
7. If you could choose any job, what kind of work would you do?
J Do the task  Have Ss complete the 8.
6. Can you tell me how to spell database?
If you could have one special talent, what would it be?
D-A-T-A-B-A-S-E.
7. Can you up
tell one
me what PLS means in a it
text message? Please.
task. When partners have finished 9. If you had to give habit, what would be?
8. Do
oneyou knowwhat
who would
inventedyou
thewish
Worldfor?
Wide Web? Tim Berners-Lee.
asking and answering all the 10. If you had wish,

questions, they add up the number A If I had an hour to spare right now, I’d take a nap. I’m kind of tired.
Free talk 7 and Free talk 9A E
B Not me. I’d go for a run in the park. I need some exercise.
of right answers their partner got. C Yeah? I’d go shopping at the mall. I need some new shoes.
J Ask, “How many people got more 8881_TS_Freetalk_P05.3d E 1/18/06 5:41:07 PM

than half of the questions right? Did

anyone get a perfect score?” Have Ss
Free talk 9B Tech trivia
raise their hands.
Pair work Student B: Ask your partner the questions below. How many right answers
can he or she get? Then answer your partner’s questions.

Questions Answers Right Wrong

1. Can you tell me what DVD stands for? Digital Video Disc.
2. Do you know which country has the most Internet users? The United States.
3. Do you know what city has the biggest Internet café? New York City.
4. Do you know what the most searched-for animal on The cat.
Google is?
5. Can you tell me what the past tense of input is? Input or inputted.
6. Can you tell me how to spell cyberspace? C-Y-B-E-R-S-P-A-C-E.
7. Can you tell me what THNQ means in a text message? Thank you.
8. Do you know who invented the telephone? Antonio Meucci.

F Free talk 8 and Free talk 9B

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