4 A c t i o n sDoing Things

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4

Lang

ua

ge focus

Look

a

t page 27

23

Warm-up exercises

Exercise 1

Write the man’s answers.

Exercise 2

Listen to the following conversation. Then practice it with a partner.

Angie What are you watching?Billy A soccer game. Italy is playing Korea.Angie Where are they playing?Billy They’re playing in Seoul.Angie Who’s winning?Billy Korea is, 2-1.

Exercise 3

Practice the conversation again. This time, Billy cannot look at the page. Answer the questions with the same information or make up the answers.

Doing ThingsAc t ion s

M e m o

Always look at the person you are

speaking to. Don’t look down at the page!

What’s Mary doing?

What’s John doing?

What are you doing?

17

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Warm-up exercises

Exercise 1

• Ask a few questions to set the situation for the exercise; for example:

– Where are they?

– Where’s the boss?

– Are the people working?

• It might be a good idea to review the questions and answers in the Language focus section on page 27.

• You might have the students work in pairs or groups of three to write the answers.

• You could elicit the students’ answers and write them on the board or have a few groups write their three answers on the board and then go over them with the class.

• You might tell the students that instead of a truthful answer, such as, “I’m reading the newspaper.” they could write an untruthful answer, such as, “I’m writing a sales report.”

Exercise 2

• To warm up, you might go over the situation and the relationship between the speakers in the dialogue.

• It might be a good idea to have the students listen to the conversation and ask any questions they might have before they practice the conversation with a partner.

• Emphasize that the students should make eye contact while they are saying their lines so that they are not just reading through the script.

Exercise 3

• Make it clear that the second speaker can answer freely and talk about a different sport, different teams and different scores. (Though it may not be possible, or even necessary, to check the “free” answers of every student, encourage them to ask you when they are in doubt.)

Note• In Exercise 2, you could have the students listen to

the conversation with their books closed at first and perhaps ask some general comprehension questions as an added listening exercise.

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4

24

4

• play • change

• yell • feed

• break • take a nap

• noise• basketball

• armchair• light bulb

• couch• movie

Vocabulary

Exercise 2

Listen and circle “true” or “false” for each sentence.

1 true false 2 true false 3 true false 4 true false

5 true false 6 true false 7 true false 8 true false

Listening task

Exercise 1

Listen to Susan talking to her husband, Paul, on the telephone. Match the names (1–9) below with the people in the picture.

1 Megan 2 Erica 3 Nicky4 Bob 5 Mary 6 Paul’s mother7 Paul’s father 8 Susan’s mother 9 Jimmy

M e m o

You can draw lines or write

numbers to match the

names.

18

19

1

2

3

4

5 6

7

8

9

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Listening task

Exercise 1

• To warm up, you might go over what everyone in the picture is doing, reviewing the vocabulary in the vocabulary box as you do so. (It might be a good idea to have a rough sketch of the room on the board for reference.)

• You could try having the students listen to the conversation with their books closed (while they take notes) before they match the names with the people in the picture.

Exercise 2

• To go over the answers, you could stop the recording after each sentence and ask for a show of hands for either “true” or “false” and perhaps replay the sentence, asking one student to repeat it (preferably a student who got it wrong).

• You might also have the students correct the sentences that are false.

Note• A reminder: the recorded passage for Exercise 1

and the sentences for Exercise 2 are different.

• For additional practice, you might have the students write their own true/false sentences about anyone in the picture and then quiz each other orally in pairs. (The students answering should have their book closed.)

• Afterward, it might be a good idea to have the students read through the audio script as you play the conversation one last time so that they can ask about anything they do not understand.

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4 A c t i o n sDoing Things

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25

4 StudentA

Speaking task one

The picture of the park scene below is a little different from Student B’s picture. Talk about the people’s actions in the picture and circle the differences.

Example

Student A A man’s jogging on the path.

Student B Yes, I see him.

Student B Two women are sitting on a bench.

Student A Sorry, I don’t see them.

M e m o

Don’t look at Student B’s

picture.

ACTIONS THINGS

• catch • kick• draw • kneel

• feed • ride• fi sh • sit

• hold • stand• jog • throw

• baseball • Frisbee• bench • grass

• bicycle • path• football• pond

• ducks • soccer• entrance • MP3 player

Vocabulary

Stud

ent B, turn to page 92

Speaking task one

• To warm up, you might try drawing two simple sketches of a scene of people doing things which are similar, but which have a few differences. Then you can demonstrate making statements and responding, as in the examples, and circling the differences.

• It might be a good idea to have the students briefly practice the model dialogues in the example, especially the responses (for example, “Yes, I see him.” or “Sorry, I don’t see them.”).

• You might also go over the pictures, reviewing the vocabulary in the vocabulary box as you do so (with Student A and Student B looking at only their respective pages).

• Make it clear that not having a person in the picture is also a difference that the students should mark with an empty circle in the correct location in the picture, perhaps after asking where the person is; for example:

Student B A man’s eating ice cream.

Student A Sorry, I don’t see him. Where is he?

StudentA

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92

4 StudentB

Speaking task one

The picture of the park scene below is a little different from Student A’s picture. Talk about the people’s actions in the picture and circle the differences.

M e m o

Don’t look at Student A’s

picture.

ACTIONS THINGS

• catch • kick• draw • kneel

• feed • ride• fi sh • sit

• hold • stand• jog • throw

• baseball • Frisbee• bench • grass

• bicycle • path• football • pond

• ducks • soccer• entrance • MP3 player

Vocabulary

Stud

ent A

, turn to page 25

Example

Student A A man’s jogging on the path.

Student B Yes, I see him.

Student B Two women are sitting on a bench.

Student A Sorry, I don’t see them.

• At some point, perhaps after several students have finished, you might tell the class that there are eleven differences so that the students know if they have or have not found them all.

Note• From the start, you might designate who is

Student A and Student B in each pair, and have the students sit face to face (if possible) with all the Student As sitting side by side in a line, facing all the Student Bs.

StudentB

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4

Dear Alice

26

4

Harry I’m doing laundry.

Alan Harry’s doing laundry. I’m reading the newspaper.

Elaine Harry’s doing laundry. Alan’s reading the newspaper. I’m playing piano.

Harry I’m doing laundry. Alan’s reading the newspaper. Elaine’s playing the piano. I’m fi shing.

Example

(continue)

Speaking task two Do this exercise in a group of three or more students.

The fi rst student must choose a picture and say what he or she is doing. The next student must repeat the sentence and make one more sentence using a different picture. Each student must repeat every sentence and make one more sentence.

Continue around the circle and use as many pictures as possible, repeating all the sentences (with names) for about fi fteen minutes (until your teacher says “stop”).

The group of students that uses the most pictures, and correctly repeats the most sentences, wins!

M e m o

• Don’t write anything on

the pictures.

• Help each other repeat

the sentences.

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Speaking task two

• You might warm up by going over each picture, eliciting a sentence (for example, “She’s playing tennis.” ”I’m listening to music.” “He’s taking a bath.” etc.).

• You could demonstrate the exercise with several students, using the pictures on the page or several flashcards on the board.

• Remind students to use their classmates’ names in the sentences.

• You could either have the students do the exercise without writing anything at all or allow them to check (✓) the pictures as they are used.

Note• The number of students in each group can

actually vary from three to six. (However, in very small classes this exercise can be done in pairs as well.)

• As far as error correction during the exercise, the students can help each other repeat the sentences and correct any “faults” they hear. You might also step in and correct errors that are or could be repeated by the group, but it is probably not necessary to be overly concerned about occasional mistakes that slip through uncorrected during the practice.

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27

4

Languagefocus

Student B Is someone running? Student A No. Student C Is a man singing? Student A No.

Student D Is a woman reading?Student A Yes.Student D Is it picture number fi ve?Student A Yes!

Example

Homework

Find a large picture in a magazine of three or more people doing different things. Write what each person in the picture is doing. (Write three or more sentences.) Cut out the picture and bring it to class.

M e m o

• Write the sentences on a

separate sheet of paper.

• Use one large picture

that is big enough for

the class to see on the

board.

M e m o

• Do this exercise in the

next lesson if you have

time.

• All questions must be

about actions, using

-ing.

What are you / they

doing?is he / she

I’m He’s / She’sWe’re / They’re

playing tennis.watching TV.doing homework.

Student A Choose any picture on the board. (It does not have to be your picture.) Answer questions (“yes” or “no”) until someone guesses the picture.

Students B, C and DTake turns asking Student A yes/no questions about actions in the pictures until you can guess the correct picture.

· A man is taking a picture.· A woman is eating ice cream.· A woman is reading a book.

No,I’mhe’s / she’swe’re / they’re

not.Yes,

I

he / she

we / they

am.

is.

are.

Are you / they doing laundry?watching TV?Is he / she

Homework review Work in a group of three or four students.

The teacher will put everyone’s picture on the board and number each picture.

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Example

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Homework

• You might demonstrate the exercise on the board to make sure the students understand the homework assignment completely and answer any questions they may have.

• Show the class some sample pictures so that the students know what kind of picture to bring in (in terms of the size and content).

• Make it clear that the Homework review exercise is a follow-up classroom activity, not homework.

Homework review

• You might first review the actions in the pictures taped on the board and make sure they are clearly visible.

• Rather than have several groups of four students each (Students A, B, C and D), you could break the class into four teams (Groups A, B, C and D) and have the groups take turns asking and answering questions while you keep score and act as the “referee.” (Each turn you could assign Group A a picture for the other groups to ask about.)

Note

• It would be a good idea to bring several extra magazine pictures to class for the students who forget.

• For the Homework review exercise, you might introduce and practice the use of “someone,” as it would be used in the questions (for example, “Is someone running?”).

• You could also have Student A answer the yes/no questions in full sentences; for example:

Student B Is someone running?

Student A No, no one is running.

Student D Is a woman reading?

Student A Yes, a woman is reading.