unit 9 i like computers! - worldarcstudio ::: v2.0richmond-elt/files/coolkids5tbsample.pdf ·...

T4 Unit 1

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I Like Computers!I Like Computers!9headphones \'hed-Æfo¤nz\

keyboard \'ke¤-Æbo(rd\

microphone \'m¸ ¤-kr´-Æfo¤n\

monitor \'ma·-n´-t´r\

mouse \'mau(s\

mouse pad \'mau(s "pad\

printer \'prin-t´r\

speaker \"spe¤-k´r\

USB \Æyu·-(Æ‘es-"be¤\

webcam \'web-Ækam\

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ValueValue

Going toWe use going to to talk about future plans and intentions. He’s going to chat online.He isn’t going to upload photos.

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As you prepare students for exams, always make sure to keep them focused on the things that they know and are confident about. Be prepared to direct students to pay more attention to spelling, to remember words that they do not use often, and to practice the grammar structures in context. With confidence, time to prepare and a few personalized tips, students will be ready to show what they have learned during the year.

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Obeying the school rules page T102

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Always obey the school rules.

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I Like Computers!I Like Computers! Wrap-up Now play Air Writing (see page XII) with Computer vocabulary items.

Optional ActivityMaterials Poster paper (1 sheet per group), markers.

Hang the poster paper around the classroom and divide the class into groups. Distribute the markers. Have groups draw a computer work station on their paper and label all of the objects.

OM

Pictionary Í 96

Assign page 132 as homework. Students write the vocabulary items that correspond to the pictures. Then they listen to the words on the Student's CD and check their answers. Finally, they listen to the track again and repeat the vocabulary.

Track 96NARRATOR: One. Keyboard Two. Mouse Three. Mouse pad Four. Webcam Five. Monitor Six. Headphones Seven. Printer Eight. Speaker Nine. Microphone Ten. USB

T101

Vocabulary Computers: headphones, keyboard, microphone, monitor, mouse, mouse pad, printer, speaker, USB, webcam

Warm-upDraw a simple picture of a computer on the board. Ask what it is and encourage students to say why computers are important. Accept all answers.

Class Activity Vocabulary Presentation Show the flashcards–picture and then word. Model each word for students to repeat. Show the picture side of the flashcards again to elicit the words. Continue until students can remember the names of the items.

Oral PracticeHave students open their books to page 147. Get them to cut out the pictures for Unit 9 and glue them onto the corresponding spaces in the Unit Opener. After that, divide the class into pairs and have them take turns pointing to computer items and saying the names. Finally, ask students which items they use.

Written PracticeDisplay the flashcards on the board with the words facing the students. Invite volunteers to move one flashcard each until the words are in alphabetical order. Get the class to write the words in their notebooks in alphabetical order. If the words are hard for them to remember, have them write each word twice.


2 Listen and follow along. 54

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1 Listen and number. 53

Listen again and check. 53

Complete the computer words.

Act out similar dialogues.

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2. u

3. u

4. w a

5. m t

Always obey the school rules.You aren’t allowed to

drink anything here.You shouldn’t eat

in the computer lab. All right. OK.

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I Like Computers! T102

Vocabulary Computers

Functional Language Expressing rules: You shouldn't eat in the computer lab. All right. You aren't allowed to drink anything here. OK.

Materials Old magazines, white paper (1 sheet per student), a blindfold.

Warm-upPlay Draw It! (see page XII) with Computer vocabulary items.

Class Activity1 Listen and number. Í 53

Invite students to open their books to page 102, Activity 1. Play Track 53 and pause it after the first word. Elicit the word: keyboard. Have students write the number in the corresponding space and compare answers with a friend. Play the rest of the words for students to number the pictures. Draw spaces on the board corresponding to the pictures. Elicit the numbers for each to check.

Track 53 NARRATOR: One. K-E-Y-B-O-A-R-D Two. M-O-U-S-E Three. M-O-U-S-E P-A-D Four. W-E-B-C-A-M Five. M-O-N-I-T-O-R Six. H-E-A-D-P-H-O-N-E-S Seven. P-R-I-N-T-E-R Eight. S-P-E-A-K-E-R Nine. M-I-C-R-O-P-H-O-N-E Ten. U-S-B

Complete the computer words.Tell students to complete the words that correspond to the pictures.

Listen again and check. Í 53

Play Track 53 again for students to check the spelling of the words. Get volunteers to write the words on the board.

Obeying the school rulesInvite a volunteer to read what Adam says aloud. Ask the class why schools have rules: To make it a clean and safe place to be, to protect equipment, to protect other students, to make learning easier, etc.

Wrap-upHand out the magazines and the paper. Tell students to write a rule and illustrate it with a magazine cutout. Display students' work around the classroom.

Optional ActivityDivide the class into four teams and get them to stand in lines at the board. Give the first student in each line a marker. Show the picture side of a flashcard. The first student in the line should write the first letter of the word. Then he or she goes to the back of the line and the next student writes the next letter. They continue in the same way until the word is complete. Teams earn a point for each correct word. Play several times. The team with the most points at the end is the winner.

OD

Assign page 84 as homework.

2 Listen and follow along. 54

Tell students to look at the kids in the computer lab. Play Track 54 for them to follow along. Ask about the exchanges: What’s the rule in the first picture? What’s the rule in the second picture? Divide the class into two groups. Play the track again. One group repeats what the teacher says. The other group repeats what the students say. Switch roles and repeat.

Act out similar dialogues.Elicit other rules for computer labs: You aren’t allowed to check your e-mail. You shouldn’t play video games. etc. Divide the class into pairs and have them act out the dialogues with different rules. Monitor and help as needed.

CoolExpressions

CoolExpressions


Unit 9T103

Vocabulary Nouns: composer, director; Verb: hire

Grammar Going to

Warm-upPlay Chinese Whispers (see page XII) with sentences that use going to to talk about future plans.

Class Activity3 Complete the sentences.

Invite students to open their books to page 103, Activity 3. Tell them to look at the border around the text. Ask what it reminds them of: a movie. Point out the picture on the screen. Explain that there is going to be a new movie with that character. Have a volunteer read the first sentence aloud, changing the verb to talk about the future: Creative Film Studios in New York is going to make a new movie. Write is going to make on the board. Get students to write it in the space.

Divide the class into pairs and tell them to complete the text with the correct forms of the verbs. To check, have volunteers read sentences in the text aloud.

Read and discuss with a friend.Read the explanation of the situation aloud. Ask students if they know the names of any movie directors: George Lucas, Steven Spielberg, Peter Jackson, etc. If students cannot name any, ask them what a movie director does: tells the actors and camera people what to do.

Refer students to the people and their abilities. Then invite a pair of volunteers to read aloud what the kids say about their choices. Have pairs decide who they are going to hire and why. Finally, get volunteers to say what they and their friends decided and why.

Imagine that you are going to participate in the production of the movie. Talk about your abilities.

In their pairs, have students talk about their abilities and what they are going to do in the movie. Encourage them to use activities from the box below. Monitor and help if necessary.

Wrap-upPretend to be one of the characters that want to participate in the movie. Say things to indicate who you are: I’m very good at cooking. Elicit the character: Bruno Hart. Divide the class into groups and have them continue playing the game. Monitor and help as needed.

Optional ActivityIn their groups, have students discuss the things that they are and are not going to do this weekend: I’m going to watch a movie. If a student says a sentence that is true for someone else in the group, the other students give him or her a high five.

OI


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3 Complete the sentences.

Read and discuss with a friend.

Imagine that you are going to participate in the production of the movie. Talk about your abilities.

I’m not going to hire Helga Blackpool

because she can’t draw.

But she can write songs

for the movie.

Creative Film Studios in New York (make)

a new movie. Sam Lewis, Head of

the Creative Department, explains how they are going to

work on this movie:

"First, the team (read) the story

about a cat called Max. Then the artists (draw)

the characters. They (not draw)

the scenes at that point. They

(not use) computers at that

point, only paper and pencils. After that, some actors

You're the director of this new movie. These people want to participate in the production

of the movie. Discuss who you are going to hire and why.

compose music design scenes on a computer draw sing write well

speaks 5 languages,

excellent cartoonist

Mark Hamper

Igor Tolstoy

Helga Blackpool

Bruno Hart

Estela Blanco

Maria Mayer

makes costumes,

writes songs and sings knows computer

design, draws very well

writes children's stories,

speaks only Russianexpert in computers,

great cook

writes poetry,

illustrates children's stories

(record)

the voices of the characters. The composer (not

write) the songs for the

movie yet. He (do) that

when the movie is ready. Next, the computer experts

(make) 3-D models of the

characters from the drawings, and the artists (work)

on the scenes. Finally, they (put)

all the pieces together!"

103I Like Computers!

is going aregoing to record

is going to do

are going to make

are going to workare going to put

isn’t going to write

to make

aregoing to drawgoing to draw

aren’t going to use

aren’t

is going to read

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1 Listen and complete the questionnaire. 55

2 Play Color the Space with a friend.

Answer these questions about Mike.

1. What course is he going to take?

2. What is he going to learn?

3. Can he turn on the computer?

4. What can he do well?

5. Can he check his e-mail?

Can you type?Yes, I can.

type / ? use / PowerPoint / ?

play / computer games / ? turn on / a computer / ?

save / a document / ? upload / photos / ?

chat online / ? use / a search engine / ?

send / e-mail / ? download / music / ?

C an you…

• turn on/off a computer? Yes. No.

• play computer games? Yes. No. A little.

• chat online? Yes. No. A little.

• type? Yes. No. A little.

• surf the Internet? Yes. No. A little.

• check your e-mail? Yes. No. A little.

Name:

Age:

Do you have computers at school? Yes. No.

D o you have a computer at home? Yes. No.

104 Unit 9

Michael Price

Course 1. `

Typing, surfing the Internet, checking e-mail.Yes, he can.

Turn the computer on and off and play games.No, he can’t.

Ten

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Vocabulary Verbs: chat online, download music, play computer games, save a document, send e-mail, surf the Internet, turn on a computer, use a search engine, use PowerPoint, upload photos

Grammar Going to

Warm-upInvite a volunteer to write a Computer vocabulary item on the board with the letters scrambled. Get the class to guess the word. Elicit its spelling. Repeat with other volunteers.

Class Activity1 Listen and complete the questionnaire. Í 55

Invite students to open their books to page 104, Activity 1. Have them look at the questionnaire and say what it is about: computer skills. Explain that it is part of an application to enter a computer class. Play Track 55 and tell students to complete the questionnaire for the person that they hear. Check answers as a class.

Track 55 TEACHER: What's your name?MICHAEL: Michael Price. M-I-C-H-A-E-L P-R-I-C-E. TEACHER: How old are you, Michael?MICHAEL: Ten. TEACHER: Do you have computers at school?MICHAEL: There are computers in my school,

but we can't use them. TEACHER: What about at home? Do you have

a computer there? MICHAEL: Yes. I know how to turn it on and off. TEACHER: Can you play computer games?MICHAEL: Of course, that's easy. TEACHER: Can you chat online?MICHAEL: A little. TEACHER: Can you type? MICHAEL: No, I can't. TEACHER: Can you surf the Internet?MICHAEL: No, I can't. TEACHER: Can you check your e-mail?MICHAEL: No. TEACHER: Right. Well, you are going to learn all that

here in Course 1.

Answer these questions about Mike.Read the first question and elicit the answer: Course 1. Tell students to read and answer the questions using the information from the questionnaire. Monitor and help as needed. Check answers with the class.

2 Play Color the Space with a friend.Divide the class into pairs and get volunteers to read the dialogue aloud. Point out the prompt corresponding to the dialogue. Have students use the other prompts to ask and answer questions about their own computer skills. If they have difficulty, they can write the questions first. For each question they ask correctly, they can color the space of the corresponding prompt.

Wrap-upNow play Hangman (see page XII) with computer actions: (use a search engine).

Optional ActivityMaterials Sheets of white paper (1 per group).

Divide the class into groups. Tell them to choose a computer action: send e-mail, use a search engine, chat online or download music. Then they should give steps to explain how to do that action: Sign in to your account. Select New. Write the person’s e-mail address. Write the e-mail. Click Send. Get groups to read their instructions to the class. Display their instructions around the classroom.

OM


Track 84WOMAN: Welcome to Photo Skills 4 U. Do you want

to register for a class?GIRL: Yes.WOMAN: OK. What is your name?GIRL: My name is Lisa Owens. O-W-E-N-S.WOMAN: And how old are you?GIRL: I'm eleven years old.WOMAN: Do you like to take pictures?GIRL: Yes! That's why I'm here. WOMAN: Do you have a digital camera?GIRL: Yes, I do.WOMAN: Can you take pictures with your digital

camera?GIRL: Yes. That part is easy.WOMAN: Can you upload pictures to a computer?GIRL: Yes. My dad showed me how to do that.WOMAN: Can you upload pictures to the Internet?GIRL: No. I don't know how to do that.WOMAN: Can you edit pictures?GIRL: No. WOMAN: Can you send pictures to a friend with

e-mail?GIRL: Yes, I know how to do that.WOMAN: OK. You can be in the Intermediate Photo

Skills Class.GIRL: Cool! Thanks!

unit 9_TBCK5.indd 13 12/6/10 7:48 AM

Unit 9

Wrap-upEncourage students to imagine what Mike is going to do when he is well. Elicit the sentences: He’s going to take his computer class. He’s going to play soccer. He’s going to go skateboarding, etc.

Optional ActivityMaterials A small ball.

Say a sentence using going to: My friend is going to learn karate. Pass the ball to a volunteer. Get him or her to say another sentence using going to. If possible, it should be about the person in the first sentence. Write your sentence and the student's sentence on the board. Continue having students pass the ball until there is an entire story on the board.

OM


T105

Vocabulary Computers

Grammar Going to

Warm-up Display eight flashcards. Say a letter that is in one of the words. Invite a volunteer to remove a card that does not have that letter (if applicable). Continue with other letters in the word until the class guesses the word. Play several times.

Class Activity3 Solve the computer riddles.

Have students open their books to page 105, Activity 3. Read the question in the red box aloud. Invite a volunteer to read the first riddle aloud. Have students write the answer on the line using one of the words in the box.

Check your answers with a friend.Divide the class into pairs and have them compare their answers to check. Direct their attention to the scoring explanation. Tell them to count their correct answers. Finally, ask if anyone in the class knows a lot about computers. Get them to raise their hands.

Write a riddle in your notebook. Ask a friend to solve it.

Elicit another part of a computer and write it on the board: (speaker). Do the same with the other Computer words. Then have students write a riddle for one of the words. Monitor and help as needed.

Get students to exchange riddles with a friend. They should solve their friend's riddle. Finally, get some volunteers to read their riddles for the class to guess.

4 Write what Mike is not going to do next week.Invite the class to look at the pictures of Mike. Ask what happened: He fell. He’s in the hospital. Encourage them to comment on situations where they or a family member needed to go to the hospital. Then read the text about Mike. Elicit the first sentence: He isn’t going to use the keyboard. Get a volunteer to write it on the board. Tell students to write the sentences in their books. Check by having volunteers write the other sentences on the board.

unit 9_TBCK5.indd 14 12/6/10 7:48 AM

You keep the mouse on top of it. What is it?

You use it to make the paper version of a document. What is it?

You click this to make selections on the computer. What is it?

You use it to save a document and take it with you. What is it?

You look at it when you use the computer. What is it?

You need this to write words on the computer. What is it?

3 Solve the computer riddles.

4 Write what Mike is not going to do next week.

Check your answers with a friend.

Write a riddle in your notebook. Ask a friend to solve it.

keyboard monitor mouse mouse pad printer USB

5-6 correct answers – You know a lot about computers.

3-4 correct answers – You need to learn more about computers.

0-2 correct answers – You need to start using a computer!

1. (use / keyboard) .

2. (open / e-mail account) .

3. (chat online) .

4. ( play / computer games) .

5. (surf / Internet) .

Last week, Mike Price fell and now he's in the hospital. He's sad because he isn't going to

take his computer classes next week. These are the things he isn't going to do:


mouse padprintermouseUSB

monitorkeyboard

He isn’t going to use the keyboard

He isn’t going to chat online

He isn’t going to surf the Internet

He isn’t going to open his e-mail account

He isn’t going to play computer games

unit 9_TBCK5.indd 15 12/6/10 7:48 AM

1 Number your favorite activities from 1 to 5.

2 Read the article and choose a title for it.

A lot of adults believe that computers are

bad for you. They say that computers don’t let you be creative, that they make you become anti-social. Some adults think that computers could be dangerous for you!

Computers can be bad for you in some situations: spending too much time playing on them or forgetting to eat or do your

homework. If you are sad or angry when you turn off the computer, you might have an addiction. That’s dangerous for anyone, not only for kids.

But computers can also be good for you. Spend a limited time to meet friends online, read magazine articles, or learn craft projects! But remember – a balance of activities is very important:

play with your toys, go to the park with your family or play a board game. That way, you can have the best of both worlds!

Complete the table.

Ways computers can help you

I can read magazines and stories online.

Signs of computer addiction

I spend too much time playing on them.

Other ways to spend your time

1 32

106 Unit 9

Computers-Are They Bad?

I can play with my toys.

I can meet friends online.

I can learn craft projects.

I forget to eat and do my homework.

I can go to the park with my family.

I can play a board game.

I am sad or angry when I turn off the computer.

Students’ answers will vary.

unit 9_TBCK5.indd 16 12/6/10 7:48 AM


Skills Development Reading

Materials Magazine cutouts of things that people can become addicted to (but that are not always bad): junk food, exercise, work, watching TV, shopping, etc.

Warm-upDisplay the cutouts and invite students to look at them. Encourage them to guess what the activities have in common. Accept all answers.

Class Activity1 Number your favorite activities from 1 to 5.

Have students open their books to page 106, Activity 1. Elicit the names of the objects and ask what activities they represent: using a computer, riding a bike, studying English, playing with toys, playing board games. Tell students to number the activities from 1 to 5, with 1 being their favorite activity and 5 their least favorite activity. Encourage them to explain their answers to a friend.

2 Read the article and choose a title for it.Divide the class into groups of three and have them take turns reading aloud until they have read the entire text. Then get them to choose an appropriate title for the text. Check answers with the class. After that, ask some simple comprehension questions: Does the article say that computers are bad? What’s a balance of activities?

Complete the table.Direct students' attention to the headings of the table and get volunteers to read the examples aloud. Then divide the class into groups of three and have them complete the table using information from the article. To check, copy the table on the board and invite volunteers to complete it. Finally, ask about the cutouts that students saw at the beginning of class. Encourage them to say what the activities had in common: They’re activities that people can become addicted to, even though the activity isn’t always bad.

Wrap-upNow play Spot the False Sentence (see page XIII) with information from the article.

Optional ActivityMaterials Poster paper (1 sheet per group), markers, old magazines.

Divide the class into small groups and hand out the materials. Encourage students to make a poster explaining how to use computers in a way that maintains a balance of activities. Monitor and help as needed. Display students' work around the classroom.

OM


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Unit 9T107

Skills Development Writing

Materials Slips of paper (1 per student); flashcards from Units 1 through 9.

Warm-upPlay The Buzz Words (see page XIII) with Computer vocabulary items: I like to listen to music with BUZZ. These BUZZ are very small. You shouldn’t listen to loud music with your BUZZ on. Elicit the word: headphones.

Class Activity3 Discuss with a friend what you like doing on a computer.

Divide the class into pairs and have them open their books to page 107, Activity 3. Tell them to discuss the things that they like to do on a computer.

4 Read and decode the chat.Ask students what the window shows: a chat. Point out the abbreviations at the top and ask the class if they use similar abbreviations. Then get volunteersto read the lines of the chat aloud.

Rewrite the chat using complete sentences.Tell students to write the chat in complete sentences. Monitor and help as needed. Explain that you would never write LOL in a chat using its complete form.

Encode a message for your friend on a sheet of paper.Hand out the slips of paper and tell students to write a message to a friend. They should use the abbreviations from the chat. When they finish, get some volunteers to write their messages on the board for the class to decode.

Wrap-upChoose a flashcard from each unit and shuffle them together. Divide the class into two teams. Display a flashcard with the picture facing the class to elicit the word. The first team should say the word: salt and pepper. The second team should say a word from the same unit: busboy. Teams continue taking turns until they say all of the words from that unit, or until they cannot remember the words. Teams earn a point for each correct guess. Play again with other flashcards. Then have students look in their books to find the other words. The team with the most points at the end is the winner.

Optional ActivityMaterials Scrap paper (1 sheet per pair), a stopwatch.

Divide the class into pairs and hand out the paper. Tell students that they are going to write a chat text to each other. When you say Go!, the first student writes a line. Then they give the paper to the other student to respond. Students should try to write as many exchanges as possible in four minutes. Say Stop! Invite volunteers to read their messages aloud.

OM


unit 9_TBCK5.indd 18 12/6/10 7:48 AM

3 Discuss with a friend what you like doing on a computer.

4 Read and decode the chat.

Encode a message for your friend on a sheet of paper.

Rewrite the chat using complete sentences.

• chatting on line

• playing computer games

Key: gng going l8tr later wn want 2 to @ at K OK

u you c see n and LOL laughing out loud r are

• surfi ng the Internet

• writing e- mails

Charlie says:

Do

go the movies ?

Charlie says:

.

my house 5.

Mom’s take us.

Charlie says:Hi

Charlie says:

Hi

Charlie says:Do u wn 2 go 2 the movies l8tr?

Charlie says:K. cu @ my house @ 5. Mom’s gng 2 take us.

Charlie says:LOL.

Charlie says:

LOL.

Rob says:How r u?

Rob says:

How ?

Rob says:That’s in 5 minutes!

Rob says:

That’s in 5 minutes!

Rob says:Sure.

Rob says:

Sure.

Rob says:Bye!

Rob says:

Bye!

y


are you

you wantlater

OK See youat

toat

going

toto

unit 9_TBCK5.indd 19 12/6/10 7:48 AM

1 Listen and match the columns. 56

2 Listen and underline the appropriate phrases. 57

3 Listen and fi ll in the blanks. 58

Sing "Surfi ng the Internet." 58

1. They did a study in lunch near the computer.

2. People eat their or sneeze on their keyboards.

3. Some people don't wash their be dirtier than bathrooms.

4. Others cough England.

5. Keyboards can hands after going to the bathrooms.

Surfi ng the is so fun,

Playing and on the run.

Looking at dot com,

the Internet is the bomb!

Tweets and e-mail and Facebook posts.

That’s how I the most.

I’m Internet-savvy, that’s my boast,

read my blog from coast to coast!

Tell a friend how to clean a keyboard.

disconnect / turn on the computer

turn / put the keyboard upside-down

blow / cleanthe dirt away

get / clean the keys

clean / mopthe keyboard

First, you ...

Surf ing the Internet

108 Unit 9

Internetgames chatting

everythingSurfing

Writecommunicate

People

unit 9_TBCK5.indd 20 12/6/10 7:48 AM


Skills Development Listening and Speaking

Warm-upSay Computer vocabulary words in a pattern: keyboard – keyboard – mouse – keyboard. Invite students to repeat in chorus. Say the pattern again, adding a new word: keyboard – keyboard – mouse – printer. Continue until students cannot remember the entire sequence. To make the activity more difficult, increase the speedof the pattern.

Class Activity1 Listen and match the columns. Í 56

Play Track 56 and ask students what the problem is: Computers can get dirty. Invite students to open their books to page 108, Activity 1. Have them read the parts of the sentences. Play the track again for students to match the parts of the sentences. Check answers with the class.

Track 56 NARRATOR: A study in England showed that keyboards

can be dirtier than bathrooms. They have bacteria that can be dangerous. How does this happen? A lot of people eat their lunch near the computer. Some people don't wash their hands after going to the bathrooms. And others cough or sneeze on the keyboards. That's why keyboards can get dirtier than bathrooms.

2 Listen and underline the appropriate phrases. Í 57

Refer students to the pictures and explain that the boy is cleaning the computer keyboard. Play Track 57 and tell them to underline the correct phrase for each step.

Track 57 NARRATOR: Here are some ways to clean your

keyboard. First, disconnect the computer. Then turn the keyboard upside down and shake it. Next, use compressed air to blow the dirt away. After that, clean the keys with cotton swabs. Finally, clean the keyboard with a cleaning rag.

Tell a friend how to clean a keyboard.Divide the class into pairs and get them to explain how to clean a keyboard. Point out how COOL-5 is starting: First, you… Encourage students to explain the steps using sequencers: first, then, next, after that, finally. They should also use the phrases from the previous activity.

3 Listen and fi ll in the blanks. 58

Play Track 58 for students to complete the song. Get them to compare answers with a friend. Check as a class. Then ask students what activities the person does on a computer: play games; chat; write Tweets, e-mail and Facebook posts; write a blog. Explain that “dot com” refers to “.com” in many Internet addresses. Add that if something is “the bomb,” it is very cool.

Sing "Surfi ng the Internet."58

Play Track 58 and invite students to sing the song. Repeat the song several times.

Wrap-up Have students write the steps for how to clean a computer keyboard. Monitor and help as needed.

Optional Activity Materials White paper (1 sheet per student).

Hand out the paper and tell students to draw a picture to represent a person “surfing the Internet” or “Tweeting.” Encourage them to use the literal meaning to make the picture more fun. Display students' work around the classroom.

OM


Track 85NARRATOR: The Internet is a lot of fun. Chatting with

friends, playing computer games, sending e-mails and surfi ng the Internet are now our favorite free time activities. But there are some important things to consider when you are on the computer at home or at school.

•You should never give personal information such as your name, home address, school name, or telephone number to people that you do not know.

•Be careful – never chat with people you do not know.

•Never send your photo to someone without your parents' permission.

•Do not respond to messages when you feel uncomfortable or scared.

•You should never try to meet someone you met on the Internet.

•Ask your mom and dad for help when you don't know what to do.

unit 9_TBCK5.indd 21 12/6/10 7:48 AM

Unit 9T109

Skills Development Speaking

Materials White craft foam (one and a half sheets per student), black paper (1 sheet per student), craft glue, magnets (1 per student), sticky notes (2 per student), pins; flashcards from Units 1 through 9; different-colored markers.

Preparation Make a model of the craft for the class. Write one or two example messages on the sticky notes. Pin them to the Message Board.

Warm-upPlay Colored Circles (see page XII) with The Middle Ages, Celebrations and Computers vocabulary items.

Class Activity4 Look at the advertisement and describe the Computer Fair.

Divide the class into pairs and have them open their books to page 109, Activity 4. Direct their attention to the flyer. Tell them to read the schedule and describe what people will do and talk about at the Computer Fair.

Imagine that you are at the Computer Fair. Tell a friend what you are going to do.

Invite a pair of students to read the question and answer aloud. Then have students imagine that they are at the Computer Fair. Tell them to ask each other what they are going to do. Monitor and help as needed.

5 Make a Cool Computer Message Board.Display the model craft. Read the instructions aloud. Hand out the materials and explain to students what they have to do, demonstrating as you go along. Students make their Cool Computer Message Boards. Encourage them to put them on their refrigerators. They can pin notes to it to remember things.

Wrap-upHand out the sticky notes. Give students two messages that they should write about on the sticky notes: The test is (next Wednesday).

Optional Activity Invite students to stand in a line at the front of the room. Shuffle the flashcards. Say the word from the first flashcard. The first student should spell the word. If the student does it correctly, he or she can remain in line. If the student is wrong, he or she must sit down. Continue with the rest of the students. Keep playing until one student wins or as time permits.

OI


unit 9_TBCK5.indd 22 12/6/10 7:48 AM

4 Look at the advertisement and describe the Computer Fair.


5 Make a Cool Computer Message Board.

Are you going to go to a workshop?

Yes, I am. I’m going to go to the workshop

on surfi ng the Internet.

11:30 a.m. Plenary Session:

How Helpful Are Search Engines?

Events:

2 - 3 p.m. Lunch

3 - 5 p.m. Computer Expo

12 - 2 p.m. Workshops:1. Setting up your computer2. Using Excel3. Making a slide presentation4. Starting a blog5. Surfi ng the Internet

4 Look at the advertisement and describe the Computer Fair.


5 Make a Cool Computer Message Board.dd

Are you going to go to a workshop?

Yes, I am. I’m going to go to the workshop

on surfi ng the Internet.

5 a e a Coo Co pu e essage oa d

11:30 a.m. Plenary Session:

How Helpful Are Search Engines?How Helpful Are Search Engines?

vents:Events:

2 - 3 p.m. Lunch

3 - 5 p.m. Computer Expo

12 - 2 p.m. Workshops:1. Setting up your computer2. Using Excel3. Making a slide presentation4. Starting a blog5. Surfi ng the Internet

You need

• 1.5 sheets of white craft foam

• 1 sheet of black paper

• craft glue

• one magnet

• pins

Instructions

1. Cut a large rectangle out of one

sheet of craft foam to form a

frame.

2. Glue the paper to the center of

the foam to make a computer

screen.

3. Cut an oval from the second

sheet of craft foam to make a

mouse.

4. Glue the mouse to the bottom

corner of the screen.

5. Glue the magnet to the back

of the screen and hang it up at

home. Stick notes to the screen

using the pins. Stay organized!


unit 9_TBCK5.indd 23 12/6/10 7:48 AM

Cool ReviewCool Review1 Play Intergalactic Battle.

StartWhat are you going to do after school?

Can you

surf the

Internet?

He’s going to travel

by train.

Lose a turn.

Lose a turn.

Lose a turn.

What time

are you

going to

go home?

To the dentist.

Are you going to play football today?

Yes, he can type.

Start again.

Start again.

Start again.

Is your friend going to win the game?

No, I

can’t

swim.

Yes, my mom can cook.

He’s going to eat two pieces of cake.

Yes,m-o-u-s-e.

Can your friend play the piano?

What time

are you

going to

wake up

tomorrow?

Where are you going to eat supper tonight?

Yes, I am

going to

the movies

tomorrow.

I’m going to visit my grandparents.

At three o’clock.

Can yo

u

make a Po

werPoin

t

pres

entat

ion?

Is your

teacher

going to

give you

homework?

They are going to play computer games.

How are

you going

to get to

school

tomorrow?

Finish

?

?

? ??

?

?

?

?

?

?

110 Unit 9

unit 9_TBCK5.indd 24 12/6/10 7:48 AM


Materials Dice (1 pair per group), place markers (1 per student).

Warm-up Play Bingo! (see page XII) with Computer and Restaurant vocabulary items.

Class Activity1 Play Intergalactic Battle.

Divide the class into groups. Invite them to open their books to page 110, Activity 1. Hand out the dice and the place markers. Tell students to play on one book. They take turns rolling their die and advancing the corresponding number of spaces. They form questions for the blue spaces and answer questions for the green spaces. If their spaceship gets hit, they either lose a turn or need to return to Start. Monitor and help as needed. The first student in each group to reach Finish is the winner.

See Resource CD-ROM, Cool Tests 9a & 9b.

Wrap-upGet students to choose five items from the game and write the answers in their notebooks. Monitor and check.

Optional ActivitySing "Surfing the Internet." Encourage students to make up a dance for the song.

OS


58

unit 9_TBCK5.indd 25 12/6/10 7:48 AM

Unit 9T111

Warm-upHide the flashcards in different places around the room. Say a word. Students find the flashcard and say where it is: The microphone is under the desk. Continue with the rest of the flashcards.

Class Activity2 Label the words.

Have students open their books to page 111, Activity 2. Point out the photos of the objects. Tell students to label them. Check answers with the class.

3 Decode the rules.Invite students to look at the pictures and read the incomplete rules. Have them complete the rules according to the activities in the pictures. Elicit the rules. Encourage students to say where you canfind these rules: at an amusement park, in a library,at a water park, etc.

4 Read the sentences and color the corresponding stars.Read the sentences and help students with comprehension if necessary. Encourage students to reflect on their abilities and color the corresponding stars.

Read the Cool Tip aloud. Encourage students to use magazine cutouts and drawings to practice new vocabulary words. Invite them to suggest other times that they can practice.

Rtt

CoolTip!

Wrap-up]Now play Mime It! (see page XII) with actions that you can do on a computer.

Optional ActivityMaterials Index cards (two and a half per student), markers.

Preparation Cut the index cards into four equal sections.

Hand out the markers and the index card sections and have students write the Computer vocabulary items on them. Tell them to use the cards to label their computer at home. If they do not have a computer, encourage them to draw a picture for each of the labels and keep them in a place that they look at often.

OM


unit 9_TBCK5.indd 26 12/6/10 7:48 AM

4 Read the sentences and color the corresponding stars.

I can name the parts of a computer.

I can describe people's abilities.

I can talk about future plans.

2 Label the words.

3 Decode the rules.

CoolTip!CoolTip!

Super! You’ve fi nished Unit 9!

You aren't allowed to You shouldn't

You shouldn't You aren't allowed to

1

6

3

8

2

7

4

9

5

10

I can chat with my friends.

44 Read the sentences and color the corresponding stars.

I can name the parts of a computer.

I can describe people's abilities.

I can talk about future plans.

33 Decode the rules.

CooCoolT p!p!p!!p!CoCoCoCoolCoolCoolCoolCoolCoolCoolCoolCoolTTTTip!Tip!TipTipTipp!Tip!!p!TipTipTT !!Tip!Tip!Tip!Tip!

Super! You’ve fi nished Unit 9!

You aren't allowed to You shouldn't

You shouldn't You aren't allowed to

I can chat with my friends.

BE A COOL LEARNER. Make picture cards of new vocabulary words and look at

them before you go to sleep.


headphones

keyboard speakers

mouse pad

stand up. make phone calls.

eat in the classroom. run near the pool.

mouse

printer

monitor

microphone

USB

webcam

unit 9_TBCK5.indd 27 12/16/10 9:15 AM

unit 9 i like computers! - worldarcstudio ::: v2.0richmond-elt/files/coolkids5tbsample.pdf ·...

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