Step 1 Revision
1 Revise name dialogues with the Ss. Ask Excuse me. What's your full name? May I call you …?
2 Revise English names. Talk about David William Lewis and Catherine Mary Jones. Revise full name, first/last/given name, for short, etc. SeeTB Lesson 3, Steps 2 and 3.
Step 2 Listening
SB page 4, Part 1. Listening Cassette Lesson 4. Wb Lesson 4, Ex. 1. Tell the Ss to listen carefully to the instructions. Play the instructions only. Check to see if the Ss understand what to do. If necessary, help them do the first one. Remind them to use capital letters.
Play the dialogue once. Give the Ss time to write in the answers. Play the tape again. This time, pause the tape after any important information.
Miss Zhao is asking three students their names. She is also asking them to spell their names. Write their names in capital letters in the form on page 4 in your workbook.
ZHAO: Good morning. May I have your name, please?
JIM: Yes. My name is Jim Allan Green.
ZHAO: Um, Green is your family name, Jim?
JIM: Yes, it is.
ZHAO: So Jim Allan are your given names?
JIM: Yes, that's right.
ZHAO: Could you spell Allan, please?
JIM: A-double L-A-N.
ZHAO: Thank you. Next, please. Could you tell me your name, please?
LUCY: Yes, my family name is King. My full name is Lucy Marion King.
ZHAO: OK. How do you spell Marion, please?
ZHAO: Thank you, Lucy. Next, please!
BRUCE: My name is Bruce Christopher Smith.
ZHAO: One moment, please! Your family name is Smith, isn't it?
BRUCE: Yes, Smith. S-M-I-T-H.
ZHAO: And your other names are er— could you spell them, please?
BRUCE: Certainly! B-R-U-C-E-Bruce.
ZHAO: That last name again, please.
BRUCE: Christopher-that's C-H-R-I-S-T-O-P-H-E-R.
ZHAO: Thank you, Bruce.
Step 3 Presentation
Tell the Ss that in a word of more than one syllable, we stress part of the word. Give an example: 'difficult. We don't say dif'ficult or diffi'cult. The stress falls on the first syllable.
Wb Lesson 4, Ex. 2. Speech Cassette Lesson 4. Play the tape for the Ss to listen and repeat.
Step 4 Presentation
Revise the use of be going to and will for the future.
Note that be going to is used for plans and intentions.
Will is used for arrangements and uncertain plans (Maybe I'll…).
Present and practise this dialogue:
A: What are you going to do this evening?
B: I'm not sure. Maybe I'll stay at home. What about you?
A: I'm going to the cinema.
SB page 4, Part 2. Speech Cassette Lesson 4. Do the Monday dialogue. Play the tape for the Ss to listen and repeat. Then get the Ss to act out their dialogues in pairs.
Step 5 Read and act
Briefly revise the Simple Past Tense. Remind the Ss of the use of did questions and negative statements.
Do the Friday dialogue (Part 2) in the same way.
Remind the Ss that Teachers' Day came on Tuesday, so we are now using the past tense to talk about it.
Ask the Ss: What did you do on Teachers' Day?
Step 6 Checkpoint 1
Go through Checkpoint 1. Revise the forms of each tense and discuss when they are used, e.g. :
Simple Present: habit, personal facts (I'm 15. I go to… Middle School).
Get the Ss to ask you about any other problems they have in this unit.
Practise saying the“useful expressions.”
Step 7 Test
(See TB Appendix, page 215.)
Step 8 Workbook
Wb Lesson 4, Ex. 3. The answers are: are listening, is, are going, buy, want, is, don't like, don't buy, think, is, is. For Ex. 4, revise the phrases in the box and get the Ss to make up some new dialogues.
Write one of the dialogues in Ex. 4 in the exercise book.
Revise the language items in this unit.