2a This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the chart. Show students the second column with the heading Peter's father says ... Say, Listen to the recording and check yes or no in this column.
Say, This is a conversation between Peter and his father. Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, ask students to check J if Peter's father says yes or no if Peter's father says no.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the chart. Show students the column with the heading His father's reasons.
Say, Listen to the recording again and this time draw a line between each no answer and the reason Peter's father gave. Point out the sample answer.
Play the recording. As they listen to the recording this time, they draw a line between each no answer and the correct reason.
Correct the answers.
2c This activity provides guided oral practice using the target language.
Read the instructions. Point to two students and say, You are student A and you are student B.
Point out the sample conversation. Ask student A and student B to read it to the class.
Ask students what other things Peter might ask his father about. Write some of these on the board, leaving a space to the right of each one. For example: go to the school dance, get a part-time job, go to the library, borrow his father's bicycle. Then, to the right of each thing, ask students to -write a reason why Peter can't do each one. For example: You have to visit your grandmother, You have too much homework, or You have your own bicycle.
Say, Now work with a partner. Student A is Peter and asks questions. Student B is Dad and either says yes or says no and gives reasons. Later change places and have the conversation again.
As the pairs talk, move around the room checking their work. Offer language support as needed.
After several minutes, ask several pairs to say their conversations to the class.
生词表:
2a This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the chart. Show students the second column with the heading Peter's father says ... Say, Listen to the recording and check yes or no in this column.
Say, This is a conversation between Peter and his father. Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, ask students to check J if Peter's father says yes or no if Peter's father says no.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the chart. Show students the column with the heading His father's reasons.
Say, Listen to the recording again and this time draw a line between each no answer and the reason Peter's father gave. Point out the sample answer.
Play the recording. As they listen to the recording this time, they draw a line between each no answer and the correct reason.
Correct the answers.
2c This activity provides guided oral practice using the target language.
Read the instructions. Point to two students and say, You are student A and you are student B.
Point out the sample conversation. Ask student A and student B to read it to the class.
Ask students what other things Peter might ask his father about. Write some of these on the board, leaving a space to the right of each one. For example: go to the school dance, get a part-time job, go to the library, borrow his father's bicycle. Then, to the right of each thing, ask students to -write a reason why Peter can't do each one. For example: You have to visit your grandmother, You have too much homework, or You have your own bicycle.
Say, Now work with a partner. Student A is Peter and asks questions. Student B is Dad and either says yes or says no and gives reasons. Later change places and have the conversation again.
As the pairs talk, move around the room checking their work. Offer language support as needed.
After several minutes, ask several pairs to say their conversations to the class.
生词表:
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