To review and extend Ss’ awareness of present simple and adverbs of frequency and give controlled practice in them in the context of Lois Maddox.
To give Ss practice in listening for gist, speficic information and detail and practise speaking for fluency.
Procedure (31-45 minutes)
Ex 1. Point to the picture of Lois and ask Who is she? (She's Elliot's sister.) Check pronunciation of Lois /'ləʊwɪs/. Pre-teach the following using the pictures in the Student's Book, and the pictures on the board: seaside, artist,walk (n), by the sea, eggs, toast, go to the beach, dog, studio, cook, often, invite friends, and play the piano. Read the first line of the text aloud. Ask how old is Lois? and What's her job? (She's 25. She's an artist.)
Ex.2 Get students to read the second sentence in the text and focus attention on the example. Then get students to complete the text, working in pairs. Play the recording to check the answers. Focus on the adverb usually in the text. Teach the meaning by writing always,sometimes, never on the board and eliciting that usually goes between sometimes and always.
Ex. 3 Focus attention on the example. Make sure students realize that He refers to Elliot and She to Lois. Get students to complete the answers and then check in pairs. Check the answers with the whole class.Then get students to practise the sentences in pairs. If they have serious problems with pronunciation, drill the sentences with the whole class and get them to repeat.
Ex.4 Ask students Who does Lois phone sometimes? and elicit Elliot, in New York. Focus attention on the conversation and explain that Elliot and Lois are on the phone. Give students time to read through the conversation before they listen. Deal with any vocabulary problems. Encourage students to use the context to help them but be prepared to explain as usual, too, relax, paint, that's not true, at the weekend,and Sunday. Play the first two lines, including the example. Play the rest of the recording without stopping and get students to complete the conversation. Give them time to check their answers in pairs before playing the recording again for a final check. Put students in pairs to practise the phone conversation.Get them to sit back-to-back so that they can't see each other. If students have problems with pronunciation/intonation, play selected lines from the recording again and drill chorally and individually.
Ex.5 Focus attention on the example and ask positive or negative? about each sentence in the answer (first sentence - negative, second sentence - positive). Elicit the answer to sentence 2 (He doesn't get up at ten o'clock! He gets up at six o'clock!). Tell students to continue correcting the sentences in pairs, referring back to the information about Elliot and Lois on pp42 and 44. Play the recording through once, getting students to check their sentences for grammatical accuracy. Then write the pairs of sentences for numbers 2 and 3 and elicit where the main stress falls with the whole class. Get students to work in pairs and mark where they think the main stress falls in the rest of the pairs of sentences. Play the recording again and get students to check their answers. Also check the answers orally with the whole class in case students have problems hearing the main stress.Play the recording again if necessary and then get students to practise the sentences with a partner.
Ex.6 Demonstrate the activity by writing the names of two people ( one male, one female) from your family on the board. Get students to ask you questions about them, using the language in the speech bubbles and the cues in the Student's Book. If students have problems switching from questions with be to the Present Simple questions, drill the language as a class. Get students to write the name of two family members on a piece of paper. Remind them to choose one male and one female. Students work in pairs and ask and answer about the family members. Monitor and check for correct use of he/she, his/her and the third person singular Present Simple forms.