1． Finish off the exercises on pages 57-58 of the workbook．

5． anyway-in any possible way; by any possible means

Step Ⅲ 3b

This activity provides reading, writing． listening and speaking practice using the target language．

Look at the pictures of the three people and read their names aloud to the class．

Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．

T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?

S₁: Numbers． Clock times．

T: That’s right． Those are clock times．

Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?

S₂: He’s already done his homework．

He’s already bought a newspaper．

He’s already fed the dog．

T: That’s correct． What things hasn’t he done yet?

S₃: He hasn’t watered the plants． He hasn’t cleaned his room．

T: OK． Very good．

Go through the instructions with the class． Put students in several groups．

Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．

Look at the example in the box． Invite a pair of students to read it aloud to the class．

S_A: Have you bought a newspaper?

S_B: Yes, I’ve already bought a newspaper．

Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．

Get students to do the work in groups．

While they are working, move around the classroom checking the work of each group．

Ask two groups to do the work as the examples．

Group 1: Have you watered the plants?

S₁: Yes． I’ve already watered the plants．

Group 2: Have you fed the dog?

S₂: No． I haven’t fed the dog yet．

(Person 1: Kathy; Person 2: Elise)

Step Ⅳ Part 4

This activity provides reading, writing, listening and speaking practice using the target language．

Go through the instructions with the class．

Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework． But I haven’t done some shopping．

Put students in some groups of three． Let students complete the work in groups．

Finish the table．

Review the task． Get some groups to share the results of their surveys．

Sample answers

Optional activity

Ask students to write their own schedules, listing the time of day they do each thing． Then get students to work in pairs． Student A thinks of one activity．

Student B gets five tries to guess the activity． Then student B thinks of an activity and student A guesses what it is．

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as chop, wood, light．

village, well, farm． We’ve also done a lot of reading, writing and speaking practice using the target language．

Step Ⅵ Homework

4． well-(here n． )shaft, usually lined with brick or stone, for obtaining water from an underground source

3． kid-(sl) child; young person

2． chat-talk about unimportant things

1． chore-small duty or piece of work, especially ordinary everyday task

(in the home, on a farm, etc． )

In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．

8． feed the animals

Let students read the e-mail again for further comprehension． While they are reading． Walk around the classroom, offering help if they have any words or phrases they don’t understand．

Notes

7． collect water

6． light the fire

5． chop wood