Step 1  Revision

1  Check the homework exercises.

2  Ask the Ss how much they know about music.

Ask questions like these Give me the names of some famous musicians. Give me the names of your favourite songs. How many musical instruments do you know (teach instrument, violin and review piano, guitar, etc)? What different types of music are there? Teach the new words jazz, folk if the Ss do not know them.

Step 2  Presentation

SB Page 49, Part 1. Teach the new word familiar.

Ask questions about the picture, and get Ss to tell you what they think is happening. Read the introduction aloud.

Step 3  Reading

Say Now read the dialogue silently and find out this information: What kind of music does Mary want for the party? Allow the Ss a few moments to carry out the task. Check the answer. (Quiet and peaceful music to start with, then jazz or pop, familiar songs at the end.) See if the Ss can guess the meaning of perform and otherwise.

Step 4  Dialogue

Speech Cassette Lesson 81. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs.

You may wish to ask one pair to act the scene in front of the class.

Notes:

a  everyone's familiar with: Note the preposition with. If you know something well, you are familiar with it.

b  I'd prefer them not to play too loudly at the beginning. = I do not want them to play too loudly at the beginning of the party. A similar phrase: I'd like them (not) to ….

c  Otherwise … talk: If they do play too loudly, we won't be able to hear ourselves talk.

d  The people performing = The people who are performing

e  all play different instruments = can all play different musical instruments

f  I play the guitar: Point out to Ss the important use of the definite article with musical instruments (play the guitar/piano/violin). Point out that this is different to sports (play football/ basketball, etc.).

Language points:

1.   be familiar with

Sb be familiar with sth.

Sth be familiar to sb.

He is more familiar with modern jazz than I.

His name is familiar to me, but I haven’t met him.

2.   would prefer sb to do sth.

They would prefer their son to go to college.

3.   otherwise = if not / or else

Do it now , otherwise it will be too late.

Work hard , otherwise you will be sorry.

4.   so that = in order that

John shut everyone out of the kitchen ____ he could prepare his grand surprise for the party.

A. which        B. when       ( C.) so that        D. as if    （02全国高考）

  Sally worked late in the evening to finish her report ____ her boss could read it first thing in the morning.

(A.) so that        B. because        C. before        D. or else    （03全国春季统招）

Step 5  Practice

SB Page 49, Part 2. Teach the new word wedding.

Say to the Ss We're going to practise a dialogue. The people in the dialogue are making plans for a wedding party. Read aloud the sentences and check understanding of them (especially the phrase serve too many dishes). Practise the sentences with the whole class.

Write the following prompts on the Bb for use instead of the words/phrases in the dialogue.

food                                cook

cakes                              cook pancakes

cook                               all kinds of food

fish

drinks

cooks

Demonstrate with a good student how you can adapt the dialogue in Part 1 using the new phrases. Get Ss to work in pairs having similar dialogues.

Step 6  Workbook

Wb Lesson 81, Exx. 1 - 3.

Use Ex. 1 for consolidation. Ask the Ss to answer the questions with their books closed.

Get the Ss to do Ex. 2 in pairs first, then check the answers with the class. You may ask some Ss to write the answers on the Bb.

Read aloud the instruction of Ex. 3 and go over the programme in the box. Then ask the Ss to read the dialogue and make new ones with the items from the table instead of the words in bold. Note that kHz = kilohertz.

Step 7  Consolidation

Put Ss in groups of four. Get them to cover the dialogue in Part 1, but to look at the sentences in Part 2. Get them to have a freer conversation about plans for a dinner party. The purpose is for each S to try and say one of the sentences in Part 2. You will need to demonstrate this with a good group of Ss, so that the class know what to do.

Homework