Making Application for license or utilities

Purpose: This part of Module I is to re-enforce the dialog teaching skills
which you developed in working with Lesson 1 by applying them to Lesson 2. In
this section you will learn a more effective way of teaching question-answer
sequences.

Preparation:

Step 1: Think of a situation or context for the dialog.
    For Lesson 2 you might imagine the student applying for night school,
    utility service, a loan, a drivers license, etc.
Step 2: Break dialog into cycles and personalize it.

    What's your name:
    My name is (teacher's name)
    I'm sorry, what's your first name again?
    My first name is (teacher's first name).
    What's your address?
    My address is (teacher's address).

Step 3: Write the dialog on 3" x 5" cards.

Teaching:

Step 1: Explain context and purpose of dialog.
    The student will be able to give personal information about themselves.

Step 2: Enact the first line of the dialog.
    In the case where the first line is a question you should teach the second
    line, or answer, first.
    My name's (teacher's name).

Step 3: Repeat in chorus.
    Skip this step if students had Lesson 1.

Step 4: Repeat individually and personalize.
    My name's (student's name).

Step 5: Ask the question -- students give answer.
    Teacher: What's your name?
    Student: My name's __________.

Note: Even though the students have not practiced saying the question, they
should be able to understand the question and respond with the answer which they
have practiced.

Step 6: Repeat steps 3 and 4 with the question.
    Teacher: What's your name?
    Students: What's your name? (In Chorus)
    Teacher: What's your name?
    Student: What's your name? (Individually)

Step 7: Pair off and enact two lines
    Student 1: What's your name?
    Student 2: My name's __________.

Step 8: Repeat 2 through 7 with next cycle.
    (Begin with answer)
    My first name's Tuang. T-U-A-N-G.
    I'm sorry, what's your first name again?

Note: You may have to write each person's name on the chalkboard and help them
spell it. It is okay to have the entire class repeat each name.

Step 9: Pair off and enact the first four lines of dialog.
    What's your name?
    My name's __________.
    I'm sorry, what's your first name again?
    My first name's __________.

Step 10: Repeat 2 - 7 with next two lines.
    My address is (teacher's address).
    What's your address?

Note: In order to personalize this cycle it may be necessary to write each
person's address on the chalkboard and help them to learn to say it. It is fine
to have the whole class repeat each address in chorus.

Step 11: Pair off and enact the entire dialog.
    What's your name?
    My name's (student's name).
    I'm sorry, what's your first name again?
    My first name's (student's name). (Spell out).
    What's your address?
    My address is __________.