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FIRST ENGLISH UNIT 1: Lesson 1

Unit Objectives

This unit introduces basic sentences, phrases and vocabulary that are immediately useful for

students in a school setting.

1. Students will be able to exchange basic personal information.2. Students will use ‘Wh-‘question forms to obtain basic information.3. Students will use personal pronouns more confidently.4. Students will extend recognition of numbers and the English alphabet.5. Students will be able to use the present simple tense more confidently.

Lesson Objectives

1. Students will be able to exchange personal information.2. Students will be able to use the vocabulary of nationalities, countries, actions and

classroom objects.3. Students will be able to identify, pronounce and write numbers 1-10.4. Students will be given the opportunity to practice and develop fluency skills.5. Students will be able to ask and answer questions.6. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: Review: Paper Airplane Game (No slide)

Objective To consolidate the use of future tenses ‘going to’ and ‘will’

Method T-S Whole-class paper airplane gameMaterials A4 sheets of scrap paper – 1 sheet per studen ;t box cardboard a Time 5 minutes

Procedure

1. Draw a circular target on the board or place a cardboard box in the middle of the room.2. Have students make paper airplanes using the sheets of scrap paper.

3. Tell the class that you are going to ask some questions. If they answer correctly using acomplete sentenc ,e they are allowed to throw their airplane at the target or into the box.

For low level classes write answer prompts on the board e.g. I’m going… / I will…

Activity 2: Warmer: Nice to Meet You (Slide 4)

Objectives To engage students To develop the language of greetings and introductions To develop fluency by using contracted speech

Activity Type Getting to know you Interaction S-S (whole-class)Preparation None

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Assumption Students will work as a group

Anticipated problem Lack confidence of when speaking Solution Model and repeat target language to increase confidence Time 2-5 mins. (depends on class size)

Target Language

Hello

Good morning / afternoon / evening My name’s….

I’m from….

It’s nice to meet you It’s nice to meet you too

Procedure

1. Begin by introducing yourself to the class “Hello, my name’s…” Language tip: it is

suggested that the teacher use contractions in their teacher-talk throughout the lessons in order to raise studen s't awareness of this natural form of speech.

2. Invite the class to repeat the sentence a few times, filling in their own names individually. 3. Refer to the slide and the expressions e.g. Good morning. Drill the sentences.

4. Model usage with a confident student by shaking the studen 't s hand and having them say “It’s nice to meet you”. Respond with “It’s nice to meet you too”. Culture tip: It may

be useful to point out the custom of a strong hand shake and exchanging salutations as traditional for first meetings in many cultures.

5. Divide the class into pairs. Invite the students to stand up and practice "It’s nice to meet you," and "It’s nice to meet you, too".

6. Monitor and encourage students to shake hands. Assist with individual language output as necessary.

7. Instruct the class to stand in a circle. The teacher should stand in the cen ert of the circle and practice a full introduction with a student as follows: T: "Hello. My name’s …. It’s nice to meet you” S: “Hello. My name’s… "It’s nice to meet you, too.” Complete the introductions with a handshake.

8. Go around the circle, trading introductions with each student. After the first introduction with the first student, explain that the goal of the game is to complete the circle of introductions as quickly as possible. Instruct the students to introduce themselves to each member of the class.

Activity 3: Courseware Review 1 (Slide 5) Objectives To review previously studied language

To encourage students to speak in full sentences To practice answering questions

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Activity Type Listening, speaking Interaction T-S (whole-class) Preparation None Assumptions Students will answer questions

Students will recall courseware study Anticipated problem Poor recall of courseware content Solution Focus on students with sound knowledge of courseware Time 5 minutes

Target Language

Who is this girl? / Who’s this? /What’s her name? (She’s / her name is / this is….) Ana Where is Ana from? (She’s from) Mexico

Who is this boy? (His name’s) Sanjay

Where does Sanjay come from? (He’s from) India Is he Indian? Yes, (he is)

Do Ana and Sanjay come from the same country? No, (they don’t)

Who is this? (This is) Tony Where does Tony come from? England

Who is this? (This is) Helen

Where is Helen from? (She’s from) Canada Is she Canadian? Yes (she is)

Are Tony and Helen from England? No (they’re not )

Procedure 1. Refer to the pictures on the slide. Ask questions about the individual characters (see

suggested questions above) e.g. “Who is this? /What’s her name?” 2. Encourage the students to answer in full sentences e.g. “She’s …/ her name’s Ana”.

Monitor output. 3. Based on the student 's outpu ,t review the full senten ec responses as

necessary.

Activity 4: Courseware Review 2 (Slide 6) Objectives To review previously studied language

To encourage students to speak in full sentences To practice language used to prese tn people

Activity Type Listening, speaking Interaction T-S / S-S (pair-work) Preparation None Assumption Students will recall courseware study

Anticipated problem Poor recall of courseware Solution Focus in the initial stages on students with good knowledge of

courseware

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Time 2 – 3 minutes

Target Language

This is…Ana Ana comes from Mexico

She’s Mexican

Procedure

1. Click on the slide. Introduce Ana using the following target language: “This is Ana. Ana

comes from Mexico. She’s Mexican.” 2. Ask a confident student to introduce one of the other characters using the same

language patterns sa those used above. 3. Repeat until all the pictures have been talked about. Ask the class some questions to

reinforce the target language e.g. Where’s Ana from? What’s her nationality? 4. Personalize the language by as ingk a confident student where they are from and what

their nationality . is 5. Have the student then ask another student where they are from and for their nationality.

Activity 5: Courseware Review 3 (Slide 7)

Objectives To review previously studied language

To encourage students to speak in full sentences To reinforce language used to present people

Activity Type Listening, speaking Interaction T-S (whole-class) Preparation None Assumption Students will recall courseware study

Anticipated problem Some students may have poor recall Solution Initially focus on students with good knowledge of courseware Time 5 minutes

Target Language

Is this person a man? Yes / Yes, he is What’s his name? (His name’s) Max Is he Indian? No, he’s Spanish. Is this person a man? No, the person is a woman/ No, she’s What’s her name? (Her name’s) Helen Where does she come from? She comes from Canada / She’s Canadian. There are 3 people. Is the person on the right a man or a woman? It’s a man /

He’s a man

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Is the person on the right a woman? No Is the person in the middle a woman? Yes.

Procedure 1. Refer to the slide. Ask a student with solid knowledge of the courseware questions

about the characters in the pictures. (See Target Language box for suggestions). 2. Have the students work in pairs to ask and answer questions about the other characters.

Set a time for task completion. 3. Monitor output. Help individual students formulate questions and answers as

necessary. 4. Conduct a short feedback slot focusing on question forms. Write some examples on the

board e.g. What’s his name? Where does she come from? 5. Reinforce vocabulary and personalize the language by having 3 students stand at the

front of the class. Ask the previous questions again and invite the rest of the class to answer.

Activity 6: Dialog (Slide 8) Objectives To practice the language of introductions and greetings

To raise awareness of intonation To raise awareness of chunking for fluency development

Activity Type Listening, speaking Interaction S-S (pair- work) Preparation None Assumption Students will follow language prompts Anticipated problem Students will have limited knowledge of intonation patterns Solution Raising awareness of what intonation is Time 3 minutes

Target Language

Hi! My name’s Maria. What’s your name?

My name’s Judy?

Where are you from?

I’m from San Francisco

It’s nice to meet you

It’s nice to meet you too Procedure 1. Refer to the slide. Ask a confident student to model the dialog with you.

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2. Culture tip: students may notice that ‘Hello’ was used during the war -upm exercise and

that in this activit ,y the emphasis is on ‘Hi’. Explain that ‘Hello’ is a neutral form of address and ‘Hi’ is more informal. American speakers tend to use ‘Hi’ more widely.

3. Ask the class if they noticed when your voice went up as you were speaking. 4. Repeat the dialog with the student and ask the rest of the class to listen carefully to the

way you use your voice. 5. Emphasize the use of rising intonation when asking a question. 6. Divide the class into pairs. Assign ‘Judy’ and ‘Maria’ in each pair. Tell the pairs to practice

saying the dialog. 7. Monitor output. Note intonation production. 8. Ask students who used correct intonation patterns to repeat the dialog together for the

rest of the class. 9. Raise awareness of chunking for fluency by drilling the sentences using the pattern

below. Link the sounds as you build up the sentence. Have the students repeat after you

each time until the complete sentence is built up. Where… Where are Where are you Where are you from?

Activity 7: This is My Friend (Slide 9) Objectives To encourage students to speak in full sentences

To practice presenting people Activity Type Listening, speaking Interaction S-S (group-work) Preparation None Assumption Students will recall previously studied language Anticipated problem Hesitant fluency Solution Repetition Time 5-7 minutes

Target Language

What’s your name…?

Where are you from?

What’s your friend’s / his / her name?

Where’s s/he from?

My name’s …

I’m from…/ I come from…

His / Her name’s ….

S/he’s from…

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Procedure

1. Model the target language by saying: “My name’s… and I’m from…”

2. Point to a student and say: “This is my friend. His / Her name’s … is…S/he’s from….” (Country, state/province or city).

3. Have the students work in groups of 3. Refer to the target language on the slide and have the students take turns to practice the dialogue.

4. Set a time for task completion. 5. Monitor and assist individual students as needed. 6. Conduct a short feedback slot reviewing any inaccuracies. If necessar ,y lead a

pronunciation drill for any mispronounced words e.g. province, friend. 7. Culture tip: in some countries people do not automatically state which province or

region they are from but say which city they are from.

Activity 8: Nationalities (Slide 10)

Objectives To extend the vocabulary of countries and nationalities To practice asking and answering questions To develop spelling ability

Activity Type Survey / mix and mingle Interaction S-S (Whole-class) Preparation Nationality cards (1 card per student), Nationalities survey (1

questionnaire per student) Assumptions Students will exchange information

Students will use target vocabulary Anticipated problem Hesitant use of target vocabulary Solution Monitor to encourage on-task output Time 5-7 minutes

Target Language

What is your nationality? / What’s your nationality?

I am / I’m …. Australian, Brazilian, Chinese, French, German, Indian, Japanese, Korean, Mexican,

New Zealander, Portuguese, Turkish

Where are …. from? They are / They’re from…

Australia, Brazil, China, France, Germany, India, Japan, Korea, Mexico, New Zealand, Portugal, Turkey

Procedure

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1. Tell the students that they are all from different countries. (In large classe ,s there may be more than 1 student per country). Give each student a nationality card and instruct

them not to show their card to their classmates.

2. Distribute the worksheets and read through the instructions with the class. Check comprehension.

3. Instruct the students to go around the class asking their classmates for their nationality to complete the information on the worksheets. Tell them they do not need to complete the ‘country’ column.

4. Invite the students to stand up and go around the class asking and answering the questions. Set a time for task completion.

5. Monitor and assist individual students. 6. Check the results by saying the name of each student and asking for their nationality.

Then ask which that country nationality is from e.g. “Where are Japanese people from?” Have the students answer in full sentences e.g. “They’re from Japan”. Drill pronunciation of

countries as necessary. Have the students complete the ‘country’ column as you go through the countries.

7. Students can indicate ‘their’ countries on the world map (see slide).

Activity 9: Numbers 1-10 (Slide 11)

Objectives To identify numbers 1-10 To pronounce numbers clearly

Activity Type Pronunciation Interaction T-S (whole-class) Preparation None Assumption Students will recogn zi e numbers 1-10 Anticipated problem Memor zi ation Solution Drill Time 2 minutes

Procedure 1. Click on the slide. Ask the class to say the numbers as you point to them. 2. Check for pronunciation, particularly /θ/ (th) and /v/(v). Drill pronunciation as follows: thing,

both, three, voice, five, heavy, seven.

Activity 10: Numbers (Slide 11)

Objective To reinforce the use of previously presented language

Activity Type Listening, speaking Interaction S-S (pair-work) Preparation Copies of Numbers worksheet (cut in half for each pair of students) Assumption Students will recogn zi e the numbers Anticipated problem Memor zi ation

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Solution Drill Time 2 minutes Procedure

1. Click slide 11 OFF

2. Divide the class into pairs. Distribute the numbers worksheets. 3. Read through the instructions with the class. Check comprehension.

4. Set a time for task completion. 5. Monitor and assist pairs as they work through the task.

6. Refer to slide 11. Allow the class to check their answers.

Activity 11: Classroom Words (Slide 12)

Objective To reinforce the use of classroom words and numbers Activity Type Vocabulary and numbers recognition Interaction T-S (whole-class) Preparation None (see option – realia) Assumption Students will remember target vocabulary Anticipated problem Memor zi ation Solution Drill Time 3 minutes

Target Language

What’s this? It’s a… What are these? They are…/ There is a…and a …. notebook, desk, chair, textbook, notebook, pen, pencil How many…?

Procedure 1. Do not click on the slide at this stage. Go around the room picking up and pointing to

various objects. Ask the class “What’s this?” e.g. a desk, a chair, a (text) book, a (note) book, a pen, a pencil. Encourage full sentence answers e.g. It’s a…

2. Refer to the slide. Ask questions related to the pictures to consolidate numbers and vocabulary usage e.g. “How many…pencils/ books etc. are there?”

3. Drill language patterns for singular and plural as necessary. Personal zi e the language by asking students about objects in the classroom e.g. How many pens does X have? How many books does Y have?

4. Option: to extend practice and to add a change of pace to the lesson, bring some objects to the class in a bag. As you take out each objec ,t say “Here is a…” and have the students complete the sentence with the correct word. Only display objects you are sure students are able to recognize and name from courseware study.

Activity 12: Action words 1&2 (Slides 13-14)

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Objective To describe actions

Activity Type Verb recognition Interaction T-S (whole-class) Preparation None Assumption Students will recogn zi e target language Anticipated problem Hesitant use of target language Solution Drill Time 2 minutes

Target Language

to stand up / sit down

to close / open (a door, a book)

to go in / out

to put up / down (an arm) to go up / down (stairs)

Procedure 1. Refer to the pictures on the slide. Invite the class to say the action that each picture

shows.

2. Reinforce by going around the class asking individual students to say the action as you indicate the picture.

3. Follow-up by asking individual students to do the actions e.g. X open the door please, Y stand up please, etc.

Activity 13: Remember? (Slide15)

This slide serves as a summary of the lesson content. Run through the list to remind

students of previously presented language. Time allowin ,g drill some of the content from

the list.

Homework

1. Copy and hand out the worksheets. 2. Read through the task. Check comprehension. 3. Set a deadline for task completion e.g., for next class.

Numbers Worksheet FEU1L1

Numbers 1-10

Match the numbers with the words. Work with a

partner.

………………………………………………………………………………………………………………………………………

Numbers 1-10

Match the numbers with the words. Work with a

partner.

1 three 2 six 3 one 4 seven 5 ten 6 four 7 nine 8 two 9 eight

10 five

1 three 2 six 3 one 4 seven 5 ten 6 four 7 nine 8 two 9 eight

10 five

FEU1L1 Nationality Cards

I am Australian

I am Brazilian

I am Chinese

I am French

I am German

I am Indian

FEU1L1 Nationality Cards

I am Japanese

I am Korean

I am Mexican

I am a New Zealander

I am Portuguese

I am Turkish

FEU1L1 Nationality Cards

FEU1L1 Homework

Homework Assignment

Write down the names of countries starting with as many different letters of the alphabet as

you can, for example, ‘C’ for China. Use an English language atlas to help you.

Name………………………………………………………………………………..

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z

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FIRST ENGLISH UNIT 1: Lesson 2

Unit Objectives

This unit introduces basic sentences, phrases and vocabulary that are immediately useful for

students in a school setting.

1. Students will be able to exchange basic personal information. 2. Students will use ‘Wh-‘question forms to obtain basic information. 3. Students will use personal pronouns more confidently. 4. Students will extend recognition of numbers and the English alphabet. 5. Students will be able to use the present simple tense more confidently.

Lesson Objectives

1. Students will be able to exchange personal information using the present simple tense, personal/demonstrative pronouns and singular / plural forms.

2. Students will be able to use the vocabulary of nationalities, countries, actions and objects.

3. Students will be given the opportunity to practice and develop fluency skills . 4. Students will be able to ask and answer questions. 5. Pronunciation will be dealt with as the need arises during the lesson.

* Check homework before starting the lesson. Go around the class asking for the names of

countries in alphabetical order. Occasionally ask students to spell the name of a country.

Activity 1: War -Upm : Same or Different? (Slide 3) Objectives To extend the language of greetings and introductions

To develop fluency by using contracted speech Activity Type Fluency Interaction T-S Preparation None Assumption Students will recogn zi e ‘same’ and ‘different’ Anticipated problem Students will provide one-word answers Solutions Model and repeat target language

Encourage full sentence production Time 2 minutes

Target Language

What’s his/her name? Where is s/he from?

Do Ana and Helen come from the same country? No (they don’t)

Are Tony and Helen from the same country? No (they aren’t) Do Sanjay and Ana come from different countries? Yes (they do)

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Procedure

1. Refer to the pictures on the slide. Ask questions about each person e.g. What’s his / her

name? Where is s/he from? Encourage full sentence answers e.g. Her name’s…, She’s from…

2. Introduce ‘same’ and ‘different’ as follows: Do Ana and Helen come from the same country? Are Tony and Helen from the same country? Do Sanjay and Ana come from

different countries? Encourage full sentence answers e.g. No, they don ;’t No, they aren’t. 3. Review personal pronouns as necessary.

4. Personal zi e the language by asking about some of the students in the class e.g. What’s his name? Where’s he from? Do X and Y come from the same town/country? Do X and Y

come from different towns/countries?

Activity 2: Courseware Review 1 (Slide 4)

Objectives To review previously studied language

To practice answering questions Activity Type Listening, speaking Interaction T-S / S-S (Pair-work) Preparation None Assumptions Students will answer questions

Students will recall courseware study Anticipated problem Some students may have poor recall Solution Pair-work Time 5 minutes

Target Language

Is this person a man? Yes, he is What’s his name? (His name’s) Max

Is he Indian? No, he’s Spanish. Is this person a man? No, the person is a woman

What’s her name? (Her name’s) Helen

Where does she come from? She comes from Canada / She’s Canadian.

There are 3 people. Is the person on the right a man or a woman? It’s a man / He’s a man

Is the person on the right a woman? No

Is the person in the middle a woman? Yes

Procedure 1. Refer to the slide. Ask a student with solid knowledge of the courseware questions

about the characters in the pictures. (See Target Language box).

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2. Have the students work in pairs to ask and answer questions about the other characters.

Set a time for task completion. 3. Monitor output. Assist individual students to formulate questions and answers as

necessary. 4. Conduct a short feedback slot focusing on question forms. Write some examples on the

board e.g. What’s his name? Where does she come from? 5. Reinforce vocabulary and personalize the language by having 3 students stand at the

front of the class. Ask the previous questions again and invite the rest of the class to answer.

Activity 3: Courseware Review 2 (Slide 5)

Objectives To review the use of ‘Here are…’ and positions

Activity Type Listening, speaking Interaction T-S / S-S (Pair-work) Preparation None Assumptions Students will answer questions

Students will recall courseware study Anticipated problem Some students may have poor recall Solution Pair-work Time 2-3 minutes

Target Language

What’s the name of the country on the left? Mexico

What’s the name of the country in the middle? England What’s the name of the country on the right? India

Here are 3 countries….on the left is…in the middle is…on the right is...

Here are 3 students …

Procedure

1. Refer to the slide. Ask the students for the names of the 3 countries. Drill pronunciation

and word stress as necessary. 2. Introduce ‘here are’ for presenting information. Indicate the countries and their

positions on the slide as follows: Here are 3 countries. The one on the left is Mexico, in the middle is England and on the right is India.

3. Having modeled the target language, invite a confident student to come to the front of the class to present the countries to the class.

4. Lead a class drill of the target language as necessary. 5. Personal zi e the language by inviting two students to join the student at the front. Ask

about their positions in relationship to each other using the previously modeled

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language i.e. Here are…on the left, in the middle…, on the right. Move the students

around ask the rest of the class to describe each change of position e.g . B is on the left, A is on the right, C is in the middle.

6. Have students practice the target language in pairs. Instruct them to refer to various classroom objects placed into groups of three e.g. pens, books, bags, classmates,

pictures on the slide. 7. Monitor to check output. Assist individual students as required.

Activity 4: Courseware Review 3 (Slide 6)

Objectives To extend the use of ‘Here are…’ and positions

Activity Type Listening, speaking extension Interaction T-S / S-S (Pair-work) Preparation None Assumptions Students will recall numbers and positions Anticipated problem Hesitant use of target language Solution Encourage individual students during monitoring phase Time 2-3 minutes

Target Language

Here are 3 … numbers. On the left is (number) 1, in the middle is (number) 2, on the

right is (number) 3. Here are 3 letters / words. On the left is… in the middle is… on the right is...

Procedure

1. Present the numbers on the slide using target language from the previous activity. Pause

after giving the position of each number and have the students fill the gap as follows: Here are 3 numbers. On the left is…?, in the middle is…?, on the right is…?.

2. Having modeled the target language, invite the students to work in pairs to present the remaining information to each other. Assign student ‘A’ and ‘B’ in each pair. Instruct

student ‘A’ in each pair to begin by presenting the letters the alphabet to their partner. Then invite student ‘B’ to describe the word information.

3. Lead a class drill of the target language as necessary. Drill pronunciation of the letters, particularly ‘r’ and ‘l’ as required.

4. Invite a pair that accurately produced the language to describe the information to the rest of the class.

Activity 5: You and I (Slide 7)

Objectives To review ‘Wh-‘ question

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To develop the use of personal pronouns

Activity Type Listening, speaking Interaction T-S Preparation None Assumptions Students will recogn zi e personal pronouns Anticipated problem Hesitant production of target language Solution Drill Time 2 minutes

Target Language

Who is this? It’s …(Tony) Where does s/he come from? S/He’s from… (England)

What’s this? It’s a …(pen)

Who are they? They are students

Procedure

1. Refer to the slide. Ask some ‘Wh-‘questions as you point out each picture (see Target Language box).

2. Repeat the exercise, this time emphasizing the personal pronoun in each case. 3. Go around the class pointing at various student .s F ocus on the pronouns. Use gestures

to indicate the adjective in each case e.g. He’s tall, She has long hair, They are friends, You are a good student, I am a teacher, It’s a watch, You are learning English (pl.)

4. Follow up by referring to the next slide. Allow students to read the information then drill the sentences. Encourage students to use gestures in order to check their comprehension of the language.

Activity 6: Memory Game (Slide 8)

Objectives To memor zi e personal pronouns To develop listening skills

Activity Type Card game Interaction S-S (Group-work) Preparation Memory cards – 1 set per group Assumption Students use pronouns accurately Anticipated problem Difficulty understanding rules and pronouns Solution Check instruction comprehension

Assist individual students during monitoring stage Time 5-10 minutes

Procedure

1. Do not click on the slide at this stage. Divide the class into groups of 4 (or groups of 6 in

larger classes). Place a set of cards face down in the middle of each group. 2. Tell the students that they are going to take turns picking a card without showing it to

their team mates. 3. Click on slide 8. Model the instructions below as you go through the pronouns displayed

on the slide.

If you have an ‘I’ card, point to a student so s/he can say the correct pronoun.

If you pick a ‘You’ (singular) car ,d the student points to themselves and look at your

team who should say the correct pronou .n

If you have a ‘He’ car ,d point to a boy/man and a ‘She’ card point to a girl/woman. Look at the other students so they can say the correct pronou .n

If you have an ‘It’ car ,d point to something and look at your team so they say the correct pronoun.

In the case of a ‘We’ card, point to all the students in the team, including yourself so the team says the correct pronoun.

If you have a ‘You’ (plural) card, point to one student and yourself, and look at the other students so they say the correct pronoun.

If you have a ‘They’ card, point to more than two students and look at the other students so they say the correct pronoun.

4. Check comprehension and model an example using a card with a confident student.

5. Set a time for task completion.

6. Monitor output. Help individual students as they pick cards in their groups.

Activity 7: Dictation (Slide 9)

Objectives To consolidate previously studied language To develop writing skills

Activity Type Listening, writing Interaction T-S Preparation None Assumption Students will understand and be able to write information Anticipated problem Comprehension Solution Repetition Time 3 minutes

Target Language

Her name is Ana. She is from France. Tony comes from China. He isn’t from Mexico.

They don’t come from the same country. I am a teacher.

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Procedure

1. Do not click on the slide until the end of the activity. 2. Tell the students that you are going to read out some information. Instruct the students

to write what you say. 3. This is a good opportunity to introduce some useful classroom language. Write some

useful expressions for them to use on the board as you work through the dictation e.g. Can you repeat please? Can you slow down please?

4. Read the sentences through once at normal speed. Read through again at a slower speed.

5. Click on the slide and allow the students to compare their written work with the sentences displayed.

6. Go around the class and check output. Review any inaccuracies common to most of the class.

Activity 8: Dialog (Slides 10-11)

Objective To review courseware language of greetings

Activity Type Role-play Interaction S-S (pair-work) Preparation None Assumption Students will recall previously studied language Anticipated problem Hesitant use of target language Solution Assist individual students during monitoring stage Time 2 minutes

Target Language

Hi Shawn. How are you today? I’m fine. Thanks.

Who’s that? That’s Sanjay. He’s from India.

Procedure 1. Refer to the slide. Ask the class to name the characters i.e. Shawn, Ken and Sanjay.

2. Invite the students to fill the gaps. 3. Model the dialog with a confident student. 4. Divide the class into pairs. Assign a ‘Ken’ and a ‘Shawn’ in each pair. Instruct students to

practice saying the dialog together.

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5. Tell students to swap roles and repeat the exercise. Monitor output.

6. Check the answers on slide 11. Review and clarify any hesitant use of language. Raise awareness of rising intonation patterns when asking questions by exaggerating the

intonation in the following expression: “Hi, how are you?” Have the class repeat and check for the use of intonation.

7. Language tip: write these two expressions on the board: ‘How are you?’ and ‘It’s nice to meet you’. Ask students when each of them is used.

How are you?’ is used to address someone the speaker knows. ‘It’s nice to meet you’ is used the first time the speaker meets someone.

Activity 9: Personal Information (Slides 12-13)

Objectives To practice exchanging personal information

To develop checking and clarifying language To develop fluency skills

Activity Type Information exchange Interaction S-S (Pair-work, Whole-class) Preparation Information worksheet – 1 copy per pair of students Assumption Students will formulate questions and answers based on given

information Anticipated problem Inaccurate use of target language Solution Assist individual students during monitoring stage Time 5 – 10 minutes

Target Language

See slide

Procedure

1. Refer to slide 12. Ask a confident student to ask you the questions on the slide. Model possible answers in full sentences. Explain the meaning of ‘best friend’.

2. Highlight the useful expressions at the bottom of the slide and ask students how and why they are used.

3. Divide the class into pairs. Assign role ‘A’ and ‘B’ to the students in each pair. 4. Hand out part A or B of the worksheet to each student. Allow students time to read their

information. 5. Check comprehe instructionsnsion of . Remind students to ask for spelling and

repetition from their partner.

6. Instruct student ‘B’ in each pair to start. Set a time for task completion. 7. Circulate and assist individual students to give their information using target language.

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8. Go around the class and ask random students for answers to the questions e.g. What’s

your partner’s name? His/her name’s… What’s his / her phone number? His/her phone number is…Check for the use of personal pronouns and full sentence responses.

9. Refer to slide 13. Allow students to check their answers. 10. Personal zi e the language by instructing students to go around the class to ask 2 other

students for their personal information. (Tell students they can use imaginary phone numbers if they don’t want to give ‘real’ information).

Activity 10: This, That, These & Those (Slides 14-15)

Objective To identify demonstrative pronouns – this, that, these, those

To practice answering questions using determiners

Activity Type Identifying objects in pictures Interaction T-S (Whole-class) Preparation None Assumption Students will identify demonstrative pronouns Anticipated problem Inaccurate use of target language Solution Follow-up with practice Time 5 minutes

Target Language

What’s this / that? This is a… / That’s a… baby, book, tree. What are these / those? These are / Those are … bananas, (a pair of) shoes, computers.

Procedure

1. Do not click on the slide at this stage. Conduct a brief review of previously studied personal pronouns. Ask the class for some example sentences of how these pronouns

are used. To get students started by wri ingt the pronouns on the board (I, you, s/he, it, we, they).

2. Introduce the concept of demonstrative pronouns by modeling the language with some objects in the room e.g. “Is this X’s bag? “ (indicate proximity), “Is that Y’s bag?” (indicate distance).

3. Refer to slide 14. Ask the questions at the top of the slide when referring to the pictures to indicate the concepts of ‘this’ and ‘that’ when used to talk about objects close to or further away from the speaker i.e. baby, book, tree.

4. Check comprehension. Provide further examples as necessary.

5. Refer to slide 15. Ask the questions at the top of the slide to refer to the pictures.Make

sure that the difference between ‘these’ (closer to the speaker) and ‘those’ (at a

distance from the speaker) are clear. Clarify singular and plural differences as necessary.

10

6. Reinforce language usage by asking the students working in pairs to go around the room

taking turns asking their partner about a variety of objects. Model an example Q&A with a confident student e.g. Point to a book. Ask ‘Is this a cat?’ Student answers ‘No, it

isn’t’. Write the example dialogue on the board for students to refer t .o 7. Monitor output. Encourage a range of questions and answers.

Activity 11: Preview: ‘True / False’ mingling activity (No slide)

Objective To create rapport between students and to personal zi e language

introductions in used

Method S-S whole-class ‘true / false’ mingling activity Materials None Time 5 minutes

Procedure

1. Ensure that students know the difference between ‘true’ and ‘false’ by demonstrating the target language. Write two true statements and one false statement about yourself on the board e.g. I like chocolate, I live downtown, I play football. Invite the students to guess which of the statements are true and which are false.

2. Instruct the students to write three sentences about themselves on a piece of paper. Explain that two sentences must be true and one must be false. Monitor and assist individual learners as necessary.

3. Invite the class to stand up and move around the classroom in order to talk to their classmates. Tell the students to find a partner, introduce themselves and listen to their partner’s three sentences. They should try to guess which is the false statement. When both students have made a guess, they move on to a different classmate and repeat the process.

4. Go around the class asking students for their false statements about themselves.

Activity 12: Remember? (Slide 17)

This slide serves as a summary of the lesson content. Run through the list to remind

students of previously presented language. Time allowin ,g review some of the problem

areas. Provide feedback on student performance during the lesson.

Target Language

See slide

Homework

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Click on the slide. Set the homework. Check comprehension. Provide students with a

deadline for completion e.g., for next class.

FEU1L2 Information Worksheet Student A

1. Ask your partner the following informatio :n

a) Hi. How are you?

b) What’s your name?

c) Where do you come from?

d) What’s your best friend’s name?

e) What’s your telephone number?

2. Give your partner the information below.

a) I’m fine thanks

b) My name’s Lorella

c) I’m from Milan

d) His name’s Fernando

e) My number’s 155-6298

………………………………………………………………………………………………………………………………………………………

Student B

1. Ask your partner the following information .

a) Hi. How are you?

b) What’s your name?

c) Where do you come from?

d) What’s your best friend’s name?

e) What’s your telephone number?

2. Give your partner the information below.

a) I’m fine thanks

b) My name’s Ronaldo

c) I’m from Lisbon

d) Her name’s Paula

e) My number’s 737-7116

FEU1L2 Memory cards

I

She

You (People)

You (1 person)

He

We

It

They