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TOPIC: Hello!
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Lesson aims:
-to present everyday English vocabulary (greetings, key situational language)
-to introduce grammar (the verb to be with the subjects I, this, it) through the functions of meeting people
-to prepare students for a short dialog
Age group: adults
Time: 90 minutes
Target language: Hello, My name is.., I’m…, What’ s your name…, Nice to meet you
Materials: Audio CD, cards with the names of famous people, cards with parts of dialogs.
Procedure
| 1. | Greeting students. The teacher greets the class and says her own name, pointing to herself to make the meaning clear. Then pointing to the speech bubbles on p.6 the teacher plays the recording and invites students to say their own name. | - Hello! I’m glad to see you! I’m Tanya. Please look at the picture and listen. Ok, now, please tell me your names! Hello! What’s your name? - Hello. I’m … | 5-7 minutes |
| 2. | The teacher focuses students’ attention on the photo of Pablo and Mika and plays the recording pausing at the end of each line and getting the students to repeat the lines. Then the teacher asks individual students to read the dialog, practice it with his or her neighbor and then present it. Contracted forms. The teacher puts down the contracted forms (I’m, what’s, name’s) making students repeat them. Next to the contracted forms the teacher writes down full forms showing that they are equal. | - Look at the picture of Pablo and Mika and listen. - Let’s say it together: Hello, I’m Pablo. What’s your name… - Good! Now will you read the lines once again? Ok, read it with your partner. | minutes |
| 3. | Introductions. The teacher focuses attention on the photo of Pablo, Ben and Mika on p.7. Points to the conversation and asks pupils to listen to the recording repeating the lines, first as a class, then individually. The class is divided in groups of three. Each student introduces the other two. | -Good job! Now please, look at the picture, listen and repeat. | 20 minutes |
| 4. | Nice to meet you. The teacher focuses students’ attention on the photo (T.1.4.) and plays the recording pausing at the end of each line and getting the students to repeat the lines. Then the teacher asks individual students to read the dialog, practice it with his or her neighbor and then present it. | 20 minutes | |
| 5. | Presenting a full dialog. The students are given the cards representing different parts of the dialog. The task is to put the parts in a correct order. Having the whole dialog on the board students group themselves in such a way that every group has three people. Then each student gets a card with a name of some famous person and act out his part of the dialog. | -Well done! Please, look at the table: these are the lines from the dialog, but they got messed up. Let’s put it right together. Ok, what comes first? I think it’s… -Now make a group of three and take a card with the name. You can look at the blackboard to make your dialogs. | 25 minutes |
| 6. | The teacher summarizes the lesson and explains homework | 3-5 minutes |
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