To practise speaking and listening in the context of greetings
To provide practice of names of countries and cities, and review of simple present tense
Procedure (34-46 minutes)
T greets Ss and asks students whether they remember her name. Then she tries to remember their names and introduces Ss to each other to set examples. Then T introduces the new phrase (Nice to meet you/ ,too) and writes the dialogue on the board. T wants Ss to practice the dialogue with their pairs using their own names for a minute after showing how to do it. Then T cleans the board and sticks the parts of the dialogue on the board in a blended form and wants Ss to come to board and recreate the dialogue. T-S feedback - T asks their opinions about the accuracy of the dialogue.
T explains which country she is from to introduce the question. As they are all from the same country, T wants Ss to guess her hometown and asks about their hometowns. T starts to stick 10 city pictures on the board and wants Ss to guess the cities. When they guess correctly, T opens the name of the city under the picture. Then T divides the board into two and wants Ss to match the cities to the countries.Ss stands up, takes the country name off the floor and sticks it in the right place. Anticipated CCQ: 'Beijing is in England?' if the Ss gives the wrong answer. Ss may have difficulty pronouncing the silent letters. T stresses on these points. ICQ: 'What will you write? cities or countries?'
T tells Ss they are going to listen to a text and fill in the gaps by showing them the papers. Then T distributes the handouts. When T starts the listening, she stops after the 1st exercise to check whether all the Ss get the correct instruction. When listening finishes, T wants SS to check their answers with their partners and then, they read them aloud when T asks. If Ss need, they can listen one more time before checking the answers. Lastly, T wants Ss to repeat the statements in the recording.
T wants learner to look at the Grammar section on their handouts. T reads the phrases and Ss check the forms. T attracts Ss' attention to the contraction forms and pronounce them. Ss repeat after T.T wants Ss to turnover the handout and look at the activity. Ss are supposed to complete it without looking the front page. After finishing, Ss checks their answers in pairs. Then T check the answers with Ss.Next, T sticks two pictures of famous people and information about them on the board. First, T wants them to match the pictures with the sentences. Ss should be careful about the gender. For the next step, T sticks other four picture on the WB, but this time only information is their names and countries; Ss have to write the sentences.
T writes the dialogue on boards with the gaps. To set an example, T models the dialogue and fill in the gaps according to herself. T fills in other gaps with the information of a student.T checks understanding and wants Ss to work in groups of three. The conversation is in the handouts. T gives Ss 4 minutes to complete the conversation and practice it. T monitors Ss closely by walkng around the groups and helps them when they need. Ss give feedback to each other.When Ss finish, first they read what they written. Then they are asked to practise the conversation without lookingat the handouts.