Introduce myself to the Ss. Remind them of the context of the listening they did in the last lesson – getting to know people

Write the sentences from the Grammar box on page 13 on the board. Highlight the possessive adjectives. My name’s Steinbeck. What’s your phone number? Here’s their key. Create a box with 3 columns and 5 rows on the whiteboard. Fill in the first column with subject pronouns. Ask one of them: What is your name? When they say it I write “my name” into the box. Tell someone else: ask him/her “What is his name?” When they answer I fill in the second and third field. Point at one of the tables. Say: this table. Is it my table? No. Whose table is it? Say together: it is OUR table. If they don’t understand point at the “We” in the chart. If they still don’t get it draw outline of Turkey on the table. Draw people inside. Say that this is Turkey. What do the people say? Turkey is ____ country. Words to use: "us, we together" Give two of them a key and say that they are living in the same house: Ask someone else, “whose key is this. Is it your key? No, it’s their key”.

Give them handout 1. Write only the first line on the board and more if they don’t understand: I’m (I am) Johanna. My name is Johanna. etc Say: They are the same. Find the same. Same answer. This one is shorter. This one is longer (point). Say that they learned this in the last lesson. Do the exercise (2 minutes). Check with your partner (1 minute). Ask the whole class for their answers. Fill in the whole box on the board if not done already (1 minute).

Show them the picture handout. Walk around with it a bit then pin it to the whiteboard. Ask them who they might be talking to on their first day at the language school. Receptionist, teacher, other students, tea lady? Elicit receptionist: When you come to the language school, at the entrance, who is there? In the first room. You don’t know where to go. Where is your classroom? Who do you ask? Demonstrate if necessary: Sit behind my table. Pretend typing on my laptop or speaking on the phone. An imaginary person approaches me and I say “yes sir how can I help you”? Grammar exercise 2: Show them the handout without giving it to them. Tell them to solve the questions. Underline the correct option. Show on whiteboard how to underline. There are 2 answers but only one is correct. Give them 1 handout each. Let them work for 2 minutes. We listen to the audio on the Global Elementary CD. 2 minutes. Check with your partner if the answers were correct. 1 minute

Write down example from exercise 6 on WB. “Is this your book?” Ask the class whether the sentence is correct or not. “I name is Sarah.” Is the sentence correct or not? How should it be corrected? Handout exercise 6. Tell them to take their time but to let me know when they finish. For those who finish early, handout exercise 7 (fill in the gaps). Go through answers of first exercise as a whole class when they are all done. Tell those who did the second exercise that they can give it to me and I’ll check with them at the end of the class – or if many did the second exercise we can check it together. Receptionist game: There are 8 receptionists who receive a “student contact details” handout each. I rearrange the classroom so that they can “queue up”. They each get a handout. The other students go talk to one of the receptionists who will ask them for their contact details. Each receptionist gets to note down the contact details of 2 other students and then the 2nd student will be the receptionist etc; until the lists are full. Students will also move between the different receptionists (not visit the same table twice). I move around to collect common mistakes.

I note down common mistakes on the WB. I use concept questions for error correction.