page 13 to
1. To provide clarification of language used for introducing people in the context of conversation model in which someone is introducing a girls to someone else
3. To provide accuracy speaking practice in a conversation in the context of introducing using titles and names
5. To provide product writing practice of a titles and names in the context of telling first and last name
8. To provide clarification of vocabulary in the context of getting someone's contact information
10. to provide them a listening in which they should develop their pronunciation skill
2. To provide clarification of titles and names in the context of telling first and last name
4. To provide specific information listening practice using a text about title and names in the context of telling first and last name
6. To provide deduction listening practice using a text about name and titles in the context of telling
7. To provide accuracy speaking practice in a conversation in the context of telling first and last name
9. To provide clarification of information questions with "what" in the context of getting someone's contact information
1.1.To provide deduction listening practice using a text about 3 people greeting eachother in the context of introducing someone
1.2.To provide accuracy speaking practice in a conversation in the context of introducing a classmate
Procedure (68-76 minutes)
'In unit one you learned how to introduce yourself. How?' wait for responses. 'I'm, My name's, my first name's and my last name's. Right? so now you learn how to introduce people. write "introduce people on the top of the board" 'How?' ___ 'Open your books, page 13. Do not read the conversation' putting the hand on the text and say 'Who are they?' 'Are they friends?' 'Are the classmates?' 'neighbors?' 'What are their names?' ____'Read and listen to the conversations to see who they are? and their names.' play the conversation. stand up 'Which one is Tom? this is Tom? This is Tom? or This is Tom?' 'Which one is Paula? This is Paula? This is Paula or This is Paula?' 'Who's Paula? Is she his girlfriend? his neighbor?or his classmate?' 'This is Paula. Paula's his classmate.'___ 'Now listen and repeat' play the audio file and have them to repeat the sentences. ___ write on the board the conversation have them to repeat that chorally following intonation and rhythm pattern. clean the names and draw a line around the first expression 'This is what you use to introduce people.' 'For example. Sahar, this is Yasin. Yasin's my student'.___ 'Ok now 2 by 2 introduce your classmates. practice this conversation' dividing them into groups of 3. stop them to listen 'Now I wan you to use these ones, too' writing "What do you do? Where are you from?". choose a group to say their conversation aloud.
draw an angry face 'Who's he? What's his name?' write "Reza" 'This is me. Why am I so angry like this' frowning at students 'because one of my students saw me on a street and said "Hey reza" ' showing I'm feeling shocked '...and I felt shocked. Why?' 'because he was so impolite? Reza???' 'I'm Mr. A...' writing on the board "I'm Mr. A..." beside "Reza" and draw a happy face under it 'another day he saw me again and said "Excuse me Mr. A..." and I got so happy because now he was polite' 'What's "Mr."?' 'it's a title' write "titles" to my drawings and writing's right a little further and write "Mr." under it and draw a stick figure shaped like a male 'We use "Mr" only for men' 'what about women?' draw a girl stick figure under the man one and write "Mrs. - Miss. - Ms." and have them to read them. 'When do we use this, when do we use this and when do we use this one' draw 2 hands, a ring with one of them 'What's the difference?' 'she is married and she is single' 'we use "Mrs." for married women. "Miss" for single girls and "Ms." for both' writing the titles below the pictures of hands 'If we don't know if she is married or single we use "Ms." again' draw a question mark for unknown marital status. writing some examples of the titles with real names of students and elicit the right title
'Now I want you to introduce yourself with your titles' Demo : practice this conversation with a more confident student 'A: Hi. I'm Mr. A... . B: Hi. I'm ... . A: Nice to meet you. B: Nice to meet you , too' (2 mins) write the expression "What do you do? Where are you from?" 'Now use these expressions too' (1 min extra)
'Now, here we have a listening comprehension.what you can see?' 'Some names and titles.' 'listen and circle the correct information' moving my hand through the air shaped like a circle 'for example' come to the board and write the information of the last one. play the audio file and says 'circle his first name. what's his first name?' 'Alex. so you circle the Alex' 'listen for the rest of them'
'Now we have a practice here in which you should write your own information.' 'for example' write the first one and elicit the information about myself 'Ok, now complete them with your own information'
while they are busy for previous practice I write the conversation model on the board. sit on the chair and ready to play the audio file.'now, here we have a conversation model. just listen' play. 'Now listen and repeat'
come to the board and elicit the intonation. drill them into saying them all. clean the proper the names 'Now 2 by 2 practice this conversation' Model the activity.in the middle 'you can say how do you spell that? what do you do? where are you from?' choose 2 students to say their conversation.
while they're busy for previous practice write the numbers from 0 to 20. 'What are they?' 'go through page 16' 'just listen' play 'listen and repeat' go to the board and elicit the numbers and their pronunciations.
draw a girl's stick figure 'who's she' 'a girl' draw a man's stick figure 'Who's he?' 'me' 'I like her and I want to make her as my girl friend' 'What should I ask?' elicit 'her name. phone number. e-mail address. her address' clean the man and draw it a gain next to the girl 'I go to her and I don't know what to ask???' 'What question should I ask?' elicit 'What's your name?' write "what's before each item written. drill them into saying them. 'Now open your books. grammar box.' 'let's read' drill them into saying the questions first, each one separately, and then ask a student that question and they should read the answer with a complete form. clarify the "@" for them
'Now we have a pronunciation practice' 'just listen'
'Now we have a pronunciation practice' 'just listen'