rgzaccaria rgzaccaria

People and Places
E1 level


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Main Aims

  • To provide fluency speaking practice in a basic conversation in the context of people and places

Subsidiary Aims

  • To provide specific information listening practice using a text about country of origin in the context of people and places


Warmer/Lead-in (15-30 minutes) • To set lesson context and engage students

Invisible Ball -- put Ss into a circle (gesture) -- T starts with her name and then throw invisible ball clearly to the next student -- everyone should have a turn ABC Name Game -- T will write out the letters of the alphabet on WB -- T will take power position and say "My name is Rebecca" and then point to the "R" in the alphabet and say "R is for race-car (acting out being a race-car driver)" -- T will then walk up to a student and say, "Hi, my name is Rebecca, what's your name?" (helping Ss through the process of going to the WB) ALPHABET VIDEO: How To Say The English Alphabet (ABC)-- youtube - followed by pronunciation drills - each student says the word (arrow, book, hand, kettle, magazine, vegetables, wine, zipper)

Exposure (15-20 minutes) • To provide a model of the task and highlight useful words and phrases

PP1-- Picture of Tarkon > who is he? > where is he from? > what does he do? PP2-- Tuba > who is she? > where is she from? > what does she do? Point to (chair, cell phone computer) > what is it? > what does it do? Assign ex. 2a "Work in pairs (gesture), match the words in the box to the pictures." - T will go around to each pair and ask (who is he, who is she, what is it, who are they?} - FB whole class go over answers

Task (15-25 minutes) • To provide an opportunity to practice target productive skills

PP3 -- Map of Turkey "I'm Rebecca, I'm from New York. I live in Kadikoy, Istanbul." - Ss will go one at a time and introduce themselves again using 'to be' > I'm (name) > I'm from (point to city on the map) > I live in (area, city) -Ex 3a: "I'm from America, so I am AMERICAN, you are from Turkey, so you are TURKISH" -"Work in pairs, and fill in the gaps." - FB: Read over and drill for pronunciation

Grammar Point (10-15 minutes) • To provide an opportunity to introduce/practice grammar point 'to be'

TEST: Ex. 6a "Work alone, write either IS or ARE in the gap." > Check your answers with a partner < T WILL HAND MARKER TO Ss AND HAVE THEM FILL IN 1 we're ______ 2 I'm _______ 3 he's ______ 4 they're _______ 5 you're ________ 6 it's ________

Grammar Point Application (20-30 minutes) • Practice

"Work in pairs, use 6a to complete 6b (chesting)" PPT Slide: WC FB > drill contractions > drill pronunciation (WC & individually) > revisit 'I am, she is, they are, you are, it is' WB P.4 (ex.4) on PPT Underline the wrong word - "Is this right or wrong" - "What is the right way to say it?" > drill pronunciation

Language Practice (12-25 minutes) • To provide students with practice of the task language

If time-- 2 truths and a lie I am the youngest of 4. (I have 3 other brothers and sisters). I am a math teacher. I have lived in Turkey for 7 months. Which of these sentences is wrong? "Write three sentences, 2 that are true, 1 that is NOT true." CCQ: - Are you telling your friends which sentence is false? No. > Ss will take turns reading their sentences and other students will guess which one is false" -- T will take notes on individuals and their language level/issues

IF TIME (5-15 minutes) • Country Cards

"Where is this?" "People from here are called?" Italy> Italians (11 cards) __________________ Open FB with Ss: What would you like to get out of the course? Do you prefer more games or workbook pages? Do you want to study more grammar or practice more speaking?

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