At the beginning of the lesson, students look at a map and discuss different nationalities. They share experiences of meeting new people at school. Students guess where names like Tom, Olga or Fehim might be from. They talk about what teachers usually say on the first day. Students describe their own classrooms or class sizes. They compare cities they know with Edinburgh and Manchester. Students say where they are from and ask classmates simple questions like "Where are you from?" or "What is your name?"

Students listen to the dialogue between Tom and Anne to notice how people introduce themselves and talk about nationalities and classes. They listen for key functional language like "Nice to meet you", Where are you from?" and names of countries. Students focus on how a short introductory conversation is structured. They compare with a model email where someone writes about their new English class, identifying similar language and structure.

Students identify and underline key phrases from the audio's dialogue (the teacher gives transcript to students, after listening that dialogue) and email. They focus on common questions and answers used in first-time meetings and class introductions. Students notice the structure of introducing oneself and asking about others. The teacher highlights functional chunks like "I'm a new teacher", "Your class is...", and polite responses like "Oh, right" or "Really?" on the board. Students repeat and practice the phrases for pronunciation and natural intonation.

Students listen to short extracts from the dialogue and email focusing on rising intonation in yes/no questions (e.g., "Are you a new student"?) and falling intonation in wh-questions (e.g., "Where are you from?"). They repeat key phrases with correct stress and rhythm, such as "Nice to meet you" and " I'm from Edinburgh". The teacher models natural intonation for polite greetings and introductions, and students practice in pairs.

Firstly, students complete a listening task where they identify whether they hear certain countries mentioned in the dialogue, like (yes or no answer). For writing, students draft an email to a friend describing their new English class, including details about the teacher's name and nationality, class size, and where classmates are from.

After the listening and writing tasks, the teacher monitors and notes common language errors and successful language use. The teacher then provides group feedback, highlighting effective use of target phrases like "Nice to meet you", "I'm from...", and "My teacher is from..." as seen in the dialogue and email. Students are encouraged to self-correct or peer-correct in a supportive way.