Matthew Haynes Matthew Haynes

New Bridges Lesson 1
Beginner Book B level


Main Aims

  • To provide fluency speaking practice in a conversation in the context of introduction and some new vocabulary

Subsidiary Aims

  • To provide gist listening practice using a text about Book A in the context of vocabulary words as well as reading, speaking and writing.


Warmer/Lead-in (10-15 minutes) • To Introduce myself

Ask the students some questions about myself as an icebreaker and introduction. 1. I am 28, 41, or 36 2. I am not married (t/f) 3. My favorite sport is: baseball, basketball or American football 4. My favorite food is: Italian, Mexican, or American 5. I come from a big family (t/f) 6. I will stay in Kurdistan for: 5 years, 10 years or forever. 7. I am the youngest in my family (t/f) 8. I hate traveling (t/f) 9. My wife and I have one child (t/f) 10. In which State was I born: Texas, Arizona or Oklahoma.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will model how to introduce oneself with one of the students. Make sure to model shaking hands and explain that some Americans will hold onto your hand during this time but they will not kiss your cheek. Also, note that one does not hold onto a woman's hand for the introduction. 1. "Hi, my name is _____________. What's your name? 2. My name is ____________. 1. Nice to meet you. 2. Nice to meet you, too. Have all of the students stand and introduce themselves to each other. Make sure they are shaking hands. Once they are finished have them sit down and then look at the board. Explain that we do not say "my name is" but that we say "my name's." We also say "Hi, I'm Matt. What's your name?" Also, explain the difference between 'what is" and "what's." There may be some question on the difference between 'to' and 'too.' Make sure to give an illustration of 'two, 'to' and 'too.'

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

Have students take out a sheet of paper and write the alphabet. This is to be done alone with no talking or helping. Once they have finished have them say the alphabet they have written to a partner and have them correct each other. Once finished then have someone volunteer to say the alphabet and the class can respond correct or not. Listen to my recording and have the students write down all the words that they know/understand. Make sure to model leaving enough space to put in extra words. Play the recording twice and then ask someone to read what they have written. Then have them open their books to page 4 and write down the correct story in the book. When they are finished ask for the meaning of some of the words that they may have missed as a class. Also ask for some easy words.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Have students open their books to page 5 and look at Part 2. They will listen and write down the words that they hear on the line. Spelling can be checked later it is fluency that we are looking for. 1. study 8. capital 2. spell 9. small 3. write 10. Talk 4. form 11. listen 5. put a box 12. repeat 6. underline 7. circle Once they have finished listening have them read in a group. Each one will read one of the sentences. When they have finished, write down the correct spelling on the board and have the students change their spelling. After the exercise let the students know that there will be a spelling test on 10 of these words next class.

Productive Task (10-15 minutes) • To provide feedback on students' production and use of language

Open books to page 8. Have the students do this activity on their own. No helping or talking to each other. Allow them to ask you questions but not one another. English only. Read the words and write them in the correct place. 1. circle 8. take a break 2. learn 9. sit down 3. listen 10. study 4. talk 11. spell 5. stand up 12. put a box around 6. read 7. write When finished do whole class check from the whiteboard. Also each student could come and write what they put on that line on the whiteboard to get them up and moving and involved.

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