Matthew Haynes Matthew Haynes

New Bridges Book C Lesson 2
Upper Beginner level


This lesson combines several elements but focuses on adding vocabulary and the verb "to be."


No materials added to this plan yet.

Main Aims

  • To provide review and practice of geographical locations in the context of travel

Subsidiary Aims

  • To provide practice of the verb "to be" in the context of travel and geography


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

Review homework from Lesson 1 Page 6 Spelling quiz from Page 3 put Bible bubble depth explain cabbage bean pretty up people

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

Page 9 - Tape a map to the wall or whiteboard. It will help the students to see where countries are located in comparison to their own location. Write the name of the country and draw a line to it. Senegal - West Africa Costa Rica - Central America Tanzania - South East Africa Switzerland - Neighbor of France Page 10 B - Have the students read the activity as it is written and then adjust it for themselves. When they need to give an address have them describe where their house is located. Page 10 C - Go thru this vocabulary. Have each student read a section. Many words will be familiar but be ready to assist with those which are not. Show the students where the countries are on the map. Colombia - South America but north of Brazil Congo - South Central Africa Guinea - West Africa Haiti - South of Florida Kenya - East Africa Mali - West Africa Peru - South America but west of Brazil Sri Lanka - South of India Sweden - North Europe Page 11 Part 2 - Listen and circle the words you hear: 1. England 2. Kenya 3. Germany 4. Lima 5. Delhi 6. Korea Page 11 Part 3 - Spelling and pronunciation Go thru this slowly and offer explanations to any questions. Most English words come from other languages and we retain some part of their pronunciation.

Productive Task(s) (25-40 minutes) • To provide an opportunity to practice target productive skills

Page 11 D - Have the students read the text in alternating turns and answer the questions. Then have them pair up and write a story about each other using the language of the story. One of the students may need to pair up with the teacher if there is not sufficient attendance. Page 12 F - Verb "to be" There is no verb "to be" in Kurdish. Give them the example of 'How are you?' Cewani - which is literally translated 'How you?' since the verb is understood. Point out to the student that every time they use "are" it is for plural nouns/pronouns. "Am" and "is" are used for singular pronouns/nouns. Have the students pair up and ask and answer the questions. They need to choose a new country as an answer each time. Page 12 F Part 1 - Complete the activity - write in the blank the correct verb "to be" form. 1. 2. are....are 3. 4. are.....are 5. 6. 7. 8. Page 12 Part 2 - Have a student read the numbers Match the numbers to each other in the activity. Listen and circle the numbers that you hear 2. 805 3. 194 4. 511 5. 411 6. 703-4783 7. 202-9582 8. 578-1264 9. 393-6218 10. 750-3696 Page 13 Part 3 - Write the missing numbers. 1 two 4 five 6 seven eight 9 ten 0 one 2 three four 5 six 7 8 nine 10 Page 14 Part 2 - Have each student write down their business/school information. Page 14 I - Write a story about someone you know from a different country (most likely Syria, Iraq, Turkey, Iran possibly Europe).

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Homework Page 13 D Spelling quiz from Page 11 Part 3 - 10 words

Web site designed by: Nikue