Frazer Worthington Frazer Worthington

Solutions LP_Pages 14-15
Elementary level


In this lesson, the students learn about object pronouns within the context of introducing themselves to their partner. Afterwards, the class practise reading a text for gist and detail and practice writing messages about themselves.


No materials added to this plan yet.

Main Aims

  • To provide accuracy speaking practice to introduce themselves using object pronouns within the context of meeting a new person

Subsidiary Aims

  • To provide detailed reading practice using a text about taking messages in the context of a school magazine


Warm-up / Language review (5-6 minutes) • To engage the students into the class.

- Write on the board common words that collocate with Do and Does e.g Do you, Do you like / Does he, Does she - Students work in pairs to review the words on the board and make short sentences using them (just speaking, no writing at this stage). - If there are any words a pair do not understand, they should walk to the board and underline them. -After the task, ask students to share their sentences for the words that have been underlined. -This helps students who have forgotten some of the phrases or perhaps missed a previous lesson. - Put the class into four teams 2 x Does 2 x Do. - Set a two-minute time limit and explain that only one person from each team can be standing at a time. -Once a student has drawn a circle they sit down and pass the pen to the next person on their team. -They can remove their own circles if they think someone on their team has made a mistake, but they can not change the other circle. -One point per correct circle.

Production (5-6 minutes) • Students produce the target forms.

- Hand each student a worksheet. - For the second part students work in pairs to make sentences, leaving a gap for the words in the box and writing the answer at the end. - When every pair has at least five sentences I ask them to stop. - Read the following sentence aloud twice, clapping to represent the gap: (clap) you watch T.V ?. - After giving students a moment to think I ask them for the answer (Do). Students then mingle using their sentences in the same way, listening carefully. -After they’ve spoken to a few partners I wipe the board and students fold their worksheet in half so they can’t see the words (this adds a little extra challenge).

Review and reflect (4-5 minutes) • Students consolidate the target language.

- After the mingle students sit down in pairs and unfold their worksheet. -They work together to think of one sentence for each of the words on the page that another pair said.

Lead-in / Set learning objectives (2-3 minutes) • To set lesson context and engage students

- Focus on page 14 Set the context and ask the students, ' What can you see? ', ' What is in the picture?', ' What is this (Point to fact file ). 'When do we have one ?'. - Tell the class a fact file gives information about you to people. Today they are going to make a fact file and practice introducing the information.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Read the first two lines of the audio from exercise 1. - Ask, ' Are they friends ?', ' Where are they? '. - Write on the board, ' listen to the boy and girl introduce themselves. What do you think they say. A - Class - B - Friends - C - Family - - Elicit an example for class to see e.g What class are you in? - Prepare the students to listen. - Students listen to track CD 1.26. - Play it again. Students write in the missing information. -Have students check their answers in pairs, and compare their predictions to what they actually heard. Replay the recording, pausing between each question and go through the answers with the class. - Have the students underline any of the words in the text from their predictions. - Have students share which predictions they got correct. - Tell the class to underline all of the questions in the text.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

- Go through the table with the class and explain how object pronouns work. Explain that they need to find the object pronouns he, she and it from the dialogue in 1. - Students complete the table. - Check the answers with the class. - Exercise 4. Ask students to read the text quickly to find out when Ed sees his cousins. Elicit that he sees them at the weekends. - Students do the task and check answers in pairs. - Have students come to the board and check the answers on slide 2. - Follow-up; Say to the class ' I know ' and point to a person in the class. Explain that the students should shout out and finish the sentence with 'him'. - Continue this activity by saying the beginning of a sentence and pointing to other people/things in the classroom. - The students have to complete your sentences with object pronouns. - Exercise 5. Explain the task and read the sentences with the class. Check for understanding. - Play the first recording until the // symbol. Ask the students who Max is talking to and elicit that he is talking to and elicit that he is talking to Grace. - Play the recording from the beginning, pausing after each dialogue to allow students time to answer. With a weaker class, pause the recording after each answer. They check their answers in pairs. - Play the recording a second time. Check the answers with the class. - Hand the students the transcript. - Show students how to change the information in the transcript so it is personalised. - Demonstrate an example. - Pair the students and have them change the dialogue so it talks about them.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

- Students practice the dialogue together with the personalised information. - Challenge the class to try and act out the dialogue without looking at the paper after five minutes stop the class. - Have pairs work together. Tell the class to imagine they are on their first day of school. - One of the students is new the other introduce themselves. - They must find out; three of the pieces of information in blue from exercise 8. - Have pairs prepare the dialogue. - Give the students a two-minute warning that they will show the class.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- Pairs perform their dialogue for the class. - Listen for any errors or useful feedback to give the class.

Break (5-5 minutes)
Lead - in (1-2 minutes) • To set the context

- Tell the class they are new to a school and the principal wants all new students to write an introduction about themselves in the school magazine. - Write on the board; Write an introduction in a school magazine'.

Reading for detail (5-6 minutes) • Students read and identify specific information from the introductions.

- Hand the students the reading worksheet. - Students work in pairs A and B. - Students read the text and must think of questions to the answers. - Students work individually. - Have pairs exchange information with each other and complete the missing information. - Check the answers on page 15 by having the students read the text.

Preparing to write (6-8 minutes) • Students prepare answers for their writing.

- Go through each paragraph section in exercise 6. - Start to plan and write a paragraph on the board with the students. - Use exercise 6 to help guide the class to construct the writing. - Work through this stage at a brisk pace to keep the class engaged. - Have the students spend time preparing their answers in their notebook. They can use the text on page 15 to help them write. - Students work on their ideas.

Writing production (8-10 minutes) • Students compose a piece of writing for a magazine.

- Tell the class they are now ready to write their magazine introductions. - Students write a rough draft in their notebook first using the checklist from exercise 6. - Have students check in pairs before giving to the teacher. - Check the students writing and either have them make corrections or give the writing template to complete their writing. - Anything not finished must be completed for homework. - Save two minutes from the end to wrap-up the class.

Web site designed by: Nikue