Amanda Gamble Amanda Gamble

Introductions and basic personal information
Beginner level


This lesson will help students to get to know each other and to create a good classroom atmosphere. It will also serve as a way to assess the students' level by giving them a variety of activities and skills work.


Main Aims

  • To introduce and practice functional language for saying your name and where you are from in the context of introducing yourself

Subsidiary Aims

  • To provide the opportunity for students to use all four skills in order to assess their ability in these


Warmer/Lead-in - Ball Game (3-5 minutes) • To set lesson context and engage students

Greet the students. Get them into a circle. Show them ball (or invisible one). a. Say my name and throw the ball. Encourage the students to do the same until everyone has had a turn. (Depending on the number of sts, repeat this to help everyone learn each others' names). b. Throw the ball to someone and say their name. Continue around the circle. To wrap up this activity, practise saying names in a chain around the circle. Students say their own name as well as those of people before them.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation and to practise listening for gist and specific information

Show the pictures from p6 (EU Starter - folded HO). Sts listen to three conversations - they match a conversation to a picture. (Gist listening) Unfold HO. Read the conversations and fill the blanks with I'M / MY / YOUR. Peer check. Listen to the conversations to check.

Highlighting and clarification of the TL (3-5 minutes) • To draw students' attention to the target language

On WB, write: ..........................? ................................Amanda Elicit the question (What is your name? / What's your name?) and the response (My name is Amanda / My name's Amanda). Highlight the difference between the long and short form using fingers. Then DRILL (WC, groups, solo) Draw picture of a man and a woman. Get sts to ask question to find out their names. DRILL. Then give answers.

Controlled Practice (3-5 minutes) • To prepare students for more meaningful practice

Sts look at the conversation between Luis and Ali and put it in order. Listen to check. PW practice.

Further language introduction (7-10 minutes) • To give the students other exponents they can use to give personal information about themselves

On WB: show picture of England and picture of Mecidiyeköy. Elicit what they are. Elicit questions: "Where are you from?" and "Where do you live?" using the pictures. Elicit the responses: "I'm from York in England" and "I live in Mecidiyeköy". DRILL questions. Then do open pair drills across the class practising the questions and answers. (NB. For the sts, get them to say which part of Istanbul they live in). Ask questions about what the sts said: eg. Where is Mustafa from? (He's from....) Where does he live? (He lives in...)

Semi-Controlled Practice (8-10 minutes) • To practise asking and answering using the TL from the lesson

Re-elicit the three questions introduced, checking the pronunciation. Chest table HO and draw on WB. DEMO - go up to one student. Ask them all three questions and write their answers in the table on the WB. Go up to another student and do the same. Tell sts to speak to 5 other students in the class. Sts do the task by mingling around the classroom.

Controlled written practice (4-6 minutes) • To get the sts to write accurately about personal information gathered from their peers

Sts write short paragraphs (3 sentences) about their class friends based on the information they wrote in their tables. The sts have to write complete sentences to use the TL they have learned during the lesson.

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