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Published by l_farrugia, 2018-07-04 06:58:50

ESL

A1-A2


Unit One

Lesson 1A







Nice to meet you

Overview A1-A2



In this lesson you will introduce yourself Pronunciation-stress and rhythm

to the class and say where you are from. Lexis-personal information

Grammar-verb be (present)

You’ll work on these areas of language. Discourse-take turns in conversation

Functions-ask for information















You’ll focus on these skills today. Speaking-ask and answer questions

Listening-listen for information

Reading-to put texts in a logical order

Writing-take notes






After completing this lesson, you should be able to:

Objectives
















Greet other people and introduce yourself.








Say your name and where you are from.





Ask other people for their names and where

they are from.






Have a short conversation with your classmates.

Before you start Introductions Introduce your

partner to the other
Read this conversation.
students in the class.

Paula Hello. I’m Paula.
Bao Paula. OK. Pleased to meet you. I’m Bao. Say hello !

Paula Nice to meet you too, Bao.
Where are you from? This is Paula. She’s from
Bao I’m from Shanghai in China. Where are you from? Madrid in Spain.

Paula I’m from Madrid in Spain.
Bao Oh, that’s very interesting.

Work in pairs. Hello!!! Hi Paula. Hey, Paula.

Practise with the conversation. Hello there, Paula.

Change roles.


Read this conversation.


Teacher Hello. I’m __________.
Student Pleased to meet you, ________. I’m _______.

Teacher Nice to meet you, too, ________.
Where are you from?
Student I’m from _________. Where are you from?

Teacher I’m from __________. Stand up.
Student Oh, that’s nice. Introduce yourself to the other


Complete the conversation with true students in the class.

information about you and your teacher. Ask where the people are from.

Practice with your teacher.

Task preparation Order a conversation



Work with a partner. Look at the forms of the verb be used.

Put the lines from the conversation in Which one s are short forms ?

the right order. Which ones are long forms ?

That’s great! I’m really pleased to meet you then. Hi there. I’m Pang. Nice to meet you.

OK. Really pleased to meet you Pang. I’m Satra. OK. Really pleased to meet you Pang. I’m Satra.
Hi there. I’m Pang. Nice to meet you. Nice to meet you too, Satra. Your name’s Thai, right?

I’m from Bangkok too. That’s cool. Yes…yes it is. I’m from Bangkok. Where are you from?
Nice to meet you too, Satra. Your name’s Thai, right? I’m from Bangkok too. That’s cool.
Yes…yes, it is. I’m from Bangkok. Where are you from? That’s great! I’m really pleased to meet you then.


Say which words Can you use short forms in questions?

are forms of the Can you use them in sentences when you want to
say something which is not true?
verb be .

What are the situations in these
Example
conversations?
That’s ... ‘is’
- Hi, Dad. This is Dave. - Good morning.

Check the order you used with the below. - Oh. Hello Dave. - GOOD MORNING.
- Nice to meet you, Mr. Becker. - Sit down, please.
Hi there. I’m Pang. Nice to meet you. Ah! Where’s Jane?
OK. Really pleased to meet you Pang. I’m Satra. - Hi. Are you Susanna? - She’s late.

Nice to meet you too, Satra. Your name’s Thai, right? - Yes, that’s right. It’s my party.
Yes…yes it is. I’m from Bangkok. Where are you from? - Happy birthday!

I’m from Bangkok too. That’s cool. Practice the 3 conversations.
That’s great! I’m really pleased to meet you then.

A1-A2 Unit One Lesson 1A







Today you…




introduced yourself to your classmates. You also presented a partner to the

class and said where they are from.



put some conversations in the right order and practiced introducing yourself.


















HOMEWORK IDEAS


Make a note of new vocabulary from this lesson.
Choose 8 to 10 phrases and check how to write them.


Check that you can say them too.



Make a note of the people in your class.
Write their first name and where they are from.

A1-A2


Unit One

Lesson 1B







Where are you from?

Overview A1-A2



In this lesson you will introduce yourself Pronunciation-stress and rhythm

and have a short conversation at a party. Lexis-personal information

Grammar-verb be (present)

You’ll work on these areas of language. Discourse-take turns in conversation

Functions-ask for information















You’ll focus on these skills today. Speaking-ask and answer questions

Listening-listen for information

Reading-to put texts in a logical order

Writing-take notes






After completing this lesson, you should be able to:

Objectives
















Greet other people and introduce yourself.








Say your name and where you are from.





Ask other people for their names and where

they are from.

TASK Introduce yourself Check your ideas with your teacher.



Change the names and places.



Practice with your partner.



Talk to the other students in the class.


Imagine you are at a birthday party. Invent these things;

Make notes of their first names and the
• A first name places they are from.
• A country
• A city in this country
Name…Sue

Work with a partner. From…Ireland, Dublin

Complete this example conversation. I know this place Yes/No

Tom Hi. I____ Tom. What___ your name? Name…

Sue Oh, hello Tom. I___ Sue. It___ very nice to meet you.
From…
Tom. Nice to meet you too.
I know this place Yes/No
Sue So, where____ you from?
Tom England. What about you?
Sue I _____ from Ireland. Compare your ideas as a class.

Tom Oh that ____ interesting. Where exactly in Ireland
_____ you from?

Sue Dublin. Do you know it? Now use your real name.
Introduce yourself.

Task feedback How was it? ABOUT LANGUAGE



Which parts of the task were easy for you? Conversation in context

What can you do better? • In conversation we often don’t say some of
the words.

I’m very pleased to meet you. I’m Sam.
I’m very Pleased to meet you. I’m Sam.

Very pleased to meet you. I’m Sam.


• Short forms of verbs are often used.

I am Sam.
Pronunciation of sounds I’m Sam.

Saying names and places • Can you complete this table?

Saying phrases like ‘nice to meet you’

Using short forms of the verb ‘be’ I am I’m I am not I’m not

Using the right forms of the verb ‘be’
you are
Taking notes
she/he/it
FEEDBACK

• Listen to your teacher’s feedback. we
• What can you do better? they

• Which areas of language were a problem-
pronunciation, vocabulary, grammar? Compare with a partner.


Practice your conversations again if
you think this is a good idea. Check as a class.

Task follow-on Natural introductions



Match each item from the first box with Work with a partner.

one from the other.
Hello. I am Xavier.
1. Hi there. My name is Nice to meet you Xavier. Make some
Yolanda. What is your name? changes.

2. What is your name? It is Guy. Write a
3. It is nice to meet you. Nice to meet you.

4. How are you today? Yes, I agree. Nice to meet you. conversation
5. Where are you now? How are you today? and make it
6. Where exactly in Egypt? I am very well. Thank you. sound more

7. Is the weather nice? Where are you now? natural.
8. It’s nice here too. I am in France.

Where exactly in France?
a) It is nice to meet you too Yolanda.
I am in Avignon. Compare your
b) Yes. I agree. It is nice to meet you.

c) I am in Cairo. Is the weather nice there? ideas with
d) I am very well. Thank you. It is warm and sunny. this exchange.
It is nice here too in Mexico.
e) My name is Akeem.

f) I am in Egypt. Tom Hi. I’m Joe. What’s your name?
g) It is warm and sunny. Sue Oh, hello Joe. I’m Vicky. Very nice to meet you.

Tom Nice to meet you too.
Work in pairs.
Sue So, where are you from, Joe?
Put the replies in a logical order. Tom Scotland. What about you?

Sue I’m from Australia.
Where does this exchange take place?
Tom Oh that ‘s really interesting. Where exactly?
Was it written or spoken?
How do you know these things? Sue Melbourne. Do you know it?

A1-A2 Unit One Lesson 1B







Today you…




introduced yourself at a party and wrote notes on other people.



compared how language in writing and speaking can be different.



























HOMEWORK IDEAS


Make a note of new vocabulary from this lesson.



Write a simple conversation between two people meeting for the first time at a
party.

A1-A2


Unit One

Lesson 2A




Numbers







and spelling

Overview A1-A2



In this lesson you will check you can Pronunciation-numbers and letters

understand the numbers 1-20 and say Lexis-numbers 0-21, the alphabet

phone numbers. Grammar-verb be (present)

Discourse-use pictures to understand text

You’ll work on these areas of language. Functions-ask for information















You’ll focus on these skills today. Speaking-say numbers and letters

Listening-listen for information

Reading- an email about a problem

Writing-take notes of numbers and names






After completing this lesson, you should be able to:

Objectives















Say and understand whole numbers between

0 and 22 when used in different contexts.




Pronounce numbers with ~teen and ~ty

clearly.




Understand and give phone numbers of

various types.

Language review Choose the correct form of the verb

be in each line from this
Work in small groups.
conversation at a birthday party.
Copy this table.


First name City/town Country Age

Bao Shanghai China 14


YOUR NAME







…this is Gary. He’re/’s from London.


...and I be/’m Fatma. I’m/’s from
Ask and answer questions with the members of Istanbul in Turkey.

your group and complete your table. We’re/’s Ollie and Jake. We’s/’re

Next, change three pieces of information so they
brothers from London in England too!
are not true.
Congratulations Fatma. It’s/’re your
Then, use your table and introduce the people in
birthday today, is not it/isn’t it?
your group to the class.
Add more items of vocabulary to
Find out the incorrect information from the
other groups. your notes on these topics.

People

Places
…and this is Paula.
Example Family members
She’s from Madrid in France.

Madrid isn’t in France. It’s in Spain. How many people are there in your family?

Before you start Ordinal fun seventeen
fifteen LEARNING TIP

Say these numbers quickly. ten Pronunciation
two • Words with –teen and –ty are
1 Now say these ones. fourteen
2 twenty • pronounced differently.
3 1 2 Which numbers are odd? thirteen Word stress when you say 19 and

4 3 4 Which ones are even? five 20 works like this;
5 5 6 Follow these instructions. nine

6 7 8 twelve - Aren’t you only nineteen?
7 9 10 • Say the even numbers between sixteen - No, I’m not! I’m twenty years old.

8 11 12 6 and 18, then say them in nineteen
9 13 14 reverse. four • It’s a good idea to practice saying,
10 15 16 • Say the odd numbers between eleven and listening to, the difference

11 17 18 21 and 3 in reverse, and then three between these words.
12 19 19 say them forwards. eight Work as a class.

13 21 22 • Say all multiples of 2 between eighteen
14 0 and 22. Say them backwards. seven Ask and answer questions to
15 • Say all multiples of 3 between six find out how old the other

16 3 and 21 backwards and then one people in your class are.
17 forwards. Make notes.

18 • Say all the numbers between
19 13 and 19 then say 20 three Example So Selen…how old are you?
20 times.
I’m thirteen… and you?
Work with a partner.
Check as a class.
Match the numbers in the first column

with these numbers. Selen’s 13. Pedro. Suzanna and Atsuko are 14…

Lexis in context On the phone Write these phone numbers.



What is the connection between these The international dialling code
for your country
photos?
The emergency services number

(police, fire brigade, ambulance)
Your home phone number

Your mobile phone number
A friend’s mobile phone number
A family member’s number

Another number you know

Dictate your phone numbers to

another student.

Do not show them to your partner.

Write the numbers you hear.

Read this email and check your ideas.


Hi Selen, Show and check.
How are you? I have a small problem. Can you believe 07789646459 What (or who) do
it? I left my mobile phone on the bus from school 01524 65701 you think these
yesterday. I’ve lost it. It’s a disaster! I lost all of my 999
friends’ phone numbers too. It’s OK now. Dad bought 0044 081 734 679 numbers could be for.

me a new one today. It’s much better than the old one. Oh-double seven-eight-nine-six-

Can you text me your number so I can call you? My four-six-four-five-nine.
Is that a mobile phone number?
new number is 9873467588.
Thanks and please answer the phone when I call you. Invent new five numbers.
Suzanna Do the same thing again.

A1-A2 Unit One Lesson 2A







Today you…




reviewed how to use the numbers 0-22 and to understand them in speech.



told a partner some phone numbers and wrote down some others.






























HOMEWORK IDEA

Practice counting the numbers between 0 and 22 until you can say them


quickly and clearly.
Find some phone numbers of people you know and memorize these in


English!

A1-A2


Unit One

Lesson 2B









Spell it out

Overview A1-A2



In this lesson you will ask people to Pronunciation-numbers and letters
spell words you don’t understand and Lexis-numbers 0-21, the alphabet


exchange personal information with Grammar-verb be (present)

your classmates. Discourse-use pictures to understand text

Functions-ask for information

You’ll work on these areas of language.












You’ll focus on these skills today. Speaking-say numbers and letters

Listening-listen for information

Reading- an email about a problem

Writing-take notes of numbers and names






After completing this lesson, you should be able to:

Objectives















Use the letters of the alphabet to check the

spelling of important information.






Ask Wh questions to find out information.







Exchange information with your classmates.

Writing Alphabet spaghetti Look at this chart.

Say the letters in each group.
Can you say the letters which spell out
eɪ iː e aɪ əʊ uː ɑː
this message?

A B F I O Q R


_ _ _ _ U

J D _ _


_ E N

_ S


_ X

Work with a partner. _ _

Ask and answer these questions.
V
Use the third question as often as

necessary. What’s your Work in small groups.


What’s your first name? favourite food? Complete the chart with the
What’s your surname? Spaghetti! missing letters.
How do you spell it? Compare your ideas as a class.
How do you spell that?
Where are you from?
Which letters are difficult for you? Why?
What’s your address? S-P-A-G-H-E-double T-I.
Does your first language use this type of system?
What’s your favourite food? What’s yours?
If it has letters, how many are there?
Tell the class difficult words to spell. How is it the same?

Make a class list. How is it different?

Speaking Spell it out eɪ iː e aɪ əʊ uː ɑː


A B F I O Q R

H C L Y U


J D M W


K E N

G S
What can you remember about the other students
in your class? P X


Check your notes. T Z

Remind the class like this. V


Her first name’s Carla. A What’s his first name?

Her surname’s Carreira. B It’s Marek.
That’s spelled C-A-double R-E-I-R-A. A What’s his surname?

She’s from Lisbon in Portugal. B His surname’s Adamczak.
She’s fifteen and likes fashion. A How do you spell that?
B A-D-A-M-C-Z-A-K
Work in pairs. A Where’s he from?

Ask and answer questions about B Krakow in Poland.

the other students in the class. A Oh. That’s interesting! How do you spell Krakow?
B K-R-A-K-O-W.
A How old is he?
Use the chart and example to help you.
B He’s fourteen.

A1-A2 Unit One Lesson 2B







Today you…




checked how well you know the letters of the English alphabet and how to use

these to spell names and the names of places. You also used a chart to help

you remember problem letters.



you exchanged useful information with a classmate.
























HOMEWORK IDEA

Isolate the letters of the alphabet which are a problem for you.


Find 5 words containing these letters and write them down.
Practice spelling these words aloud.

A1-A2


Unit One

Lesson 3A








Asking for help

Overview A1-A2



In this lesson you will explore ways to ask Pronunciation-word stress in numbers

for help in class and review how to use Lexis-classroom language

numbers between 20 and 100. Constructions-present tense questions

Sentence grammar-questions with ‘how’

You’ll work on these areas of language. Discourse-constructing a list

Functions-making requests




















Speaking-ask for help in class

You’ll focus on these skills today. Listening-understanding larger numbers

when said at a natural speed

Reading-checking ideas in a text

Writing-a list of rules for your class





After completing this lesson, you should be able to:

Objectives














Review how to say and write numbers between

20 and 100.







Use questions to ask your teacher for help in class.






Ask how to pronounce and spell unfamiliar

words and ask for their meaning.

Language review Write five words from one of these

categories.
Say these words and phrases.
People
Hello. My name’s (Anton Bizikin). Places
I’m thirteen and I’m from (Tula) in (Russia). Family members
Nice to meet you. Numbers

First name
Surname Work with a partner.

She’s from (China). Spell your words for your partner.
He’s fourteen. Write down the letters and guess

How do you spell that?
the words your partner spells.
Change this information about Carla to
Number one…M-I-L… That’s Milan! Right?
make it true for you.

eɪ iː e aɪ əʊ uː ɑː
Her first name’s Carla.
A B F I O Q R
Her surname’s Carreira.

That’s spelled C-A-double R-E-I-R-A. H C L Y U
She’s from Lisbon in Portugal.

She’s fifteen and likes fashion. J D M W
K E N
Example
G S
My first name’s Alexandro and my surname’s

Agostini. That’s A-G-O-S-T-I-N-I. I’m from Milan P X

in Italy. I’m thirteen and I like sport. T Z


Tell the class about yourself. V

Before you start Higher and higher Write five numbers from the list.



Say these numbers quickly. 13-30 Work with a partner.
14-40 Don’t show your numbers.
Now say these ones. • Say the even 15-50
numbers in the list 16-60 Say your numbers.
20 21 22 twenty-three in reverse. 17-70 Write down the numbers

21 23 24 fifty • Say the odd 18-80 your partner tells you.
22 25 26 twenty-four numbers in 19-90

23 27 28 sixty reverse, and then 99-100 Compare the numbers.
24 29 30 twenty-five say them forwards.
25 31 32 seventy • Say the multiples

26 33 34 ninety of 2 between 20
27 35 36 twenty-six and 40. Say them

28 37 38 twenty backwards. Draw a grid like this.
29 39 40 forty • Say the multiples Write 6 numbers
30 41 42 twenty-seven of 3 between 33

40 twenty-eight and 43 backwards between 30 and
50 twenty-nine and then forwards. 50 in the squares.

60 twenty-two • Say all the
70 one/a hundred numbers between Example
80 thirty /ˈθɜːti/ 89 and 99 then say Put an X on the

90 twenty-one 100 three times. numbers you
100 eighty
hear.

Work with a partner.

Match the words in the first Shout BINGO when your teacher

column with these numbers. has called all of your numbers!

Task preparation Ask in English Choose an ending from a-j to

complete the sentence and question
Work as a class.
beginnings 1-10.
Think of questions you can ask someone
a. understand.
if you want them to do these things.
b. ‘bom dia’ in English?
Translate a word or phrase into English. c. it?

Write a word letter by letter. d. repeat that, please?
Say a word in the right way. e. a pen, please?

Say something you don’t understand again. f. the questions.
Ask for something you need to use. g. you spell that?
Apologize if you are not on time. h. it on the board, please?

Write something you don’t understand. i. I’m late.
Not to use their first language. j. (Japanese), please!


Work with a partner. Check with your teacher.

Complete these items. Use your own words.
Which items are usually used by a teacher?

1. How do you say... Which ones by students?

2. How do... Which can be used by students and teachers?
3. How do you pronounce… Ask your teacher about these things.
4. Could you...

5. Can I have...
6. I’m sorry...

7. Ask and answer ...
8. Can you write ...
9. Don’t speak... Example How do you say ‘nuvens’ in English?

10. Sorry, I don’t … Clouds. How do you spell that?

A2-B1 Unit One Lesson 3A







Today you…




reviewed how to say, and to understand, numbers between 20 and 100.



explored ways to ask for things you need in class and to say when you don’t

understand something.





















HOMEWORK IDEAS




Practice saying numbers between 20-100.
Play bingo with a friend.


Check you know how to ask for help from your teacher.
Find some words you can ask your teacher about.

Task preparation Ask in English - answers







1. How do you say ‘bom dia’ in English? - Translate a word or phrase into English.
2. How do you spell that? - Write a word letter by letter.

3. How do you pronounce it? - Say a word in the right way.
4. Could you repeat that repeat that, please? - Say something you don’t understand again.

5. Can I have a pen please? - Ask for something you need to use.
6. I’m sorry, I’m late. - Apologize if you are not on time.
7. Ask and answer the questions.

8. Can you write it on the board, please? - Write something you don’t understand.
9. Don’t speak (Japanese), please! - Not to use their first language

10. Sorry, I don’t understand.






























A1-A2 Unit One Lesson 3A

A1-A2


Unit One

Lesson 3B








Classroom rules

Overview A1-A2



In this lesson you decide on rules to use in Pronunciation-word stress in numbers

your classroom. Lexis-classroom language

Constructions-present tense questions

You’ll work on these areas of language. Sentence grammar-questions with ‘how’

Discourse-constructing a list

Functions-making requests




















Speaking-ask for help in class

You’ll focus on these skills today. Listening-understanding larger numbers

when said at a natural speed

Reading-checking ideas in a text

Writing-a list of rules for your class





After completing this lesson, you should be able to:

Objectives
















Write rules for use in your class.






Use the models ‘should’ and ‘shouldn’t’ to explain

rules.







Understand an email about rules.

TASK Classroom rules Work in small groups.



Decide if the items in the list are a

good thing √ or not a good thing X

to help you learn.


Eat or drink in class.
That’s not a good thing. That’s not a good thing.
You are going to make a classroom rules poster.

I agree, students
shouldn’t eat or

drink in class.


Be on time…mmm…

Ask your teacher about these items if you are unsure.
Add more rules if you think they are
Eat or drink in class Example good ideas.

Throw things in class Compare your ideas as a class.
Use a mobile phone What does
Use English when you can ‘throw’ mean? Make a poster like this.

Chew gum You should Sign and display
Be on time Arrive on time your poster.

Respect your teacher Respect the teacher…
Respect your classmates …
Put your hand up to ask a question You shouldn’t

Speak across the classroom Throw things across the class.
Bring the things you need to class Eat or drink in lessons


Task follow-on Reading



Read this email from a school director to

the parent of a student in an English class.


Dear Mrs Wootton,

I hope you are well. I am writing to you to give you some
information about your son Pedro. Pedro is in an English Work with a partner.

class at our school and his teacher is Susan Docherty. Decide if these sentences are true,
Susan asked me to send a mail to all of the parents in her false, or say you don’t know.
class. She wants parents to know she has agreed some

rules with her class. The class agree to follow these rules. Roberta Mullen is a parent.
Pedro Wootton isn’t a student at the school.

The students will go to the bathroom before class, bring Pedro breaks a lot of class rules.
folders, books, notebooks and stationery to every lesson, The director is unhappy.
ask questions in English if they need help, and use English The students in the English class agree to do

when they can at all times in lessons. the things in the email.
The students don’t agree to arrive late and eat

They will not arrive late, eat snacks or drink in lesson time, breakfast in class.
throw things across the class, use hand held devices The students can use tablets and mobile
unless for learning purposes, or make a lot of noise. phones for educational reasons.

Students agree to be silent at all times.
Thank you for your attention. The school gives stationery to all students.

Change the false sentences to
If you have any questions, please mail me.
make them true.

Roberta Mullen (Director) Which rules do you agree with?

A2-B1 Unit One Lesson 3B







Today you…




looked at some rules and made a list of rules for your English class.



you read an email and decided whether some ideas were true or not.



























HOMEWORK IDEAS



Read the rules you agreed and make sure you understand them.


Write a set of house rules. Share them with the class in your next lesson.

A1-A2


Unit One

Lesson 4A






Things in the







classroom

Overview A1-A2



In this lesson you will learn the names of Pronunciation-word stress in compound

some things in your classroom and write a nouns

profile of your teacher. Lexis-personal information

Constructions-SVO statements

You’ll work on these areas of language. Sentence grammar- wh- questions

(present tense markings)

Discourse-linking words -and, but, also

Functions-find out personal details














Speaking-ask and answer questions

You’ll focus on these skills today. Listening-listen for specific details

Reading-use notes as an aid to speaking

Writing-taking useful notes








After completing this lesson, you should be able to:

Objectives
















Spell various classroom objects.








Give simple classroom instructions.







Write a profile of your teacher.

Language review



Some students were making a poster
with useful language for display in their


classroom.
Unfortunately, the two halves of the


items for the poster got mixed up.
Work with a partner.
Divide the class into larger groups.


Put them back in the right order.
Choose a leader for each group.
How do you say Japanese, please?

How do you write that on the board?
How do you pronounce I’m late? The other students in the group make

Could you understand. bingo grids. Use numbers between 80
Can I have ‘bom dia’ in English? and 100.
I’m sorry you spell that?

Ask and answer it. Example
Can you write the questions?

Don’t speak a pen, please?
Sorry, I don’t repeat that, please?


Write 5 words that you think your

classmates will not know. Leaders call the numbers at random.

Say the words. Mark the numbers on your grid you

Ask questions about the words you hear. hear.

Before you start Things in the classroom Check your spelling.



Work with a partner. Practice saying the

Write the names of these things. 1. a rubber items.

2. a desk

3. a waste bin Look around the
4. a pen classroom and add
5. a chair

6. a handout more words to your
7. a notebook lists.

8. a mobile phone Compare your words
9. a whiteboard with your partner.
10. a pencil case


Match each instruction to one of the

Sorry... How do you objects 1-10.
spell ‘whiteboard’?
a. Sit down, please. A rubber goes with
b. Use coloured pencils. rub it out…that’s an

Listen to your teacher say the names of c. Write this down. easy one… I think!

the objects. d. Rub it out. Yes, I’m sure
e. Please dispose of that. it’s right…a

f. Write it on the board. desk…mmm?
Interrupt if you re not sure of how to g. Put it in your bag.

spell the names of the objects. h. Read this, please. Check as a class.
i. Make a note.
j. Sit in groups, please.

Language in context More things in the classroom!


What’s probably the most
What can you remember?
important thing in your classroom?
Work in the same groups.

Write notes.



Joanna Jones Check your information.
reading-likes Ask more questions.

the sea-loves How do you spell ‘tennis’?

Is that double ‘n’?
Work in groups.
Write a profile of your teacher.
Write questions to find out this information.
Use this example to help you.

first names Example
surname My teacher’s name is Joanna Susan Jones.
She’s from Nottingham in England but she lives
from What do you like?
age The sea… I really in Busan in Korea. She likes reading in her free
nationality love the sea. time and she loves the sea. She also loves
classical music. Her favourite colour’s blue, the
favourite colour
colour of the sea. She plays tennis at the
brothers or sisters weekend and doesn’t like rain. She’s got one

lives What else do you
plays like doing? sister-Emma back in England. She wants to
learn to play the violin well.
likes In my free time…
doesn’t like when I have any… Show your teacher your profiles.
wants
I like reading a lot.

Interview your teacher.

A2-B1 Unit One Lesson 4A







Today you…





checked how to say and to spell the names of objects in your classroom. You
also checked your understanding of some classroom instructions.



constructed some questions and used these to find out personal information.


You wrote a profile of your teacher.























HOMEWORK IDEAS




Learn the names and spellings of the objects in your classroom. Your teacher
will give you a test in the next lesson.

A1-A2


Unit One

Lesson 4B






Making







mistakes

Overview A1-A2



In this lesson you will write a profile of a Pronunciation-word stress in compound

classmate and explore types of errors nouns

students often make. Lexis-personal information

Constructions-SVO statements

You’ll work on these areas of language. Sentence grammar- wh- questions

(present tense markings)

Discourse-linking words -and, but, also

Functions-find out personal details














Speaking-ask and answer questions

You’ll focus on these skills today. Listening-listen for specific details

Reading-use notes as an aid to speaking

Writing-taking useful notes








After completing this lesson, you should be able to:

Objectives














Ask for personal information and make notes

of the answers people give you.







Write a personal profile using your notes.





Identify types of errors you can make in your

writing.





Understand the symbols in a correction code your

teacher will use for your written work.


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