Introducing yourself (A1) 80′

This lesson was planned for a Basic 1 group of students. They are having their second lesson and they are learning how to introduce themselves. I must say I was impressed and thrilled with their performance. Well done! You are great students! 

Material used:

PPT file: Introducing yourself

Video: https://www.youtube.com/watch?v=4oceDC_w6uY 

[Slide 1]

  1. Introducing the topic of the lesson 
  • Interaction: T-SS
  • Timing: 2′
  • Monitoring:  Check whether students understands what is “introducing”. If they don’t know, mime and model with one of the students in the class. 
  • Feedback: only if needed.
  • Steps: Teacher shows “Introducing yourself” and mimes or models if need be. 

 

[Slide 2]

2. Lead-in

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 20′
  • Monitoring:  Teacher walks around the room, and helps as much as you can. Remember to use facial expressions, clear intonation and grade your language.
  • Feedback: board all the items ss are mentioning. If they speak Portuguese, you give the English word, drill and then board. 
  • Steps: Teacher asks students: “When you are introducing yourself you have to talk about your …” Name and age are going to be the first ones there, you can model again and board the sentences. And then ask “What else” making hand gestures. Board everything and then show them the next steps. remember to model everything with sentences and board all of them. 
  • After you boarded all the sentences you can elicit from students how to ask the questions. (I usually write the auxiliary in a different colour).

[Slide 3]

3. Setting the scene (1) – (video work – from 0.11′ on)

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 10′
  • Monitoring:  Teacher is next to the board and tries to help students while the video is on. Teacher pauses after each example and works on language. 
  • Feedback: board the rest of the chunks (on slide 3).
  • Steps: Teacher tells students “You are going to watch a video with people introducing themselves. Pay attention to the language” (make facial expressions and gestures to better help students). 
  • The teacher also works on the questions for each sentence. The teacher helps students to get to the answers (questions).

The chunks are:

Hi …Hello … How are you?

I’m (really) into … ing

I work as  …

            for …

I live in …

I am … years old

My hobby is… ing

In my free time I …

[Slide 4]

4. Progression check. 

  • Interaction: T-SS 
  • Timing: 2′
  • Monitoring:  Teacher checks if ss understand everything. 
  • Feedback: board if need be. 
  • Steps: Teacher shows the ss the steps of the lesson that were already taken. We didn’t talk about “live” yet. 

[Slides 5 & 6]

5. Setting the scene (2) + Pronunciation work

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 15′
  • Monitoring:  Teacher walks around the room and helps students with the names of the countries in English. 
  • Feedback: board the countries and start working on pronunciation and intonation. 
  • Steps: Teacher asks students to write down the names of the countries they know in English. It could be a competition. The pair or group that has more in 2′ is the winner. Check and board the countries’ names and work on pronunciation and intonation. After that work on the sentences, I am and I am from – countries and nationalities. 

[Slide 7]

6. Progression check. 

  • Interaction: T-SS 
  • Timing: 2′
  • Monitoring:  Teacher checks if ss understand everything. 
  • Feedback: board if need be. 
  • Steps:  Now we have talked about “live”

[Slide 8]

7. Controlled practice

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 20′
  • Monitoring:  Teacher walks around the room and helps as much as you can. 
  • Feedback: board the new words that come up and remember to work on pronunciation. 
  • Steps: Teacher works on pronunciation and linking sounds.  Teacher models parts of the conversation with 3 or 4 different students. Students complete the conversation first. Then take turns with at least 4 different pairs. Make sure they all are A and B.

[Slide 9]

8. revisiting the topic of the lesson

  • Interaction: T-SS
  • Timing: 5′
  • Monitoring:  –
  • Feedback: –
  • Steps: Go back to the topic of the lesson / Go back to slides 3, 6 and 8 and revisit vocabulary. 
  • Before students go home, remodel parts of the conversation with 4 (other) different students. 
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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