Start the lesson with basic introductions. "Hello, my name is Leigh Davidson. L-E-I-G-H D-A-V-I-D-S-O-N [write on the WB]. What's your name?" Write on the WB FIRST NAME and LAST NAME. Go through the WC and ask for each Ss' name, using the dialogue ("Hi/Hello, my name is [or, I'm] Leigh Davidson. What's your name? Nice to meet you."). Write on the WB the dialogue: A: Hello, my name is Sara. What's your name? B: Hi, my name is Irena. A: Nice to meet you. B: Nice to meet you too. Project HO 1 on the WB (Welcome Unit). Instruct the Ss to listen. Read the HO once. Instruct the Ss to listen. Read the HO a second time and have the Ss listen and repeat. Instruct the Ss to stand up and introduce themselves to each other. Use the WB as a guide.

First try to elicit the alphabet from the WC. Start with the letter 'A.' "What's this?" Try to go through the entire alphabet, based on WC responses. Project on the WB the alphabet. Instruct the Ss to listen and repeat. Go through the entire alphabet. Distribute the HO (blank alphabet grid) and have the Ss, individually, complete the HO. Model the first exercise if needed. Bring the WC together for feedback. Distribute the alphabet cards and instruct the Ss to listen and hold up the correct card. Model an example. Distribute the HO on letter pronunciation. Instruct the Ss to listen and circle the letter they hear. Read the numbers for each section (e.g: 1-M). Circle while you say the letter for each line. Have the Ss check answers with their partner and then project the answer key on the WB. Distribute the HO on spelling names. Instruct the Ss, in pairs, to complete the HO. Student A will spell names 8-15 and Student B will spell names 1-7. Project the answer key on the WB. Have the Ss practice spelling their names. Project the alphabet on the WB. Model your name as an example. Then go through the classroom and have some students spell their names. Use the WB as a guide ('What's your name? My name is...").

Write on the WB the number '2' and ask the WC "What's this?" Try to elicit numbers from the WC (1-10). Distribute the number cards 1-10 (with spelling) and have the Ss put them in order. Return to the WB numbers and elicit from the WC how to spell each number. Ss can use their cards as a guide. Write '0' on the WB and instruct the Ss to listen and repeat the pronunciation. Then write on the WB ZERO. Distribute the first part of the HO on spelling numbers and instruct the Ss to complete the exercise individually. Model if there is confusion. Have the Ss check their answers with their partner and then project the answer key on the WB. Try to elicit the numbers from the WC (11-20). Distribute the number cards 11-20 (with spelling) and have the Ss put them in order. Return to the WB numbers and elicit from the WC how to spell each number. Ss can use their cards as a guide. Distribute the second part of the HO on spelling numbers and instruct the Ss to complete the exercise individually. Model if there is confusion. Have the Ss check their answers with their partner and then project the answer key on the WB.

Hold up cellphone and try to elicit from the WC 'phone.' "What's this?" Write on the WB MY PHONE NUMBER IS... and say it to the WC. Write your phone number on the WB (240-452-5742). Try to elicit from one of the Ss their phone number. Write on the WB WHAT'S YOUR PHONE NUMBER? Distribute the Listening HO and instruct the Ss to put the dialogue in order. Have the Ss check their answers with their partner and then project the answer key on the WB. Instruct the Ss to listen to the audio file for [WHAT'S HER NAME?; WHAT'S HER PHONE NUMBER?]. Play the audio file twice. Allow the Ss to compare answers with their partner and then provide the answer key to the WC. Instruct the WC to collect the phone numbers (and names) from their fellow Ss. Distribute the phone number HO and model at least one example. Make sure that the Ss know they should listen and write their fellow peers names. Make it clear that the Ss should 'spell' their name for each other. Bring the WC together for some examples (write on the WB).

Play the 'catch the ball' game. Start with the alphabet. Then numbers. Then introductions (e.g.: "Hi, my name is... What's your name?"). If Ss abilities allow, you can build to the 'invisible ball/memory game' (e.g.: "My name is Leigh. His/Her name is..." and throw the ball to that person). Include phone numbers if Ss are able to complete this activity.

Show Ss the 'Alphabet Chart' HO and instruct them to complete it with as many words as they know that start with each letter in the alphabet. Model the two provided examples. Distribute the HO and have the Ss first complete the activity individually. Then, show their partner. Instruct the Ss to ask "WHAT'S THIS?" if they don't know one of the words on their partner's HO. Then have the Ss walk around the classroom and share with each other. Again, Ss should ask "What's this?" for words they don't understand. Then have the WC share with the T and complete the project HO on the WB.

Play bingo with the WC. Depending on the ability of the Ss, this can includes: numbers, the alphabet, Ss names, or countries (IF TIME tasks are completed).