New lesson plan: People and places lesson 1

Donna Hassett

People and places lesson 1 - Elementary level

People and places lesson 1
Elementary level

Description

In this lesson, SS will be engaged in mostly S focused exercises to build every day basic vocabulary, using language to introduce themselves and where they are from, to use 'be' in positive forms to talk about where other people are from, when main aims are completed SS will use the vocabulary learned to talk about others in a pair work activity

Materials

W3oemg3lt6oye9ynmuzj slips for stage 3 activity

Slips for stage 3 speaking activity

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Images of famous people

Slips for stage 3 speaking activity

Images of famous people

Main Aims

The students will practice introducing themselves and others, with some introductory questions

Subsidiary Aims

Pronunciation- students will practice pronouncing names of countries

Procedure (37-43 minutes)

Stage 1 (lead in) (2-3 minutes) • To introduce the lesson and make the context easy for the students to understand

- Introduce yourself to the students, using language from page 8 ex 1. Repeat the conversation with 3 or 4 different students. Then drill the sentences once. - Get SS to work in pairs, they repeat this conversation. Then they have to find a new partner, and repeat.

Stage 2 ( speaking and writing exercise) (10-10 minutes) • For the students to understand the vocabulary and use it more fluently using the book as a basis

- Give SS a copy of the book, p 8. Show them ex. 2, where they have to fill in the blanks. Ask them to check in pairs. Then ask students for the correct answers. - Ask students to read out the dialogue in groups of three. - SS change roles, and read the dialogue using their own information. T will demo beforehand with another student.

Stage 3 (pronunciation and a brief role play) (15-15 minutes) • For SS to talk about another person and use correct pronunciation

- T will show SS the grammar box on p. 8 and ask students to complete. After they finish they check in pairs and go through answers. - Point at the countries on the map of the world from the pronunciation box on page 9. Have SS try and elicit the names. - Show students the countries in the pronunciation box and drill the countries adding the stress. ( add Turkey) - Give each student a slip of paper with the name of a country on it. Each student will read the paper but not tell anyone else in the room what it is. T will demo beforehand by also taking a piece of paper with a country written on it. T will give one S a paper and ask "where are you from?" S will say eg "Mexico", T then gestures for the S to ask the question and T answers with whatever is on her paper. T will inform SS that for the next few minutes they are all no longer Turkish but are whatever is written on their paper. - Have students mingle and ask "where are you from?" for a short time. When finished T will ask SS about eachother according to their "new identity" T "Where is he/she from?" S: He's from China.

Stage 4 (Pair work Q and A of famous people) (10-15 minutes) • To practice using the vocabulary and relevant language in a different and meaningful context

- Take pictures of famous people from around the world, and blu-tac them on the walls around the classroom. (do this whilst students are doing PW in stage 3) - Get SS into pairs and have them walk around the room together and talk using the language in 1(a) and (b) "What is his/her name?...Where is he/she from?" T will demo beforehand using the picture closest to them. - Extra time: Have SS do WB p. 5 ex 1. and check in pairs.