Hello+everybody!

Overview This lesson plan is designed around the theme Introductions and issues related to introductions. It mainly aims to get the students know each other and you getting to know them as they are a new group of students in the school.

Language aims- am/ is/ are, focus is on the positive and question words; Possessive adjectives My, your, his and her; Vocabulary names of countries, the alphabet, everyday objects in bilingual dictionaries. Students work out the rules for a/ an and the formation of regular plurals with -s. Everyday English Numbers 1-20 are revised and practiced, exchanging telephone numbers and work on saying hello and goodbye. Notes on the Unit Starter (SB p6)

1 Introductions ( SB p 6) am/ is/ are/ my/ your You should first demonstrate the activity by setting an example; Hello, my name is Ana. What's your name? Milka. Where are you from Milka? I am from Berlin. Where are you from? I am from Berlin, too.
 * Step 1**

This is a mingle activity. Demonstrate the dialogue first in open pairs, and then get students to move around class and talk to as many people as possible. Don't let this activity go for a long time. If class is big it will be impossible too talk to everyone.

Countries, his/ her A world map is useful fro presenting country's names
 * Step 2**

Focus attention on the table with the names of the countries. Read the list of countries as a class, ask the students to listen and repeat. Practice the countries as a class than in pairs Focus student attention on example. Ask about countries and languages. What's her/ his name? Where's s/he from?

Drill the questions and correct any mistakes with he/ she and his/ her. Students complete the table with am is are.

Practice SB p9 Talking about you Make role cards giving students a new country of origin, or the identity of a famous person whose country of origin the class would know, This practices the vocabulary, too. Ask students to introduce their partner to the rest of the class. Check for the correct use of his and her and for the correct stress on the names of the countries. Students tick the sentences they hear.
 * Step 3**

Check it Students work in pairs to put am/ is /are/ his/her or your into the gaps Answers Where are you from? I am from Italy. What's your name? My name is Danielle. Ana and Milka are from Berlin. This is my teacher. His name's Richard. Where is he from? This is my sister. Her name is Miho.
 * Step 4**

Reading and writing The aim of this section is to allow students to see how much vocabulary they know through a short writing task. T 1.6 Focus attention on the photo. Ask students to complete the text about Tiago. Make sure they understand International Language. Students practice the text in closed pairs. Answers Tiago. My name is Tiago Costa and I am a student. I am 18. I'm not married. I have one sister and two brothers. I live in a house in Fortaleza, Brazil. I want to learn English because it's an interesting language.
 * Step 5**

Ask students to write about themselves, following the models in exercises 5 and 6. Students read their writing to class. Don't worry if there are a lot of pronunciation mistakes, the aim is to let the students show what they can do.

Everyday objects 1 Whatever your students' knowledge of the alphabet at this stage is, remember they will all need regular practice in the alphabet and spelling. This can be integrated into any lesson when teaching new vocabulary, and by the use of spelling cards and games. Create sets for free on [|quizlet.com] Practice the alphabet letters. Drill the letters which students find difficult. 2 Students match the pictures and the words, first match the words that they recognize. Than they can use Google translate or images, alternatively use bilingual dictionaries. 3 Work as a class for the students to practice pronunciation and spelling of new vocabulary. Answers an apple, a stamp, a dictionary, a mobile, a key, a newspaper, a magazine, a watch, a bag, a ticket, a postcard, an orange, a camera 4 Demonstrate the activity by saying the letter of some of the photographs and asking a student what the object is and how you spell it. 5 Ask students to look at the words to work out the rule. Answers: a or an //a// goes with a word starting with a consonant, an goes before a vowel. point out that when we pronounce u /ju:/ we use a e.g. a university when h is silent, we use an, e.g. an hour 6 Ask students to look at the words and work out the rules for plural formation. Answers Most nouns add -s. Nouns ending in a consonant +y take away the -y and add -ies.
 * Step 6**

Everyday English Hello and Goodbye Focus students attention to numbers from 1- 20. Ask students to read and listen to the telephone numbers. Focus attention on the use of Oh for 0, rather than zero and the use of double for repeated numbers. Make sure that students realize that phone numbers are read individually. Students listen to sentences each with a number. Ask students to write down the numbers they hear. You can consolidate the language of Hello and Goodbye if you photocopy enough pages for students to work in pairs and cut up the lines of conversation. hand out a set to each student and ask them to order the lines to make two conversations. Ask where the people are (1 on the phone; 2 in the street). Then get students to practice in pairs, using their own names and phone numbers.
 * Step 7 **

Introductions Asking questions Writing an e-mail