BRIGHT IDEAS Unit 1 Introduction and Greetings

Goals for this Unit:

1. Students become familiar with what is special about a Bright Ideas classroom. 2. Students will learn: the names of other students and the teacher; to greet each other; to ask and answer simple questions; to introduce themselves to others outside of class.

Materials Needed for this Unit

ctivit! 1 " #otebook for each student ctivit! 2 " #ame tags for teacher and each student ctivit! $ " %lashcards &blank ' ( ) inch inde( cards* for each student. ctivit! ) + Ball, balloon, or stuffed to!. ctivit! - " .op! of /ictation sheet for each student. ctivit! 11 " .andles, birthda! card, overhead and paper copies of birthda! song.

Technolog !"tions: Using the digital ca#era$

Acti%it 1 & Ta'e a "icture of each student and create a "oster that sa s (M na#e is )))))* or ha%e students #a'e indi%idual "icture ID cards +ith their "icture, first and last na#e$ Acti%it -, ., / & Ta'e a "icture of t+o students de#onstrating these dialogues$ Ma'e a docu#ent on the co#"uter +ith the "icture at the to" of the "age and the +ritten dialogue underneath it$ Distri0ute co"ies to students$ The can "ractice in "airs in class or refresh their #e#or at ho#e$ Acti%it 11 & Ta'e a "icture of each student on their 0irthda as a #e#ento that can 0e added to their 0irthda card$

Acti%it 1 & Introduction to the Bright Ideas 1lass

0elcome the students. Introduce !ourself. /istribute a notebook to each student . 1(plain what is special about the class: 2his ma! need to be done with an interpreter to be sure students understand. 3ere is what is special: 1. 2here is no te(tbook for the class. 2he students will learn practical 1nglish that can be used in their own dail! lives. It is about listening and speaking, not about reading and writing. 2. 1ach student is e(pected to speak 1nglish in ever! class. 2he class will often work in pairs or small groups to give students more opportunities to talk in 1nglish. Sa!, 4It is oka! to make mistakes. 1ver!one makes mistakes. 2hat is how we learn.5 1(plain the class rule: we will not laugh at each other6s mistakes.
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2ell students the! will use 1nglish during class, but can use their native language at the beginning or end of the class, during the break and to ask questions or get more information. If the! are not read! to talk or sa! something in 1nglish, the! can :ust listen for a while and participate silentl! b! nodding their heads or pointing.

'. 2he class will use a lot of pictures. 2he students will bring pictures, the teacher will bring pictures, and we will take pictures with the digital camera. $. 2he class will take at least one field trip a month to practice 1nglish outside the classroom. 2he field trip can be as simple as a walk around the neighborhood. ). 2he class will meet students from other Bright Ideas 1nglish classes.

Acti%it 2: Greetings and 3elco#e

1. sk students to tell !ou their names. 0hen the! do, sa! to them, ;welcome, &their name*; nice to meet !ou. <! name is ======; 9ut on !our own name tag and show students how it works. %rom the list of students in !our class, read each name and give each student the name tag !ou have prepared. >ou should familiari?e !ourself with the students6 names before class. If !ou have difficult! pronouncing the names, ask a bi+lingual interpreter to pronounce the names for !ou. /emonstrate several possible greetings as !ou address each student such as: 4hi, hello, nice to meet !ou, how are !ou@5 .ollect the name tags at the end of each class. 2. 3ave the students stand up, walk around and greet ever!bod! in the classroom + including the teacher. s !ou greet students, ask their name again and tell them !our name. '. t the beginning of the ne(t class, put the name tags on a table. sk the students to pick up their name tags, so the! learn to recogni?e their names in 1nglish. Ance students can find their own names, give each one the name tag of another student. 2ell them the! must find the right student to give the name tag. Bepeat this at the beginning of ever! class until the students learn each other6s names.

Acti%it -: 1reate a Greeting Dialogue

4Introducing dialogue5 1. /emonstrate a greeting dialogue with a higher+level student. 2he teacher begins the conversation. 3i &student6s name*, how are !ou@ I am fine. 3ow about !ou@ I am fine, thank !ou. It is nice to meet !ou.
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Be fle(ible with the dialogue. Bespond to the student6s ideas. /o not dictate what to sa!. 2his is a conversation, not a script. Bepeat the dialogue with the student a couple of times. 2. 3ave two other students stand and demonstrate the same dialogue for the class. '. 0rite the dialogue on the board for ever!one to see. 7se 4 5 for the first speaker and 4B5 for the second. " 3i &student6s name*, how are !ou@ B " I am fine. 3ow about !ou@ $. 3ave the class repeat the conversation together with !ou. 2he teacher sa!s , the class sa!s B. ). /ivide class in half: have the left side be the speaker and the right side be the B speaker. 2hen switch. Bepeat until !ou hear ever!one participating with some level of confidence. -. 3ave the class practice in pairs. 2hen have them find another partner and repeat. C. llow students to cop! the dialogue into their notebooks.

Acti%it 6 & 7lashcards

1. 3and out five flashcards to each student. Sa!, 42hese are flashcards. 2he! will help !ou learn new words.5 2. 1(plain how to use the flashcards: An the flashcards, students will write 1nglish words and phrases from each lesson that the! want to remember. /emonstrate how the! will write one word or phrase per card. An the opposite side should be a picture that represents the new 1nglish word or the translation in the student6s native language. 1ncourage them to use whichever method the! prefer. '. 0rite the greeting words on the board from toda! and have the students cop! them on their flash cards: 3ello #ice to <eet >ou 3ow re >ou %ine 2hank >ou If students are not able to do this much writing, :ust have them cop! hello and thank !ou.
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$. 3ave the class practice in pairs. Ane student should sa! the word in the native language &or show the picture* and the other student should sa! the 1nglish word. llow at least 1) minutes for this part of the activit!. <ake sure the pairs switch roles. ). 1ver! class, students will write new words on flashcards. -. 3ave each student write his name on a flash card. 3ave them put the name card on the top of their pile of flashcards. 9ass out rubber bands to keep each student6s pile of flash cards together. t the end of the class, collect the flash cards. .ontinue collecting them until the students are comfortable using them. 2hen !ou ma! allow the students to take them home " if the! promise to bring them back to the ne(t class.

Acti%it 8 & M na#e is

4Introducing the circle re%ie+5 1. 3ave the students stand in a circle. 2. 3old the ball or stuffed to! and sa! 4<! name is =================.4 2oss the ball to another student who will sa!, 4<! name is .5 '. 3ave that student toss the ball to another student. 1ncourage them to surprise other students, not toss to the person standing ne(t to them. $. Bepeat circle reviews as an activit! in future lessons, using vocabular! from the curriculum unit.

Acti%it 9 & Dictation

4Introducing dictation5 1. Ance students know each other6s names, !ou can introduce dictation as an activit!. 2. .reate a dictation sheet of !our students6 first names &similar to the sample dictation sheet at the end of the unit*. <ake a cop! for each student. '. 2he goal of this first dictation activit! is to practice name recognition. 2his first dictation can also be done in pairs. $. 8ive directions: tell the students !ou are going to read one name from each line and the! should circle the name the! hear. Show them an e(ample with the cop! on the overhead pro:ector. ). Bepeat each line the same wa!: 4#umber 1, BethD.Beth.5 etc. -. fter !ou are finished, put a blank dictation sheet on the overhead. Sa! the name for number 1. 3ave the students sa! 4>es5 or 4#o5 as !ou point to each name.
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.ircle the correct name in each line. Sa! each letter out loud as !ou write the name. 1ncourage the students to spell with !ou. 4 B " 1 " 2 " 3.5 C. /o dictation another da! with their last names and follow the same procedure.

Acti%it : & Ma'ing Introductions

1. 1(plain the meaning of 4Introduce5: I tell !ou m! name and !ou tell me !ours. Introduce !ourself sa!ing, ;<! name is =====; and ask another student, 40hat is !our name@5 0hen the student replies, shake her hand and sa!, ;#ice to meet !ou.; <odel the introduction a few times. 0rite the dialogue on the board using 4 5 for the first speaker and 4B5 for the second. : 3ello, <! name is B: <! name is : #ice to meet !ou. B: #ice to meet !ou. . 0hat is !our name@ .

2. /ivide the class into two groups. sk the first group to sa! ;<! name is &use a student6s name*. 0hat is !our name@5 2hen ask the second group to repeat, ;<! name is &use another student6s name*;. 2he first group sa!s ;#ice to meet !ou.; 2he second group repeats, 4#ice to meet !ou.5 '. #e(t, invite two students to stand in front of the class. 2urn to the first student and sa!, 43ello, &name of student*. I would like !ou to meet &name of second student*.5 2hen have them shake hands and sa!, 4#ice to meet !ou.5 $. 3ave two other students come up. sk if one of them would like to be the introducer. Bepeat with another set of two students. ). /ivide the class into groups of three. 3ave them practice introductions. Ance students can do this, encourage them to use other 1nglish words the! ma! know.

Acti%it . & Ho+ do ou s"ell our na#e;

1. 2. 2his activit! is intended to be a brief introduction to the alphabet. sk, 4.an an!one sa! the alphabet in 1nglish@5 If an! students can, ask them to sa! it out loud. 2hen write each letter on the board or point to it if !ou have a poster of the alphabet. /o not go too fast. s !ou write each letter, sa! it and have !our students repeat after !ou. sk !our students to cop! the letters into their notebooks. 2hen, ask if an!one knows the alphabet song. .hildren in merica learn the alphabet song to help them remember the alphabet. 2ell !our students !ou will sing the song and the! will listen. 2hen, ask !our students to sing the song with !ou. Sing it slowl! and point to each letter as !ou sa! it.
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Sa!, 4It is important to know letters so we can spell our names.5 8ive an e(ample using !our name: 4<! name is Eell!. It is spelled k+e+l+l+!.5 Sa! !our name, then spell each letter as !ou write it on the board. sk a student, 40hat is !our name@ 3ow do !ou spell it@5 sk several more students the same questions. If students are having too difficult a time with this step, do not go on to step ). /ivide the class into pairs. 2he students should ask each other 40hat is !our name@ 3ow do !ou spell it@5 and then write down what the! hear.

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Acti%it / & The Disa""earing House 4A s"elling ga#e5

1. 2his is a fun wa! to practice spelling names or an! other words !ou would like to review. /raw the scene of a house on the board. dd as man! details as possible. 2. .hoose a student6s name, but don6t tell an!bod! what it is. 0rite lines under the house for each letter of the person6s name. 2he e(ample below is for the name <ehmed.

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0rite all the letters of the alphabet on the board if an alphabet displa! is not available in the classroom. sk students to choose letters. %or ever! letter the! get wrong, !ou erase a part of the house such as the door or the window. 0rite the wrong letters on the board ne(t to the picture so ever!one can remember what letters the! have alread! chosen. 2he students have to guess the spelling of the name before the house is completel! erased. 2o give the students more chances to guess letters, !ou can start erasing the scener! first, such as the sun and the trees. 0hen the students choose a correct letter, put it on the line where it belongs. In the e(ample below, five wrong letters have been chosen, so five items
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have been erased from the picture.

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/ivide the class into two teams. 2he first team to guess the name wins the game. Bepeat the game another da! using another student6s name.

Acti%it 1< & Meeting others outside of class

1. 2ell the people in !our agenc! that !ou will be bringing the students around to meet people. Ar ask a staff person to come in :ust for introductions. sk the staff to limit their talk to what !ou have practiced in class. 2. >ou should demonstrate the introduction first b! introducing !ourself to the other staff member. '. 2hen encourage students to introduce themselves to the staff member. $. Bepeat this activit! after a few weeks to see if students are able to sa! a little more.

Acti%it 11 = 1ele0rating Birthda s

1. sk each student 40hen is !our birthda!@5 0rite down each response. If students don6t know their birthda!s, make a class list of birthda!s from registration information. >ou do not need to include the !ear " :ust the month and da!. If the students are from a culture that does not celebrate birthda!s, !ou do not need to do this activit!. 3owever, man! students will have !ounger famil! members who celebrate birthda!s and the! ma! wish to learn the 3app! Birthda! song.

2. Begin a tradition in !our class of celebrating birthda!s. '. <ake a birthda! greeting card on the computer that the whole class can sign. It is a good idea to paste it to a piece of construction paper to make it stronger.
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$. %or the first celebration, the teacher can bring in a small cake or something that can have a candle on it &make sure there is enough to share with ever!one*. sk if students would like to bring in the birthda! cake when it is their birthda!. ). 2each the 3app! Birthda! song. 3and out copies of the 3app! Birthda! song. 9ut a cop! on the overhead pro:ector. Sing it for the students first. /on6t assume that all !our students are familiar with the song. Sing the song ever! time !ou have a birthda!. Ha"" Birthda Song 3app! Birthda! to !ou 3app! Birthda! to !ou 3app! Birthda! &#ame of Student* 3app! Birthda! to !ou

Teacher Re#inder: Bemember to write down three to five new words from each

class on an overhead transparenc!. 0rite the date of the class at the top. Beview the list of words from the class at the beginning of the ne(t class. 1(ample: GH2HI2 3ello #ame Introduce

Assign#ent: As' students to 0ring a "icture of their fa#il or friends for the ne>t class$ E>a#"le of Student Na#e Dictation$ Directions: ?isten$ 1ircle the na#e I sa $

DI1TATI!N

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Na#e ))))))))))))))))))))))))))) Date)))))))))))))))))))))))))))))

1$ @ann 2$ Heng -$ Adila 6$ 1hou 8$ ?ee

TaiAin Binh Mula Soon Hali#a

Mar Duc Is#eta Ming A sha

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