Unit 1: Hello!

Grammar: am/are/is,my/your ; This is…

Vocabulary: How are you? What's this in English?
Numbers 1-10 and plurals
Skills work: Speaking
Everyday English: Good Morning!
Lesson 1
 Play audio 1.1

Starter Go around the class and

get everyone to say “Hello,
I’m ______”
01 Introducing yourself

1. Explain and go through pg 12, then hand out the photocopy and play audios
2. Complete exercise 1.4 pg 13
What’s your name?

1. Hand out copy and ask students to read and listen to ex1 (1.2) p6
1. Play recording pausing at each line and getting everyone to repeat together
2. Write contractions on board asking them to write it in their notebooks
3. Ask students to circle contractions on page
4. Play recording once more
5. Ask students to point to who is who
6. Read the conversation with a student and ask another pair to do the same
7. Model the ex 2 with one student then get random pair to model as well
8. Ask students to model in closed pairs and write down ex 2 in notebooks.
Introductions
Note: Encourage
accurate
pronunciation of the
short sound /I/ and of
the linking in
1. Hand out copy and ask students to read and listen to ex 2
(1.3) pg 7 “This is Ben”
2. Play recording, pausing at the end of each line to repeat
as a class.
3. Read the conversation with two students. Get a random
pair to do the same.
4. Ask students to point to who is who
5. Do ex 2 with two confident students, then get students
to work in pairs to say it to each other out loud to class
6. Ask students to write down in their notebooks ex 2
Nice to meet you Note: Encourage
accurate stress in
the key expressions:
Nice to meet you
And you
1. Explain that this section is about formal introductions
2. Write down first name, surname on board. Refer to contractions.
I’m Rym, Rym is my first name, My surname is Messaoudi, I’m Rym Messaoudi.
3. Ask a student who’s surname you know to do the same with his name.
4. Ask students to write down theirs in their books
5. Read and listen to ex 3 (1.4)
6. Play recording, pausing at each line and repeating as a class.
7. Ask students to point to who is who.
8. Read conversation with one student then ask students to read out loud
9. Model question 4 with student and get random pair to model it.
10. Ask students to write it down and model in closed pairs
11. Play the memory game ex 5 pg 7
Grammar
reference Draw table 1.1 pg 123 on board and
get students to copy it down as a
summary of what they just learnt
Homework WB - Complete question 1, 2 pg 4
 Write 3 statements about yourself on the board, two of
which should be lies and one which should be true.

Allow your students to ask you questions about each

statement and then guess which one is the truth. You might
want to practice your poker face before starting this game!

Ending game
If they guess correctly then they win.

Extension: Give students time to write their own two

truths and one lie.

Pair them up and have them play again, this time with their
Two truths and a lie list, with their new partner. If you want to really extend the
game and give students even more time to practice their
speaking/listening skills, rotate partners every five
minutes.

Bring the whole class back together and have students

announce one new thing they learned about another
student as a recap.
Lesson 2
How are you?

1. Hand out copy and ask students to read and listen to ex 1 (1.5)
2. Play recording again and pause at the end of each line to repeat as a class
3. Read the conversation 1 with student and do the same for 2 with a different
student
4. Explain how Fine, thanks and Very well, thank you are both good answers to
How are you?
5. Ask pair of students to read convo 1 then do the same for another pair convo 2
6. Do ex 2 with 4 diff students asking them to choose a diff answer each time
7. Ask students to get in pairs and write down their answers
Grammar
reference 1.2 and 1.3 pg 123 (don't write
down)
How are you? continued…

1. Give students 1 minute to read the gapped conversations in ex 4

2. Do the first conversation on the board with students, right or wrong.
3. Give them time to complete the convos in pairs.
4. Play the audio (1.6) and pause accordingly allowing students to correct their work
then go over it as a class.
5. Get students to practice the conversations in open then closed pairs and if necessary,
model the conversation again. Discourage them from reading the convo word for
word.
6. If you think more practice is needed, get them to say the convo with their own names.
 Note: Encourage a wide voice range in

Everyday English expressions like What a lovely day! and

See you later!

If necessary, play recording again to

point out correct intonation and stress
1. Hand out photocopy of lesson.
2. Write down and explain ex 1,1 on board
3. Get two students to read out ex 1 as an example
4. Explain to students using clocks and mimes and fill out the rest of ex 1 in pairs
5. Play the recording and pause at each convo to get students to check their answers.
6. Get them to practice the conversation in open then closed pairs.
7. Write down ex 2, 1 on board and get student to put it in the correct order
8. Students get time to complete the rest on their own
9. Then check with pairs
10. Play the recording pausing each time to allow students to check their answers.
11. Get students to practice the conversations in open and closed pairs.
Spelling test in preparation for next lesson

Book, camera, car, photograph, computer, bag, burger, television, phone, sandwich,
bus, house, one, two, three, four, five, six, seven, eight, nine, ten
Homework WB - Complete question 3,4,5 pg 5
 Students take turns to say words.
Ending game The first word begins with A and the
next word begins with the last letter
Word chain of the word of the previous player
Lesson 3
 Play audio 1.2 (DK/BPB) and ask
students to check answers

Play audio 1.1 (DK/BPB) and ask

Starter students to check answers

Play audio 1.3, 1.4 (HP/WB) and ask

students to check answers

Check contraction hw answers

What’s this in English?

1. Ask students re-write vocab in notebook

1. Go over basic vocab and highlight stress
2. Play audio 1.9 to hear stress
3. Hand out pg 10 (HP/SB)
4. Explain contraction “It’s = It is” and ask “What’s this in English?”
5. Play audio 1.10
6. Hand out “At home” vocabulary page and ask students to do it in pairs
Numbers 1-10 and plurals

1. Write down the plurals with mistakes and ask for them to point out mistakes
(book, books, sandwiches, sandwiches, photographs, photographes)
2. Discuss plural nouns, how some add -s some add -es
3. Hand out pg 11 (HP/SB)
4. Go over ex 5 pg 11 (HP/SB)
5. Listen to audio 1.13 and repeat
Homework Fill in gaps pg 10-11 HP/SB

Complete pg 6-8 (HP/WB)