Book : Spotlight (1) Teacher : Mr.

Baali Rachid
Lesson:3 Hello !Nice to meet you ? Timing : 1 hour
Objectives : By the end of the lesson students will be able to ;
• use question words and the verb ‘be’ (what) In order to ask and answer about personal information (why) by doing
a role play,or a T.V interview (how)

Timing Procedure / Activities Dynamic T-S,S,S-S Materials

5 Mns Warm up : T_S board

• Warm the class up by reviewing the Greetings Chant from SS_SS
the Welcome Unit.
10 Mns T_S
Presentation :
• Point out the map. Say This is a map of the world. Point
Textbook
to Morocco on the map.
• Point to the list of countries below the map. Say These
Audio
are other countries.Repeat after me. Read the country
Ss
names and elicit repetition.Next, say Look at the numbers
on the map. Write the number next to each country name.
• Tell the students they will listen to check their answers.
10 Mns Practice :
• Point out the Global Friends Board.Use gestures to
indicate texting
• Point out the flags in the student book and say Listen Textbook
again. Circle the flags of the countries you hear. T_S
Play the audio. Then have students check their answers
with a partner. Gesture pair work and say Check your S_S
answers with a partner. Then review the answers together.
Say Which countries did you hear?
10 Mns D. Read to Find Key Information :
• Point out the chart and say Read quickly. Write the age
and country for each person. Do the first one together. Say T_S
How old is Billy? Elicit the answer. Write 15 on the board S_S Textbook
and repeat it aloud. Board
Ask Where is Billy from? Write United States on the board
and repeat it aloud.
• Have students continue filling in the chart individually. S_S
Review the answers by writing Joyce, Abdullah, Noura on
the board and having students write their ages and
countries. Correct any errors.
E. Read to Find the Expressions :
T_S Textbook
• Write the interjections on the board: Oh Wow! Cool!
S_S Board
Lovely! Great! Say them aloud with enthusiasm
to show meaning. Show a contrast and say the words in a
sad tone. Then, say We don’t say these
words like this. Then, say them with enthusiasm and say
T_S
We say them like this.
S_S Textbook
• Use gestures to indicate your meaning and say We say
these words when we talk to people.They show we are
happy and interested.
• Have students repeat the words with enthusiasm for
pronunciation practice.
• Give students time to scan for the words. Then have
them check with a partner.
 S
F. Grammar in Context : S_S
10 Mns • Write the questions and answers from the box on the
board. (What’s your name? I am Noura. Etc.)
• Underline name, where and old in the questions to
indicate the meaning of the question, qnd underline Noura, T_S Board
Morocco and 15 to indicate the answers. S_S Textbook
• Present contractions. Write the following sentences on
the board: What is your name / What’s your name. Ask
What’s the difference? (What is and What’s) Have a
student come to the board and underline the words and
contraction. Use gestures and your hands to explain
contractions. Say This is a contraction. We put two words Board
together. It’s a short way to say it. Textbook
• Ask Do you see other contractions in the box? (I am/I’m
name is / name’s) Write the following on the board and T_S
have a few students come to the board and write the S_S
contraction.
• What is = ……………………………….
• I am = ……………………………….
• name is = ……………………………….
• Close the activity by having the students repeat the
questions and answers again.
G. Unscramble the Questions and Answers : Board
H. Fill in the Blanks : T_S Textbook
• Point out the photo. Ask Who is this? (Yassine Bono) S_S
Yassine plays soccer.
• Point to the conversations and say Write the missing
words in the conversation. Monitor students’ work. Answer
any questions.
Production :
10 Mns
I. Role Play: TV Interview
• Point out the conversation about Yassine Bono. Say
T_S
Yassine Bono is famous. Who is another famous person?
S_S Textbook
Brainstorm together and write a list of people on the board.
• Ask students to choose one person they like. Tell the
students to fill in the box with the person’s name, age (or
approximate age), and country.
• Pair students. Tell students one is a TV reporter. Point out
the picture to help students understand that they should act
out an interview. Point out the Show Interest box. Remind
them to use these words in their conversations.
• Walk around to monitor pairwork conversations. Remind
students to change roles.
•If needed, quickly lead a choral repetition of any
particularly troublesome sounds.
• Close the activity by asking a two to three pairs to stand
up and say their conversation in front of the class.
Copying :
*The examples and the table.

5 Mns S Board