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unit1

The document outlines a lesson plan focused on introducing oneself and making small talk in English. It includes activities for listening, speaking, and role-playing to help students practice formal and informal greetings, as well as exchanging personal information. The plan emphasizes the importance of body language and intonation in effective communication.

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Moataz Belkhair
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
5 views

unit1

The document outlines a lesson plan focused on introducing oneself and making small talk in English. It includes activities for listening, speaking, and role-playing to help students practice formal and informal greetings, as well as exchanging personal information. The plan emphasizes the importance of body language and intonation in effective communication.

Uploaded by

Moataz Belkhair
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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I'm

My name is
My name's

b a
conversation b is more formal

✔
✔
✔
✔
a nurse. Rome.
Canada. a sales manager. Vancouver.
Japan. a science teacher. Tokyo.

✔
✔
✔
bad ✔
things ✔
fine
How
well
C

1
3
2
b I'm looking forward to the weekend.
c Excuse me. Is anyone sitting here?
d Lovely weather today, isn't it?
✔
✔

do
married
children
job
weekend

b I'm a teacher.
c No.
d No.
e Yes, I do.
f No, not really.

b I'm a teacher. What about you?


c No. How about you?
d No. How about you?
e Yes, I do. What about you?
f No, not really. What about you?
See
Good

Bye

b Oh, really? Where are you going?


c That's good. What job is it?
d That's interesting. What sports do you like?
e Oh, really? Who's playing?
f How amazing! Does he like it?
Real Listening and Speaking 1 by Miles Craven Teacher’s notes

Unit1 Where are you from?


Get ready to listen and speak 2 Before students begin, tell them to look at the pictures and
Get students to discuss the question in pairs. Tell students to describe each person with a partner. Encourage them to talk
check the meaning of each adjective using their dictionaries. about each person’s appearance, and try to guess a little about
Then read aloud each adjective and ask students to repeat. Tell their personality too, e.g. are they friendly, shy, etc. In their
the class which adjectives you think apply to you and explain pairs get students to role play a conversation for each situation.
why. Then tell students to tick (✓) the adjectives that they think You may wish to have volunteers role play their conversation
describe themselves, and tell their partner. to the class.

A Listening – Introducing yourself D Listening – Making small talk


Before students begin, write the following situations on the board: 1 Play the recording and ask students to complete the exercise.
at a party, with colleagues at work, with friends, with family, with After checking answers, play the recording again and point out
your boss, with relatives. Point to each situation and ask students the main stress and intonation. Then ask students to practise
to call out if they think formal or informal greetings are appropriate. the conversation in pairs.

1–4 Play the recording and ask students to complete the 2–4 Play the recording again and ask students to complete the
exercises. Feedback as a class. Put students into small exercises.
groups and get them to role play introductions based on the 5 Play the recording and ask students to answer the question,
recordings. They can use their own names or invent characters. adding What about you? or How about you? after their
Remind students the normal response for Nice to meet you, answer. After checking answers, tell students to practise in
Pleased to meet you and Good to meet you is to repeat the pairs. Explain they should take turns making statements and
same, and add too, for example, Nice to meet you too. responding, using What about you? or How about you?

Did you know…? Learning tip


Read aloud the text and demonstrate each greeting. Ask students Ask for a volunteer to come to the front of the class. Demonstrate
how people normally greet each other in their country. the difference between good body language when talking to
someone, and poor body language.
B Listening – Exchanging personal
information E Speaking – Reacting to what you hear
Play the recording and ask students to complete the chart. After 1 Tell students that if they try to show interest when they talk to
checking answers, put students into pairs and tell them to ask someone in English, it will help the conversation flow more
and answer questions about each person. For example, Where is freely. Add that they should not be shy to give their own
Shizuka from? Where does Daniela live? opinion on a topic, as this will be of interest to the speaker.
Also mention that a good technique to keep the conversation
Focus on… saying hello going when talking in English is to ask questions. Get students
to do the exercise.
Ask students to complete the exercises. After checking answers, ask
students to practise the conversations in pairs. Tell them to swap 2 Play the recording and ask students to respond to each
roles when they finish, so they practise each conversation twice. statement with an expression from Exercise 1. Ask students if
they can think of a question to ask too. After checking answers,
Sound smart – Intonation to show interest tell students to practise in pairs. Explain they should take turns
making statements and responding, using one of the expressions
1 Write the example sentence on the board and mark the provided. Encourage them to ask a follow-up question for more
intonation with a rising and falling arrow. Play the recording information.
several times, asking students to repeat each time.
2 Play the recording and ask students to complete the exercise. Focus on… saying goodbye
After checking answers, emphasize that the more we make our Ask students to complete the exercises. After checking answers,
voice go up and down, the more emotion we display, such as ask students to practise the conversations in pairs.
interest, surprise, etc. The less we vary our voice, i.e. the more
monotone we sound, then the less interested we sound.
Class bonus – class role play
3 Play the recording again and ask students to repeat the
If students are shy at first, encourage them by taking part in the
sentences. Next get students to practise in pairs. Ask them
activity yourself. Introduce yourself to several students, making
to take turns saying a sentence while their partner guesses if
sure your voice is animated and your body language appropriate.
they are trying to sound interested.
Make sure students maintain conversations by sounding
interested and asking questions.
C Speaking – Taking the initiative
1 Ask students to complete the exercise.
PHOTOCOPIABLE © Cambridge University Press 2008

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