Theme: Unit 1a hello! verb be: I and you, numbers 0-10, word stress Aims: Educational

Part of the lesson	Tasks
Time
1	Organizational moment	-to greet students. -to check up the register	5min
2	Repeating last lesson	-to give students some questions about last lesson; -to ask words from previous lesson.	10min
3	Explaining new theme	-to explain to students new vocabulary and theme	20 min
4	Consolidating new theme	-to consolidate new theme and new words of the theme	20 min
5	Marking	-to mark pupils	5min
6	Homework	-giving homework

Procedure of the lesson:

1. 
   Organizational moment: Motivation, greeting, checking attendance, season, weather, checking the preparation for the lesson.
   
2. 
   Asking homework:
   

• 
  Check for homework given on past lesson.
  
• 
  Ask students all new words learnt on previous lesson.
  

3. 
   Pre-activity: Warm up 5 min
   

-Books open. Demonstrate this by opening your own book and open your books. Say the page number and write it on the smart board. Say the page number. Focus on the four photos and the speech bubbles by pointing at your book and saying Look at the photos. Then tell SS to listen and repeat. Demonstrate listen by putting your hand to your ear, pointing to the CD player, and saying listen.

- Focus on the speech bubble. Demonstrate by saying Hello, I’m (name+surname). Then elicit Hello, I’m (….) from al the SS. If they having problems, stop to drill the pronunciation of hello and I’m with whole class before continuing.

- focus on the picture and the two dialogues. Play the CD once for SS to listen and raed. Go through the dialogue making sure the meaning is clear to SS. Some TT may want to do this in L1. See introduction on p.8 for comments on use of mother tongue.

IV. Main part

Activity 2 Grammar verb be: I and you

-Focus on the chart. Highlight that I’m is the contraction of two words. Write I’m =I am on the smart board. Focus on the second example. Explain that your’re is the contraction pf two words. Elicit that the missing word is are. Write You’re =you are on the smart board. Establish a gesture to remind SS to contract verb forms, e.g. ascissor or concertina gesture.

- Highlight and drill the pronunciation of I’m/aim/ and you’re/jc:/.

-Before SS go to the grammar bank you could teach them the words positive, negative and question. This can be done in English by writing symbols on the board:

+ = positive

- = negative

? = question

Activity 3 Vocabulary numbers 0-10.

- Some SS may already know some numbers in English, but real beginners are unlikely to know the correct pronunciations or spelling.

-Write the numbers (in numerals not words) from 0 to 10 on the smart board and focus on the photo.

-Play the CD once and ask SS the question what are the numbers? Circle the numbers (1, 2, 3) on the smart board as SS say them.

Activity 4. Pronunciation word stress: h/, /əv /,/and/d/.

-Focus on the information box (or write the words on the board) and demonstrate how one of the syllables in these words is pronounced more strongly than the other. Say each word both ways (Listen and liten, repeat and repeat) and ask SS which way is right (Listen and repeat).

-Highlight the points in the Pronunciation notes below. You may want to use L1 here if you know it. The information in these notes is primarily for TT's reference. Decide how much of it you think would be useful for your SS at this stage of the course.

-Focus on the international words. SS will probably recognize them and know what they mean. Give SS a minute to match the words and the photos in pairs. Play the CD for SS to check their answers (see listening script 1.9).

Activity 5. SPEAKING

-Focus on the flow chart. Model and drill the dialogue on the left side with a student whose name you remember. Repeat with two other SS.

-Model the right side of the dialogue with a student whose name you pretend to have forgotten. Repeat with two other SS. Ask a different student to model the dialogue with a student sitting on the other side of the class. Repeat with two more pairs.

-Ask SS to practice the dialogues with the people sitting next to them following the flow chart. Get SS to get up and role play the dialogue from memory with other SS.

-Monitor and help, dealing with any general pronunciation problems at the end.

V. Evaluation. Giving marks.