7 Form Lesson 1 Date:
The main part:
Connections. Unit 1, step 1
Questions and answers. Greetings and introductions.
1. Teach pupils to ask questions when they meet new people.
2. Develop pupils’ grammar skills.
3. Bring up pupils to respect each other opinions.
Questions and answers.
The procedure of the lesson:
T: Good morning, dear children! Sit down! Who is on duty today? What date is it today? Who is absent today? Who can tell me, what day is it today? Ok, you are right! What season is it now?
How do you do? I hope that you are fine!
Are you ready for this lesson? That’s great!
Look at the board! You can see a tongue-twister there. Listen to me attentively and say it as quickly as it is possible:
A big black bug bit a big black dog and the big black dog bit the big black bug nose.
Today we are studying to greetings and introductions.
And now open your student’s book at page 6 ex.1. Look at the photo, please. What can you see? Is the girl British? Where do you think she’s from? How’s she feeling? Why do you think she is unhappy? What do you think she’s saying? What’s the boy saying?
Ok, good of you! And now look at the questions at exercise 2. Which questions do you think the boy is asking? Choose eight questions from the list.
Excellent! And now let’s introduce Veracruz city. Look at the board. (Presentation of the Veracruz city, and a short information about Mexico).
‘Mexico City (Ciudad de Mexico) is the capital of Mexico. With a population of the biggest cities in the world.
Veracruz is a busy port on the Gulf of Mexico, 430 km east of Mexico City. It has a warm tropical climate and is well known for its music, food and lively café life.
Read Ana’s answers and complete the conversation with the correct questions.
Play the recording. Students listen and check their answers. After that check understanding of What’s the matter?
Focus on Jay’s last speech. Check that students understand the meaning of Pleased to meet you. Explain that Do you fancy …? means ‘Do you want …?’ but is only used in very informal conversation.
Playing the recording again. Pause after the questions and ask students to repeat them.
In pairs, students practise the conversation.
Look at the two examples at page 7, exercise 3. (Emphasise the connection between the question and the short answer: Is Ana …? Yes, she is. Does she …? No she doesn’t.) Students complete the questions. Remind students of the formation of present simple questions with be. Contrast this with the use of do/does for other verbs. Revise the use of the present continuous to talk about actions that are happening at the present time.
Ex. 4, p. 7. Look at the example. Make it clear that old friends means ‘people whose friendship started a long time ago’. Students write the questions.
2 Where are they?
3 Is Jay Mexican?
4 Has Ana got any English friends?
5 Is she homesick?
6 Where does she come from?
7 What’s Ana studying?
8 Does Jay live in Veracruz?
Ex.5, p.7. Look at the picture and tell please, Does (he) know (her)? Are they friends? Establish that the first picture shows a formal conversation between two school teachers and a parent. Students read the conversations and complete them with one word for each gap. Play the recording. Students listen and check their answers, then practise the conversations in pairs.
Read through the information in the Remember! box. We use the expression How do you do? following a formal introduction, and that we reply to this by repeating the question. Make sure that students
recognise the difference between How do you do? And How are you?
We use This is (not He is or She is) to introduce someone.
Students match the expressions with the explanations. Discuss the translations with the class.
Key pronunciation Weak forms /ə/
Playing the recording while students read and listen. Playing the recording again and ask the class to repeat. Start with choral repetition and then ask
individuals to repeat. Give special attention to the unstressed /ə/. Check the falling intonation that is usual at the end of Wh- questions.
Continue this exercise by asking students to practise the conversations from 5a in pairs.
7 Writing and speaking Meeting people
Read out the example conversation. Elicit the answer to David’s last question (I’m from/I
come from …). Invite students to suggest how the
conversation could continue, for example:
B: I’m from England.
A: Do you live in London?
B: No, I don’t. I live in Manchester.
In pairs, students write their own version of the conversation. They can choose other names and they should continue the conversation as in the example above. Ask pairs to practise their conversation.
Your home tasks is ex. 1,2 at page 2, and ex. 5 at page 3 in your workbook.
What was the theme of our lesson? Was it difficult for you?
Your mark for the lesson is….
The lesson is over! Good-bye!
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