Beruflich Dokumente
Kultur Dokumente
Meeting People
Materials
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Tell your students to take a slip of paper and write on it, Im the one who
Have them fill in the blank with something about themselves, i.e. Im the one
who loves to sing songs.
Fold up slips of paper, collect & redistribute them. Everyone picks a slip of
paper that is not their own and mingles around asking are you the one
who? (whatever is written on the slip of paper they chose). When they find
the owner of the slip of paper, link arms. Keep going until everyone has
linked arms.
Preparations
Before Class write on the board:
Goals
To teach students how to introduce
themselves and what to do when
they are meeting new people.
Intended Learning
Outcomes
TSWBAT
if two people speak the same language, they have similar beliefs and opinions,
and express themselves in similar ways.
There's no use setting up a meeting between Peter and Josh - they just don't speak the
same language.
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Vocabulary
Pass out a copy of the PDs to partners and go over the pronunciation and
meaning of each of the terms.
Practice the proper pronunciation
Allow students to copy the pds into their notebooks (5 min.).
Explain that this information will be used throughout the year, so it is
important that they learn these terms.
Break
Prepare Board:
o Hi, my name is . Its nice
to meet you.
Oh, Im . Im glad to
meet you.
o Hi, arent you ?
Yes, and you are . I have
seen you (place) before.
Vocabulary
After you define the vocabulary terms, give several examples of each. This will
help build a good foundation so that when you talk about these things later on in
the year they will know the English terms.
If time allows, tell students to work with a partner, and taking turns, one student
chooses a definition, the other one demonstrates, or gives an example (where
appropriate).
Break
Conversation
Connections p. 3
Question: What kind of things would you want to know about someone
(another student) if you met him/her for the first time? (Collect students
suggestions on the board.)
o Name, hometown, family, hobbies, major, where on campus they
live, who are his/her roommates etc.
(provide additional information, if students dont get all of these)
Read the dialogue (Talk Time 2) and check with the answers from the board.
Add more information where necessary.
How would they ask the right questions to get this information? (p. 3.1)
Assign each student a partner, and tell them to do the Pair Work (p. 3) first
practicing the written conversation, then substituting it with their own
information. Finally, students can add more questions (from textbook, then
from suggestions on the board)
After some minutes, call on a few pairs to have an introductory conversation,
choosing one further question theyd like to talk about (assessing their ability
to correctly reproduce the sample introductory conversation.
In the end ask a set of different volunteers to share what theyve learned
about their partner (assessing their listening ability).
Small Talk
Topics to Avoid
Tell students to complete the Pair Work (p. 2): Take turns to read each
dialogue and work together to find out which answer fits best.
Note: Most answers could be used, depending on the context.
Review:
Weather/climate
Food (favorite food)
Differences between here
and hometown
Which places around here
theyve been to (favorite
places at SIAS)
Preview
Ask students to identify safe topics for small talk (collect them on the board).
What topics should be avoided?
Have students work in pairs to complete TT3 (p. 4) by writing suitable
questions for each topic. Then have them discuss their questions. Those who
finish early may add their own questions (from the board examples).
Homework
Unit 1B