BASIC

BASIC INTRO
INTRO
BASIC INTRO
Class
Class02
02

CLASS GOALS:

• Review of Class 1 – Correction of Worksheet 1;

• Introducing People / Demonstrative Pronouns;
• Who / What;
• Worksheet 2: Dialogues.
SETTING:

MOMENT 1 - CORRECTION OF WORKSHEET 1 Picture 1 (Activities 1 and 2)

Duration: 15-20 minutes Picture 8 (Activity 3)
Picture 7 (Activity 4)

Correct the worksheet together with your students. During the correction of activity 1, rebuild the same
verb To Be chart you presented in the first class (divided into singular and plural) and try to leave it on
your board until the end of the class. As you’re correcting activity 1, you might have to go through some
explanations about the use of articles. You can use the Grammar Notes in Units 1 and 2 (pages 25 and
43) in the students’ book to help your explanation. Then, move to activity 2 and by the end of it, write the
patterns below on the board and get students to fill in the blanks together with you:

AFF: Subject + verb to be + complement.

INT: Verb to be + subject + complement?
NEG: Subject + verb to be + not + complement.

Try to leave these patterns on the board until the end of the class. During activities 3 and 4 of the Work-
sheet, introduce some vocabulary related to nationalities and keep record of it on your board. You should
have a chart similar to this one:

I am from... I am...
Brazil Brazilian
the USA American
Germany German
France French
(...) (...)

MOMENT 2 - INTRODUCING PEOPLE / DEMONSTRATIVE PRONOUNS SETTING:

Duration: 15-20 minutes Picture 2

Arrange students in pairs and ask them to interview each other collecting some personal information from
their classmates. This activity is almost a repetition of activities 3 and 4 from Worksheet 1; the difference
is that now the focus is on their oral skills. The goal is to get students to ask each other the same questions
they answered in activity 3 and take notes of their classmates’ answers.

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When they are through, ask them to do something similar to what they did in activity 4, but now, instead
of making a personal presentation, they are going to introduce their classmates.
Introduce the demonstrative pronoun ‘this’, which is the most appropriate form while introducing a
person.
Ask students to pay attention during all presentations; once all of them have presented one of their
classmates, pick students from different pairs and ask them to introduce each other. Now you’ll have the
chance to present all demonstrative pronouns, in the singular and in the plural, by asking randomly chosen
students questions like Who’s this-that / are these-those?
Keep record of demonstrative pronouns on your board.

Demonstrative Pronouns

Singular Plural

This is John. These are John and Kelly.

That is Mark. Those are Mark and Mary.

Take advantage of this activity to give a brief presentation of the difference between who and what. Insert
some questions using what in the activity to make clear that demonstrative pronouns can be used for
people or things. Afterwards, you can play a silent game with your students asking them to point at one
person or object and create questions using Who/What + demonstrative pronouns.

SETTING:
MOMENT 3 - REVIEW OF PROFESSIONS, NATIONALITIES AND SPELLING
Duration: 10 - 15 minutes Picture 1

Start Activity 2 in the “Activities’ Section” of “Unit 1” in the students’ book (Book 1, page 26) and review
spelling using the names in the actvities. Then, have students do the activity creating sentences in English.

MOMENT 4 - DIALOGUES (PEOPLE GREETING AND INTRODUCING OTHER PEOPLE) / WORKSHEET 2

Duration: 20-25 minutes SETTING: Picture 4

Divide students into groups and hand out Worksheet 2 with Activity 1. This activity should be done in
class because it’s the first time they will be working with dialogues and they are likely to have many
vocabulary doubts.
Before they start doing the activity, explain the title of each dialogue to the whole group just to make sure
they understand the contexts given. During the activity, monitor the groups but don’t focus on specific
vocabulary doubts at this moment, give your students time to try to figure them out and fill in the blanks in
spite of the unknown vocabulary.
When they are through, correct the activity together with the whole group and use this moment to
investigate vocabulary. Go for groups of words (you can list professions, drinks, food), functions
(greeting, offering, introducing people), synonyms and register (formal vs. informal)

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CLOSING

Do the closing in their mother tongue. Ask for feedback on how they feel after their second class and hand
out Worksheet 3 to be done at home for next class.

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