Student's Book

Lesson 3

Objective

To be able to understand and represent a dialogue.

Materials

Flashcards from this unit, CD, decorated bottle, markers or chalk, paper tape.

Playful activities

1 | With your students sitting in a circle explain the diference between first name/last name. You might want to begin setting an example with your own information. On the board write down your name and deliver the sentence My name/ first name is... Also, draw number one above your name so that the children can identify it. Then write down your last name, mention your sentence and draw number two. This is one of the possibilities you have in order to teach the adjectives first/last. Next, provide each child with a marker or piece of chalk so that they continue the procedure you started,down their name and last name. Once this activity is over dictate the students names and last names at random, for them to identify and clasify.

2 | For the next activity you will need a small plastic bottle (you could decorate it beforehand with paint and glitter to make it look moe attractive). Ask the children to sit in a circleon the floor and place the bottle at the center. Spin it: the pupils pointed by the top and bottom of the bottle will play first, asking for the other child’s gender, name and last name, and vice versa. Encourage them to give full answers and make sure all of the students participate of the activity.

Child A: Are you a boy or a girl?

Child B: I’m a girl.

Child B: What’s your name?

Child A: My name is Emma.

3 | Show the flashcards one by one and as you do name all the images incorrectly. Allo the pupils to correct all of them:

Teacher: Good Morning! (exposse the card of Good Afternoon)

Children: No, no, no! Good Afternoon!

4 | On the board, draw a big window inside which you will stick a flashcard. Ask a volunteer for the corresponding greeting and then replace the image to continue asking the rest of you students.

5 | The next suggestion will enable your students to focus on listening comprehension. Play the CD on track 5 and ask them to listen to the dialogue carefully. After having listened to the complete conversation, keep the track on hold in oder to make questions for clarification to your pupils (eg. ‘Is Susan a boy or a girl?’) Later divide the class in two groups to represent the characters. You could also consider selecting volunteers to act out the conversation, using their own personal information.

6 | Keep all the flashcards on the floor with the images facing downwards. To each child ask them for a specific flashcard: they will only have one chance to turn over a card, expecting to find the required one.

Teacher: Where is the boy?

Page 9 - Let´s cut!

The children will cut out the image from page 105, and will write down their name in there. Once they are ready choose students at random to go to the front in order to introduce themselves: My name is... You can make good use of these tag names to try a fun activity: ask for all the tags and select a volunteer. Stick a tag on their back, making sure it belongs to a classmate of his/her same gender. The rest of the students will ask the question What’s your name? This child will therefore have to guess what is the name they carry on their back (My name is...). Continue the activity selecting other children.once you decide to conclude the lesson provide your pupils with glue so that they paste their tag name on page 9.

Audio Script

Listen to the dialogue and work in pairs:

Hi!

Hi!

My name is John.

What’s your name?

My name is Susan.

What’s your last name?

My last name is Brown.

How are you? I’m fine, thanks. And you? i’m very, very well, thank you. Bye-bye, John! Bye-bye, Susan!