Unit 1 new headway elementry

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UNIT 1. HELLO EVERYBODY

Level: Elementary

Time allowance: 180 minutes

Class size:

Aims: Students get to know each other and teacher, and teacher gets to know them. Obviously

students will have relatively little English to use at this stage, but nevertheless a convivial 
classroom atmosphere can be established through quite basic interchanges.

Objectives: At the end of the lesson, students will be able to

- use the verb “to be” am, is and are in all person, singular and plural in the present simple
tense. The focus is on the positive and questions with question words (How, where,
when, …).

- Use the possessive adjectives my, your, his, her.
- Comprehend some names of countries.

- Know how to pronounce the English Alphabet.
- Count numbers 1-20.

Anticipated problems: 
Procedure:

PERIOD 1

Content Time Teacher’s activities Students’ activities

STARTER 5

min

- Say my own name: “I’m Hai” and
then point to myself to make the
meaning clear.

- Ask students to stand up and say their
names

- Encourage students to listen to each
other’s names and to memorize as
many as they can

play

a

memory game:

- point to individual students and myself
and get the group to say just the name.
e.g. Minh, Phuong, John, Mary,…

- Listen carefully to what teacher
says

- Say their own names in turns
with “I’m …” ( I’m Mai, I’m 
Minh, I’m Huong…)

- Listen and try to memorize their
classmates’ names.

- The whole class look at

teacher’s pointing finger and say
the name of the person that
teacher points to.

INTRODUCTION

Am/is/are
my/your

15
min

Activity 1

Introduce to students how to form the 
verb to be with all persons and its use. 
- Write on the board all persons with
corresponding verb to be

I am
She/he/it is
You/we/they are

- Explain the use of the verb to be and
write examples on the board.

I am Phuong
She is Mai
You are Hung

- Listen and write down in the
notebooks.

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- Play the record twice or three times
and ask students to listen and repeat as a
class.

- Ask students to practice the dialogue
in pairs.

Focus attention on the contractions:
Ask students to circle the contracted
forms in exercise 1.

- Give explanation on the contracted
forms.

Name’s = name is
What’s = what is 
I’m = I am

- listen and repeat as a class.
- Practise the dialogue in pairs.
- work in pairs and circle the
contracted forms.

- Listen and take note

15
min

Activity 2

Introduce the possessive adjectives 
with all persons.

- Write the possessive adjectives
corresponding to all persons on the
board.

I my
You your
He his
She her
It Its
We our
They their

- Explain the use of possessive
adjectives and write some example on
the board.

It’s my pen
This is his car
That’s her book
…

- Ask students to complete the

conversation (p.7). Remind them to use

contracted forms.

- Play the recording and let students
check their answers.

- Listen to the teacher and take
note

- Give some examples and read
aloud in front of the class.
It’s your hat

That’s our teacher
This is their parents.

- complete the conversation.
- listen and check the answers.
10

min

Activity 4

Mingle activity. Demonstrate the
dialogue first in open pairs, and then get
students to move around the class and
talk to as many people as possible.
Dialogue sample:

T: Hello! My name’s Hai. What’s your

name?

S: Phuong.

T: where are you from, Phuong?
S: I’m from Hoa Binh.

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PERIOD 2

COUNTRIES
His/her

5
min

Activity 1

- Focus attention on the table with the
names of the countries. Explain stress
and the system of stress marks used in
the textbookwith an example on the
board

- Play the recording then ask students to
listen and repeat the list of countries in
exercise 5

- listen and take note

- listen to the recording and
practice the countries as a class.

mins

Activity 2

- Ask students look at the pictures and
then write where the people are from.
Students are not expected to know how
to say Hello! in all the different
languages! This is merely a fun way to
introduce countries and the third person
singular and plural. Some students will
know a few, others will know more.
- go around the class and provide help if
necessary.

- Check the answers.

- Explain how to introduce other people
and then get students to read aloud all
sentences in chorus.

- Discuss in groups of 4 and write
where the people are from

- listen and check the answers.
- Listen and read the sentences
aloud in chorus.

5
mins

Activity 3

- Introduce the questions What's 
his/her name? and Where's he/she 
from? Point to some of the pictures in
exercise 6, ask the questions yourself,
and let the students reply. Then drill the
questions and correct any mistakes in
the use of he/she and his/her carefully.
Practice the questions and answers in
open pairs.

- listen to the teacher and reply as
a class.

- Work in pairs to ask and answer
questions about the people in
exercise 6

10
mins

Activity 4

- Ask the students to look at the pictures
in exercise 6 and then ask answer
questions what’s his/her name?

Where’s he/she from?.

- Monitor and check for correct use of
he/she and his/her, and if necessary,
drill the language again using the
pictures in the book. At the end of the
activity, consolidate the positive form
by asking students to say

His/Her name's

.

. .

, He's/She's from

. . .

or They're from

.

. .

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with am, is, and are.
- Check the answers.

- Briefly check comprehension of the
subject pronouns which are not covered
in exercise 6 (we, it, and you plural) by
using the photographs and the students
themselves. It can be checked using
international food and drinks, e.g.
champagne- It's from France.

- listen and take note

PRACTICE
Talking about 
you

Listening and 
pronunciation

10
mins

Practice 1

- Make role cards giving students a new
country of origin. Then get students to
ask and answer questions about the
students in class.

Practice 2

- Ask the students to introduce their
partner to the rest of the class. Check
for the correct use of he/she and for the
correct stress on the names of countries.

- work in close pairs and then ask
and answer the question about the
students in class.

A:What’s his/her name?
B: His/her name’s …
Where’s he/she from?
He’s/she’s from …

- Each student stands up and

introduces the partner close to
him/her in turns.

His name’s Phuong. He’s from 
Australia. …

5
mins

Practice 3

- Play the recording. Ask students to
tick the sentence they hear.

- Check the answers

- Ask students to work in pairs to put
am, is, are, his, her, or your into the
gaps.

- Check the answers.

- listen and tick the sentence they
hear.

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PERIOD 3

Reading 10

mins Activity 1- Ask students to read and listen to the

text about Svetlana.

- ask one or two students to read the text
aloud to help them with pronunciation if
necessary.

- work individually and read
about Svetlana

- Some students will be asked to
read aloud the text

15
mins

Activity 2

- Ask students to complete the text
about Tiago.

- Play the recording to check the
answers.

- Play the recording again and ask
students to listen and repeat sentence by
sentence. Then call 2 or 3 students to
read the text aloud in front of the class

- work in pairs and complete the
text.

- listen to the recording and check
the answers.

- Listen and repeat the text
sentence by sentence in chorus.
- read the text aloud in front of
the class.

writing 20

mins

Activity 3

- Ask students to write about themselves
Go round the class to monitor and
provide help if necessary.

- Collect some of the writings and ask
students to read aloud.

- work individually to write about
themselves.

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VOCABULARY
AND

PRONUNCIATION

Everyday 
subjects

mins Activity 1- Tell the students that they are going to
listen to the alphabet in the form of a
song. Ask them to join in where they
can.

- Play the recording and note down the
letters students get wrong or don't
know, paying particular attention to a, j,
e, g, i, y, u, w, r, which cause problems
for many students. Drill the letters
which students found difficult.
- Help student to remember the
pronunciation of the English alphabet

- listen to the Alphabet song and
join in chorally.

- Practise the pronouncing the
Alphabet as a class

3
mins

Activity 2

- check who has a bilingual dictionary.
If there are not likely to be enough,
bring some yourself. Ask students to
find apple in the dictionary. Show them
how to use the bilingual dictionary.

- Check the dictionary for the
word apple

- listen and take note sometime
7

mins Activity 3- Ask students to match the words and
pictures.

- Encourage them to match the words
that they recognize first. Then they can
use a dictionary to complete the
activity. Monitor and check for
pronunciation.

- Play the recording and get students to
repeat the words as a class and

individually. If students have problems
with incorrect stress, refer them to the
table to help them self-correct. If
necessary, drill the words, stopping the
recording after each example.

- work in pairs and match the
words in the box with the
pictures.

- Pronounce the words as a class
and then some students may be
called to read aloud individually.

10
mins

Activity 4
Step 1

- Pre-teach the question How do you 
spell

.

. .

? and the use of double for
spelling (e.g. apple = a, double p, I, e).
A: How do you spell apple?

B: It’s A-double P-L and E
Step 2

- Get students to practise asking the
question and spelling, using their own
names.

Step 3

- Listen and take note.

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- Ask students to ask and answer
questions with a partner about things in
Ex 3.

- work in pairs to ask and answer
questions like the model.

A: What’s a?
B: It’s an apple

A: How do you spell that?
B: A, double P, L and E
GRAMMAR

SPOT
Article a/an

Plural nouns
5
mins

Activity 5

- Ask students to look at the words and
to work out the rule (when is it a? when
is it an?)

- Present the rule of using a and an
The letters a, e, i, 0, and u are vowels.

a goes before a word with a consonant, 
an goes before a vowel.

- Ask students to give some examples
- Check the examples and get students to
read aloud all the examples of their own
and the ones in the book.

- discuss in groups of 4 and work
out the rule of using a and an
- listen and take note.

- Provide some examples
- Read aloud the examples
15

mins

Activity 6

- Ask students to look at the plurals
given by the teacher and work out the
rules for the formation of plurals
- Present the rules:

+ Most nouns add –s in the plural
Stamps keys cameras

+ If the noun ends in –s, -ss, -sh, -ch, -x
add –es

Buses classes wishes matches 
boxes

+ if the noun ends in consonant + y, the
y change to –ies

A party 3 parties
A country some countries

But if the noun ends in a vowel + y, the 
y doesn’t change.

A key some keys
A day 3 days

+ Some nouns are irregular
A child some children
A person 4 people
A woman 3 women
A man 5 men

- Ask students to change the nouns in
exercise 3 into plurals then check and
write answer on the board

- Ask students to read aloud all the
plurals in chorus

- Discuss in groups of 4 or 5 to

work out the rules for the
formation of plurals.
- Listen and take note

- work in pairs to do the exercise
then go to the board to write the
answers.

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EVERYDAY
ENGLISH
Saying phone 
numbers

mins Activity 1- Get students to say numbers 1-20
around the class. If necessary, drill the
numbers and check for correct stress on
numbers 13-19

- Ask students to read and listen to the
telephone numbers. Focus attention on
the use of double for repeated numbers
and the use of 'oh' for 0, rather than

zero..

- say number 1-20 around the
class.

- Listen to telephone numbers
- Read as a class first and then
read individually.

mins Activity 2- Play the recording and then ask
students listen and write the numbers
they hear. If necessary, pause the
recording after each sentence, or play
the recording a second time

- Check the answers.

- listen and write the numbers
individually.

- Practise saying the numbers in
pairs.

10 Activity 3

- Ask students to drill the question and
answer

A: what’s your phone number?
B: My mobile’s 0975 …. My home 
number’s 04 3876 …

A: Thank you very much.

- get students to ask other people what
their phone number is and to write a list.

- listen to the teacher and drill the
question and answer in pairs.

- Ask other students to get their
phone number and write a list.
Hello and

goodbye

10
mins