new dynamic english module 1: unit 2 / lesson 1 ......1 1 new dynamic english module 1: unit 2 /...

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NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 1

Unit Objectives

1. Students will be able to exchange information about people, places, occupations and

family.

2. Students will practice saying and using numbers 1-100.

3. Students will develop the ability to tell the time.

4. Students will be able to ask and answer questions about basic personal information

using direct and ‘Wh-‘question forms.

5. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

Lesson Objectives

1. Students will be able to introduce themselves and exchange basic personal information.

2. Students will review some basic prepositions of location.

3. Students will extend vocabulary for describing free time activities.

4. Students will be given the opportunity to practice and develop fluency skills, particularly

staring conversation.

5. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Check the crossword answers as follows:

Across 1. Brazil 5. India. 7. Australia 9. Iran 10. Egypt. Down 2. London 3. China 4. Italy 6.

Gemany 8. Russia.

Activity 1: Styles of Language (Slides 2-3)

Objectives To practice and extend language for introductions, greetings and farewells To raise awareness of formal and informal fixed expressions

Activity Type Matching exercise

Interaction S-S (Pair-work)

Preparation None

Assumption Students will classify phrases accurately

Anticipated problem Comprehension

Solution Drill

Time 15 minutes

Target Language

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Formal

Working in the service industry e.g. restaurant, hotel, customer service.

Addressing an older person

Speaking someone in authority e.g. CEO of a company.

To be polite at a first meeting Informal

With friends and family

Speaking to colleagues at the same level

Meeting someone you know Procedure 1. Do not click on the slide at this stage. 2. Ask the class if they know how to say ‘Hello’ in a foreign language (other than English). 3. Click on slide 2. Have the students pronounce the words. Ask them if they know / can

guess the languages. 4. Answers: Hola, Ola, Alo = Spanish, Bonjour = French, Hej = Danish, Czesc = Polish,

привет = Russian, สวสัดี = Thai, 您好' = Chinese, Dobry den = Czech, Aloha = Hawaiian, Guten Tag = German, Dia Duit = Irish Gaelic, Ciao = Italian, こんにちは = Japanese.

5. Write the word ‘Introductions’ on the board. Ask the students to introduce themselves to the classmates on either side of them (as in a first meeting).

6. Click on the follow-up slide. Go through the words and expressions. Check comprehension. Have the class think about degrees of formality in their first language and invite them to compare with English e.g. in their business culture is it normal to use first names or do people use titles?

7. Ask the class for examples of real-life situations where they would use either formal or informal language. See Target Language box for suggestions.

8. Tell students they have 2 minutes to greet as many of their classmates as possible. Encourage them to use as many different greetings as possible.

9. Monitor and encourage students to use a range of expressions. Activity 2: Review (Slide 4)

Objectives To review content from unit

Activity Type Q&A

Interaction T-S (Whole-class)

Preparation None

Assumption Students answer questions accurately

Anticipated problem Uneven participation

Solution Drill

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Time 5 minutes

Target Language

Where is Poland? It’s in Europe

Is France in Europe? Yes, it is / Is the US in Europe? No, it isn’t.

Where is (Max) from? Where are you from? He’s from…/ I’m from…

Where is Asia?

Where did you last go on vacation?

Where do people speak English/ Chinese / French?

Can Kathy speak French? Can you speak French? Can Pierre speak Spanish? Yes, s/he can / No, s/he can’t / doesn’t

Is Kathy married? No, she isn’t / She’s single Procedure 1. Click on the slide. 2. Ask students questions about the countries on the map. Point to a range of countries

and ask ‘Where is Poland?’ Is it in Europe?’ 3. Drill responses as necessary e.g. It’s in…, Yes, it is / No, it isn’t. 4. Have students come to the slide to point to a number of places as you ask questions e.g.

Where is Max from? Where are you from? Where is Asia? Where did you last go on vacation? etc.

5. Drill responses as necessary. 6. Now ask the students some questions about languages and abilities e.g. Where do

people speak English?

Activity 3: Greetings and Introductions (No slide)

Objectives To practice greetings and introductions To practice saying where someone is from

Activity Type Q&A


Preparation a ball (or something that may be thrown in class)

Assumption Students will use target language accurately

Anticipated problem Hesitant fluency

Solution Drill

Time 5-10 minutes

Target Language

How are you? Where are you from?

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S/he’s from…

Procedure 1. Ask students what they say when they see someone they know. Ask students what other

greetings they know. 2. Write the following words on the board: hello, good bye, hi, good morning. Ask the class

which word is not a greeting. (Answer: good bye). 3. Write the following questions on the board: What’s your name? How are you? Where

are you from? Ask the class to answer the questions. Check that students answer

appropriately i.e. I’m… or My name is…, I’m fine, I’m from. Deal with any other responses

which may be more or less formal.

4. Throw the ball at a student. Ask one of the questions on the board. Continue going

around the class throwing the ball and asking questions. Occasionally stop and ask class

a question about a student e.g. where’s s/he from? What’s his/her name?

5. Write on the board: This is my friend......... Invite the students to work in groups of three

and to take it in turns to introduce each other.

6. Monitor and encourage students to practice follow-up introductory phrases e.g. Nice to

meet you.

Activity 4: Describing (Slide 5)

Objectives To review prepositions of location and student names To engage students through story-telling

To extend work-related vocabulary

Activity Type Q&A


Preparation None

Assumption Students will use target language accurately

Anticipated problem Hesitant use of prepositions

Solution Drill

Time 5-10 minutes

Target Language

In the middle

On the right / left / table

behind

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Procedure 1. Click on the slide. Ask the class some questions about the picture e.g. how many people

are in the picture? Where is the woman sitting? What is the man on the left holding? What is the man on the right wearing?

2. Instruct the students to work in groups of three to describe what is happening in the picture. Set a time for task completion. Monitor output.

3. Invite a few pairs who created interesting or amusing stories to report back to the class. 4. Review prepositions of place as required e.g. on the left/right, in the middle, behind, on

the table etc. 5. Draw a blank seating chart of your class on the board. Invite the class to help you fill in

the students names. Optional: have a student come to the board to act as writer. 6. Tell the class that you have randomly selected a ‘special’ student. Now explain that you

are not going to say who the ‘special’ student is but who it is not! 7. Give the students clues in order to eliminate names e.g. the special person is not sitting

in the middle of A and B, the person is not on the left of C, the special person is not behind D. Characteristics may also be used e.g. the special person is a woman, this person wears glasses.

8. Ask the class ‘Who is out?’ after each clue, then cross out the student’s name on the seating chart. Continue until all the names are crossed through except one!

Activity 5: Starting Conversation (Slide 6)

Objectives To raise awareness of English conversation conventions To practice conversation starters

Activity Type What’s the question?

Interaction S-S (Pair-work & Group-work)

Preparation None

Assumption Students will use be motivated to make conversation

Anticipated problem Inaccurate question formation

Solution Extended practice

Time 10 minutes

Target Language

‘Wh-‘ questions

Procedure 1. Click on the left side of the slide.

2. Ask the class to work in pairs to think of the question for each answer.

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3. Click on the right side of the slide. Have the students compare their questions. Note:

questions may be changed depending on interlocutor e.g. instead of husband – father,

brother, partner etc.

4. Now ask the students how to keep a conversation going. Have them think about how

they do this in their 1st language. Possible answers: by showing interest and asking

follow-up questions.

5. Ask students how we can show interest and write some examples on the board e.g.

really? That’s interesting.

6. Now ask the class for examples of follow-up questions. Model initial questions in order

to get the students started such as, ‘Where do you live?’ followed by ‘Do you live in an

apartment or a house?’

7. Divide the class into groups of 4-6 students. Invite them to practice starting and keeping

conversation going using the example questions.

8. Monitor output. Encourage follow-up questions.

9. Conduct a short feedback slot to review question formation and to ask students for

some information about their classmates.

Activity 6: Free Time (Slides 7-8)

Objectives To extend recreation-related vocabulary and collocations To practice exchanging opinions

Activity Type Vocabulary building and follow-up discussion


Preparation None

Assumption Students will use be motivated to discuss hobbies


Solution Extended practice

Time 10 minutes

Target Language

Play – go - do

Procedure 1. Do not click on the slide at this stage. Write the words ‘play’, ‘go’ and ‘do’ on the board.

Ask the class how these words are used to describe sports activities. 2. Click on the slide. Read through the explanations for the students. 3. Draw two vertical lines down the board to create three columns. Write each of the

above words as a heading in the columns.

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4. Read out a list of sports and have the students decide which column you should write the word under. Suggestions: football, basketball, gymnastics, yoga, running, golf, climbing, karate, tennis, skating, judo, cycling, table tennis. Check meanings as you go through the list.

5. Now ask the class for examples of free time activities (or hobbies) which are not sports. 6. Click on the follow-up slide. Read through the list of hobbies. Check comprehension. 7. Refer to the second section. Invite the students to work in pairs to discuss the questions.

Set a time for task completion. Monitor output and assist individual learners as necessary.

8. Conduct a brief class discussion to compare student answers.

Activity 6: Who are you? (Slide 9)

Objectives To develop listening and speaking skills

Activity Type Information Exchange


Preparation Copies of ‘Who are you?’ worksheet – 1 per student

Assumption Students will ask follow-up questions

Anticipated problem Lack of fluency

Solution Monitor to feed in conversation strategies

Time 10 minutes

Target Language

See slide

Procedure 1. Click on the slide. 2. Instruct students to listen carefully as you complete the sentence prompts with answers

about you. (The sentences can be prepared in advance). 3. As you go through each sentence, ask the students for the question e.g. for breakfast =

what do you eat for breakfast? Refer to the question prompts on the slide. 4. Switch off the slide. Have the students work in pairs to make notes of what you said

about yourself. Set a time limit for the task. 5. Invite a few pairs to report back with their ideas. Ask the rest of the class if they have

additional information. 6. Hand out copies of the worksheet. Set a time in which students should complete the

sentences with their ideas. Instruct students not to look at their classmates answers. 7. If possible have the students sit in two rows facing each other.

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8. Instruct students to talk to the person opposite about the first sentence only for 1 minute. Encourage them to ask follow-up questions.

9. Shout ‘Stop’ and instruct the students to move one place to the left so that they are talking to a new partner. Have students now talk for 1 minute about the second sentence. Continue until all the sentences have been covered.

10. Monitor output. Note some examples of follow-up questions that were used. 11. Invite some students to report back with information about their classmates. Review

inaccuracies common to the majority of the students.

Activity 7: Names (Slide 10)

Objectives To develop clear pronunciation To practice public speaking

Activity Type Dictation race & Presentations

Interaction S-S (Group-work & individual presentations)

Preparation Copy and cut team dictation – 1 text per group

Assumption Students will ask for spelling and punctuation clarification

Anticipated problem Pronunciation and spelling

Solution Drill

Time 20 minutes

Target Language

See worksheet and slide

Procedure 1. Tell the class that they are going to read some information about names. 2. Divide the class into teams of 4-6 students. Instruct the class to select a student in their

team who will be responsible for writing. 3. Pin the dictation texts to the board or walls. 4. Instruct the students to take turns in their teams to go to the text in order to read and

remember the passage word by word. They should then return to the ‘writer’ and dictate the information for the writer to copy down. The writers should ask for spelling and punctuation as required.

5. The first team to finish are the winners, subject to completion of the correct text. 6. Allow the writers to now check their versions against the originals. Check meanings of

unknown words. 7. Culture tip: respond to any cultural questions students may have regarding the names

and titles e.g. Jnr (Junior) used in the US to differentiate between father and son who have the same names (father = Sr / Senior). In the British honours system, the term ‘Sir’ before someone’s name signifies that he has been knighted. (The equivalent for a woman is ‘Lady’.)

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8. Click on the slide. Check comprehension. 9. Divide the class into groups of 4-6 students. Instruct the class to discuss the questions in

their groups. Set a time for task completion. 10. Monitor output. Feed in vocabulary as necessary. 11. Now talk about your own name(s) using the first six questions. This will act as a model

for the presentation task to follow. 12. Tell the class to prepare a 1-2 minute presentation about their name. Set a time for

preparation. Monitor and assist individual learners as required. 13. Have the students take turns to stand at the front of the class to present their

information. Encourage the rest of the class to ask questions.

Activity 8: Vocabulary (Slide 11)

Objectives To develop vocabulary collocations

Activity Type Vocabulary collocates


Preparation None

Assumption Students will be able to use target vocabulary

Anticipated problem Hesitant use of vocabulary

Solution Drill

Time 5 minutes

Target Language

Answers: 1d), 2e), 3 f), 4b), 5a), 6c). Procedure 1. Click on the slide. 2. Invite the class to match the words and phrases to the meanings. Check answers in the

Target Language box. 3. Ask the class to work in pairs to think of an example for each word. Monitor and assist as

necessary. 4. Go around the class asking for names. Encourage students to spell their chosen words. Summary (Slide 12) Invite students to briefly answer the questions on the slide. Homework (Slide 13) 1. Click on the slide. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM1U2L1 Team dictation

Names are different all over the world. In some countries, the family name comes before the first name. In the Muslim world, a girl’s name includes her father and grandfathers’ names. In Japan and China, there is no middle name. In the West, many people don’t really know what their name means. In many countries, each name has a special meaning. Names: 1. Mr George Jeffrey Jnr 2. Miss I.E. Weisner 3. Mrs S.R Haney-Gaspari 4. Sir Arthur Houghey 5. Judge Faadhil Karadeniz 6. Dr. Hadi Rachman

…………………………………………………………………………………………………………………… Names are different all over the world. In some countries, the family name comes before the first name. In the Muslim world, a girl’s name includes her father and grandfathers’ names. In Japan and China, there is no middle name. In the West, many people don’t really know what their name means. In many countries, each name has a special meaning. Names: 1. Mr George Jeffrey Jnr 2. Miss I.E. Weisner 3. Mrs S.R Haney-Gaspari 4. Sir Arthur Houghey 5. Judge Faadhil Karadeniz 6. Dr. Hadi Rachman

NDEM1U2L1 Who are you?

Complete the sentences:

1. At the weekends…

2. For breakfast…

3. My family…

4. The best day of the week is…

5. My favourite film is…

6. I don’t like…

7. I listen to music when…

8. Yesterday…

9. Exercise is…

10. Learning English…

11. A good boss / teacher…

Useful language for asking questions

Where …?

When …?

Why? ……

Who …..?

What…..?

How….?

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NEW DYNAMIC ENGLISH MODULE 1: UNIT 2 / Lesson 2

Unit Objectives

1. Students will be able to exchange information about people, places, occupations and

family.

2. Students will practice saying and using numbers 1-100.

3. Students will develop the ability to tell the time.

4. Students will be able to ask and answer questions about basic personal information

using direct and ‘Wh‘ question forms.

5. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

Lesson Objectives

1. Students will be able to introduce themselves and exchange basic personal information.

2. Students will practice recognise and use numbers 1-100.

3. Students will extend vocabulary for describing and recognising opposites.

4. Students will be given the opportunity to practice and develop fluency skills, particularly

staring conversation.

5. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Invite the students to work in pairs to

exchange information about their free time activities. Conduct a brief class discussion about

hobbies and/or sports specific to their culture. Collect written work for marking.

Activity 1: Review (Slide 2)

Objectives To review courseware content To consolidate asking and answering questions

Activity Type Information exchange


Preparation None

Assumption Students will recall courseware content

Anticipated problem Memorisation

Solution Drill

Time 5-10 minutes

Target Language

Richard Chin His first name is Richard. His family name is Chin. He is 30 years old. He teaches science and math. He likes his job. His salary is low, he doesn’t have much money. Richard is married. He

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has a son who is 5 years old. Richard and his family live on the 4th

floor of a large apartment building. Sara Scott Her first name is Sara. Her last name is Scott. She’s 28 years old. She is a doctor and work in a large hospital. She’s a good doctor and works hard. She has a high salary. Sara isn’t married but she has a boyfriend who is a pilot. She lives in an expensive apartment. It’s very large and comfortable. Sara lives with her sister Chris who is a 24 year old ballet dancer. Henry Thornton His first name is Henry. His family name is Thornton. He’s 35 years old and is a business man. He doesn’t work hard but he has lots of money. His parents are rich. Henry lives in a big house. He isn’t married but likes Chris. Unfortunately, Chris doesn’t like him. Henry is single. Procedure 1. Click on the slide. Ask the class some quick-fire questions about the characters from the

courseware e.g. what’s his first name? Is he rich? Does she live in a large apartment? Is he a teacher? Does Henry have children?

2. Divide the class into groups of three. Read through the instructions on the slide for the class. Check comprehension.

3. Instruct each student in each group to take on the role of Sara, Richard or Henry. Tell students to ask and answer questions about their jobs and situations. Students should answer using the first person singular i.e. as one of the courseware characters. Model an example with a confident student e.g. Sara, do you live in a large apartment? Yes, I do.

Activity 2: Race to answer (Slide 3)

Objectives To review courseware content To consolidate recognition and use of antonyms

Activity Type Race to the board


Preparation None

Assumption Students will recall courseware content

Anticipated problem Vocabulary

Solution Peer input

Time 5 minutes

Target Language

Antonyms good-bad, hot-cold, high-low, left-right, big-small, married-single, first-last, rich-poor, expensive-inexpensive (cheap), comfortable-uncomfortable, in-out, on-off, yes-no, up-

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down, north-south, fast-slow.

Procedure

1. Split the class into two lines / teams. 2. Explain that the students at the front of the line have one chance to listen to the word

you say and correctly say the opposite word before the student at the front of the opposing team

3. If they are correct then they can sit back down. If they are wrong or too slow then they have to return to the back of their team's line.

4. Continue this process until one of the teams has everyone sitting back down and are the winners!

5. Optional: introduce a points system where the winning team gets points equal to the number of students left in the other team's line.

6. See Target Language box for examples of antonyms to use.

Activity 3: Guess who (Slide 4)

Objectives To review and practice making statements using the third person To extend use of the present simple, question formation and pronouns

Activity Type Information exchange

Interaction S-S (Group-work)

Preparation None

Assumption Students will be engaged


Solution Review

Time 10 minutes

Target Language

Student generated language Procedure 1. Click on the slide. Read through the instructions. Check comprehension. 2. Invite the students to think of a famous person. 3. Instruct the students to write four or five sentences about their chosen person using the

third person singular of present tense verbs. Model an example e.g. he is from England. He lives in the US. He plays football very well. He is 38 years old. Who is he? David Beckham.

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4. Divide the students into groups of 4-6. Instruct them to take turns in their groups to ask questions to try and find the identity of each famous person. If the speaker doesn’t know the answer they can guess or say ‘Sorry, I don’t know’. Students score a point for each question.

5. Brainstorm possible questions and write them on the board e.g. is it a man or a woman? Does he speak Spanish? Is he rich?

6. Review the rules (see slide). 7. Set a time for task completion. Monitor output. 8. Ask students to report back with the answers and find out who got the most correct

answers in each group.

Activity 4: Numbers Practice (Slide 5)

Objectives To review numbers 1-100

Activity Type Bingo transfer


Preparation Cut Bingo numbers – 1 set for teacher

Assumption Students will recognise numbers


Solution Drill

Time 5-10 minutes

Target Language

Numbers 1-100

Procedure 1. Click on the slide. Drill the numbers with the class. Check the pronunciation of numbers

ending in ‘ty’ and ‘teen’ e.g. fifty and fifteen. 2. Invite a few confident students to come to the front of the class and point to the

numbers that you indicate. 3. Switch the slide off. 4. Have the students to draw a grid on a piece of paper to form 25 squares. Illustrate on

the board as necessary. 5. Now instruct the class to fill in each square with a number from 1-100. Tell the students

they can use each number only once and to place the numbers randomly on the card. 6. Draw a random number card from a bag or say a random number from a list and call it

out for the class. 7. Tell the students to listen for the number and then look for that number on their card. If

the number is written on their card the students cross it off.

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8. Continue calling out numbers at random. Students continue searching for the corresponding numbers until they have crossed out five numbers in a row vertically, horizontally, or diagonally. The first student to say, ‘Bingo’ with five in a row, wins the game.

Activity 5: Numbers Dictation (Slide 6)

Objectives To consolidate recognition of numbers 1-100

Activity Type Dictation


Preparation None

Assumption Students will recognise numbers


Solution Drill

Time 5 minutes

Target Language

Dictation a. 44-30-699-7312 b. 212-973-33 c.65-44-33-36 d.19-66-2-08-89 e. 97 dollars f. 16 euros g.10 cents h.61 people i. 23 students j. 12 eggs k. 83 l. 40 m.14 n. 15 Write down…

the first two numbers of your telephone number

your shoe size

the length of your nose!

your lucky number

the number of rooms in your house / apartment

your age

three numbers of your choice

Procedure 1. Do not click on the slide at this stage.

2. Tell the students to write down the information you are going to give them. See Target

Language box for suggested dictation. Repeat each set of numbers (a-m) twice.

3. Click on the slide. Allow the class to check their answers.

4. Instruct the students to work in pairs to dictate the information about themselves in

random order to their partner. If possible, have pairs sit back to back. Students write

down the information given by their partner and guess what each number refers to e.g.

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age, shoe size, etc. Tell students not to read their partner’s information. Monitor and

assist individual learners as required.

5. Follow-up by reading out the following numbers for the class to write down: 94, 11, 59,

98, 20, 3, 100, 80, 85, 41.

6. Instruct students to put the numbers in order as quickly as possible. The first student to

find the correct order is announced the winner. Have the student read out the correct

order for the class as follows: 3, 11, 20, 41, 59, 80, 85, 94, 98.

Activity 6: Meeting new people (Slide 7)

Objectives To review greetings and introductions To practice making conversation and to personalise target language

Activity Type Role-play


Preparation None

Assumption Students will use ‘Wh-‘ question forms accurately and respond appropriately


Solution Review

Time 10 minutes

Target Language

What’s your name?

Where is your hometown? / Where are you from?

Where do you live?

Are you married?

What do you do?

What do you do in your free time?

What sports do you like? Procedure 1. Do not click on the slide at this stage.

2. Ask the class to name some situations where they can meet new people e.g. first day of class, a

new job, at a wedding, etc.

3. Select one of the ideas from above and tell the students that they are at a specific venue (e.g. a

party, new school, new company) and they are going to meet some new people.

4. Click on the slide. Elicit the questions the students need to ask in order to obtain the answers.

See Target Language box for example questions.

5. Divide the class into groups of four.

6. Instruct students in their groups to each invent a profile. Tell students to use their

imaginations. Model an example with a confident student asking the questions.

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7. Instruct students to exchange information in their groups.

8. Monitor output.

9. Conduct a brief class feedback slot by having students report back with information

about their group members.

Activity 7: Writing dialog (Slide 8)

Objectives To personalise the language of greetings and introductions To develop writing and pronunciation skills

Activity Type Write a dialog


Preparation None

Assumption Students will use previously studied language accurately

Anticipated problem Lack of fluency skills / ideas

Solution Review

Time 10 minutes

Target Language

Student generated language

Procedure 1. Click on the slide. 2. Ask the class about what is happening in the pictures e.g. who are the people? Where

are they? What is happening? Don’t elicit too much information at this stage – see step 3.

3. Have students work in pairs to write the dialog for one of the images. Set a time for task completion. If necessary, provide a specific number of lines for the dialog.

4. Monitor output. Check for spelling and written accuracy. 5. Invite the students to practice their dialogs by reading their versions out to the class. 6. Review intonation, stress patterns and pronunciation as necessary. 7. Have the class vote for the best dialog. 8. Optional: have the pairs write dialogs for all the images. Activity 8: Play or pass? (Slide 9)

Objectives To review unit vocabulary To practice spelling

Activity Type Spelling game


Preparation None

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Assumption Students will recognise target vocabulary


Solution Drill

Time 3-5 minutes

Target Language

Canadian, inexpensive, Australia, ocean, Japanese, middle, right, salary, comfortable, daughter, money, married, nationality, Brazil, Pierre, San Francisco, women, hospital. Procedure 1. Make a list of words for the students to revise. See suggested words in the Target

Language box. 2. Divide the students into teams. Explain that they are going to play a spelling game. 3. The first team is asked to spell a word. They can choose to try to spell the word or pass it

to another team. If the team spells the word correctly themselves, they are awarded a point. If the word is spelt incorrectly there are no points. If the word is passed to another team and they spell it correctly, they are awarded the point. If it is incorrect then the team that passed on the word is given the point.

4. Continue until all the words have been spelt and announce the winning teams. 5. Optional: have the students work in their teams to think of 10 more words for their

classmates to spell.

Summary (Slide 10) Invite students to briefly answer the questions on the slide. Homework (Slide 11) 1. Hand out a copy of the worksheet to each student. 2. Read through the assignment task with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM1U2L2 Bingo Numbers

NDEM1U2L2 Homework

Choose the correct answer to each question below:

1. What’s your name? a) I’m a student. b) I’m hungry. c) I’m Steve.

2. Where do you live? a) I’m from Korea. b) I live in Seoul. c) I’m fine.

3. How are you? a) 26 years old b) I’m fine. c) Pleased to meet you.

4. Where does she work? a) She likes her job. b) She’s a doctor. c) She works at the hospital.

5. Where are they from? a) They’re from Australia. b) They’re students. c) They’re from high school.

6. Is he married? a) Yes, they are. b) No, he’s single. c) Yes, she is.

7. What does he do? a) He’s from Italy. b) He’s a teacher. c) He’s Spanish.

8. What do you do in your free time?

a) I don’t like exercise. b) I’m busy. c) I play football.

Now answer the questions below with information about you using complete

sentences.

1. What’s your name?

2. Where do you live?

3. How are you?

4. Where are you from?

5. What do you do?

6. What do you do in your free time?

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new dynamic english module 1: unit 2 / lesson 1 ......1 1 new dynamic english module 1: unit 2 /...

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