Teacher's Guidebook Introductory Level by Girola Ercolino

Unit 1: First day of class

Proyecto Idiomas Unimet Teacher’s Guidebook First Edition Depósito Legal: 199402DF570 ISSN:1315-4109

Arte Final: Equipo Unidad de Lenguas Aplicadas – Escuela de Idiomas Modernos Digitalización Unidad de Lenguas Aplicadas

Coordinación Académica - Unidad de Lenguas Aplicadas Profa. Vanessa Courleander Profa. Girola Ercolino Profa. Milagros González Prof. Gustavo Santamaría

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Unit 1: First day of class

Trigger your knowledge What are these people’s jobs?

________________

__________________

________________

___________________

Part A: Getting ready 1. Read and listen to a woman talking about herself.

Hello! My name is Angela Smith. I’m 30 years old. I am from Australia and I live in Melbourne. I work at a restaurant as a chef, so some people say

disciplined,

hardworking

strict,

person,

energetic

and

creative. I am also a mother of two little children, Karla and Sebastian, and I am married to a wonderful man, Ben. I go to the mountains and walk for several hours to relax myself, think

about

personal

issues,

and

create new recipes and menus. I also go to the beach with my family. My children enjoy it so much! I’m good at trying new things, especially with food, that’s why I love my job so much.

Unit 1: First day of class

Trigger your knowledge 



Invite the participants to look at the pictures and try to guess the name of the jobs that

Answers:

appear in each one.

1.- Businessman

Ask the participants to write the names of the

2.- Teacher

jobs on the lines below each picture. 

3.- Doctor

In order to check the activity, call out some

4.- Waitress

participants to read their answers. 

Discuss each job by asking the preferences of the participants.

Part A: Getting ready 

Activity 1: Ask the participants to look at the pictures and try to make inferences about the characters and places shown in them.  Direct the participants to read the text.  Check

vocabulary

(words



Activity

check

comprehension,

encourage participants to read the sentences and select true or false. Have volunteers read their answers and explain their choices.

and

expressions) the participants may not know.  Have participants listen to the podcast as they read along.  Call out some participants to read the

Answers Act. 2: 1.- False

2.- True

3.- True

4.- False

5.- False

6.- True

text out loud in order to check pronunciation and intonation.

Unit 1: First day of class

2. True or false. Mark the correct answer.

3. Match a picture with a word. True

False

a. Her name is Angela Johnson.

Energetic

b. She is 30 years old.

Disciplined

c. Angela is a chef.

Creative

d. She has three kids. Hardworking

e. She is not married. f.

She is from Melbourne

Part B: Your turn 1. Write a paragraph about yourself filling the text with the information required. You can use Angela’s paragraph as a guide.

Hi! My name is ________________________. I ___________________ old. I ___________ from ________________

and

__________________. ________________________.

____________

job

___________________________________________ ___________________________________________ person.

___________________________________________ ____________________.

_______________

children, and a _______________. I am good at ____________________.

Vocabulary & Expressions I am from… Where are you from? I live… Where do you live? To be good at... What is your job? Musician Doctor Easy going Enthusiastic Talented

Businessman Worker Engineer Teacher Nice Successful Brave Stressed Honest Relaxed

Venezuela Venezuelan Italy Italian France French Japan Japanese Argentina Argentinian Spain Spanish Peru Peruvian

2. Hi I’m Pedro! Write about my nationality, my job and some personal characteristics.

Unit 1: First day of class



Activity

check

vocabulary,

ask

Energetic

participants to match the adjectives with the

Disciplined

corresponding picture. Review as a class. Creative

 Have volunteers share their partners’

Hardworking

information with the rest of the class.

Part B: Your turn 

Activity 1: Ask participants to complete the paragraph individually.  Encourage

them



Activity 2: Have participants fill in the speech bubbles with the information

use

the

required. Review as a class.

vocabulary in the vocabulary and expressions box.  Compare answers with a partner and then review as a class.

I am from Mexico

I am a musician

I am enthusiastic

I am Mexican

Unit 1: First day of class

Part C: Act it out Work in pairs. Find out new information about a classmate! Ask his/her name, age, job, family…Follow the example. What is your name?

I am Carolina.

Part D: Do it right 3. Possessive Adjectives 1. Present simple:  In the present simple, use the verb without an ending: I live in Caracas. You live in Caracas.  Use the present simple to talk about current events, habits, general statements. 2. Information questions:  Ask information about places, people, things, beginning with a question word: What is your name? Where are you from? How old are you?

Pronoun

Possessive Adjective

I you

my your

4. Contractions Be

Affirmative

Negative

I am You are He / She / It is We are They are

I’m You’re He / She / It’s We’re They’re

I’m not You aren’t He / She / It isn’t We aren’t They aren’t

Part E: Test yourself 1. Correct the paragraph. Add the verb Be in nine more places.

is This my family. They in Great Britain. This my little brother Jason. He in high school. This my mother. She a math teacher and this my father. He a businessman. My family far away, but thanks to Skype, we close. Tom

Unit 1: First day of class

Part C: Act it out 

Activity 1: Ask the participants to look at the picture and read exchange.  Then the participants write between four and five questions they want to ask their partners.  Encourage the participants to interview a partner using the questions they wrote.  Have volunteers share their partners’ information with the rest of the class.

Part D: Do it right 

Have participants to read the information in the grammar box. Then ask them to apply the rules to meaningful and relevant contexts.



Prompt participants to begin using the new structures in the context of their own lives to express opinions and other ideas.

Part E: Test yourself 

Activity 1: Have participants read the text.  Ask them what is wrong with the text.  Have participants correct the paragraph by adding the verb Be in the right places.  Review as a class.

This is my family. They are in Great Britain. This is my little brother Jason. He is in high school. This is my mother. She is a math teacher and this is my father. He is a businessman. My family is far away, but thanks to Skype, we are close.

Unit 1: First day of class

2. Read this postcard from Tom’s brother. Complete it using these contractions: I’m, He’s, She’s, He’s not, or is not. Listen and check your answers.

February 22 Hi Tom, ______ in Italy. I_____with Georgia. ______ a high school friend. ______ nice and beautiful. ______ worried about her brother. ______ in love. Ana ______ is his girlfriend. ______ a student. ______ a teacher. Georgia ______ happy. I want to help her. Write soon. Love, Jason

3. Match these questions to the correct answers: a. What’s your name?

I am19 years old.

b. What’s your nationality?

I am from Perú.

My name is Robert.

How old are you?

d. Where do you live?

I’m a doctor.

e. Where are you from?

I am Brazilian.

I live in Caracas.

What is your job?

Part F: Go beyond

 

For extra practice, see UNIT 1 in the online Workbook Platum Unit 1

Unit 1: First day of class



Activity 2: Ask participants listen to the postcard with books closed.  To check comprehension, ask Where is Jason? Why is Georgia worried? What is the name of his girlfriend? etc.  Have participants complete the postcard using the verbs given.  Review and check doubts as a class.



February 22 Hi Tom, I’m ’m ______ in Italy. I_____with She’s a high school Georgia. ______ She’s friend. ______ nice and She’s beautiful. ______ worried He’s about her brother. ______ in ’s love. Ana ______ is his She’s girlfriend. ______ a student. She isn’t a ______ teacher. Georgia She isn’t ______ happy. I want to help her. Write soon. Love, Jason

Activity 3: To check vocabulary, ask participants to match the questions with the corresponding answer. Review as a class.

a. What’s your name?

I am19 years old.

b. What’s your nationality?

I am from Perú.

c. How old are you?

My name is Robert.

d. Where do you live?

I’m a doctor.

e. Where are you from?

I am Brazilian.

I live in Caracas.

What is your job?

Unit 1: First day of class