1 st lesson ideas

7/24/2019 1 St Lesson Ideas

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YL CLASSROOM IDEAS1stLesson Ideas

Some ideas and suggestions for getting the new school year off to a fun andinformative start, you get to know your students, they get to know you and eachother. The benefits being if you are all aware of each other as people it will be a

much more productive and respectful environment to work in. These ideas are forlittle ones to teens at a variety of levels.

If you have further ideas or variations connected to this theme, please send themto: ylcoordinatorihworld.co.ukand they will be added to this collection.

LEARNING NAMES

Names with adjectives

The first student says his!her name and adds an ad"ective beginning with the sameletter as their name: Im Lucy and Im lazy. The following student repeats the

previous name and ad"ective and adds his!her name and an ad"ective: This is lazyLucy and Im happy Harry. #epeat until all the students have had a turn. $notheroption is to get the students thinking of an ad"ective for each letter of their name,e.g. La%y, Untidy, Caring,Young.

TPR Names

&et the students sitting in a circle. 'ach student thinks of an action to go with theirname, e.g. clapping hands, touching nose etc. 'ach student says their name anddoes their action, the rest of the class then repeats (both the name and the action)until all the students have had a turn. Students can then call out names at randomand the whole class has to do the appropriate action.

Name crossword puzzle (grid below)

This works best with groups of students who know each other, although it can alsowork with students who don*t. +ivide the students into groups. &ive them a blankgrid and get them to make a crossword using the names of all the students in theclass. They should then make the version that will be given to another group tocomplete.

YL CLASSROOM IDEAS 1stLesson Ideas

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They should also write clues for each name, these can be personality or anecdoterelated if the students know each other or physical characteristics if they don*t, or, acombination of the - if there is a mi5ture of new and familiar students.

e.g. 6- down is the tallest person in the class#

6- across is the student who never does their homework

The groups then swap the crosswords and try to complete the them.

Whats in a name?

$sk Ss to discuss the following 7uestions in pairs or small groups.

- Why was your name hosen!- Do you "#$e your name!- I% you ou"d han&e your name' what wou"d you han&e #t to!- (a)e you &ot a n#$name!

/T': 'nglish 8ile 9pper Intermediate (9) has an interesting te5t on namesand what they mean etc. There are also a number of interesting te5ts online.

LEARNING IN*ORMA+ION

uess the !uestion

;rite some information about yourself on the board, "ust use words, names andfigures.

$sk the students to work in twos or threes to try and work out how and why the

information is connected to you and your life. $fter a few minutes discussion allowthe students to ask you - or 3 7uestions per word!number to help them work outwhat they mean. If they still don*t have the answers then give them some clues.8ollow this up by eliciting a few e5amples of the kinds of 7uestions they asked ! 0ave you got=>- $re you=>- ;ere you=>- Is=>- ;hen did you=>

The students then write their own selection of words and numbers. ?ou could limithow many they need to write (for e5ample, only 3). They then try to work out whattheir partner*s words and numbers mean by asking them 7uestions. 8ollowing this,they all get up and mingle telling at least 3 other people in the room what theylearned about their partner.

"mportant Pictures



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&ive each student a sticker or piece of paper. n this paper or sticker they draw 3things that are important to them in their lives. $ more guided alternative andsimilar to the activity above is to ask them to write the following on their stickerA!A+id= influenceyour life>A If the answer is yes, they write that person*s name on the piece of paperand ask at least one further 7uestion to find out more (making notes if necessary).If the answer is no, they keep askingB $s feedback each student tells the classabout one person*s answer.

This is me



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In pairs students draw each other*s profile onto a sheet of paper. This can be donefreehand or by tracing. The profiles are then placed on the walls around theclassroom. Students walk around and write either what they know about theperson, or things they would like to know. Students then take their profile andindicate which information is correct and!or write answers to the 7uestions. Theseare then put around the room for students to read.

True or %alse

The teacher reads out 4 sentences about themselves, 3 of which are true and 1false. The students try to guess which is the false statement. They can ask anumber of 7uestions before making their guess, you can either limit the number of7uestions they can ask, or restrict it to yes!no 7uestions only. The students thenwrite their own sentences to repeat the activity in small groups.

&ine 'p

+ivide your class into - e7ual groups, (if you can*t make them e7ual, get - studentsto work together). &et the - groups in - lines, facing each other, each person

should have an opposite. all out a topic or 7uestion, for e5ample, HTalk about yourfamily.* or H;hat*s your favourite kind of food>* and the students step forward anddiscuss this, trying to get as much information as possible from their partner, inabout 3Msecs N 1min. Say HST*, and get the last person from one line to come tothe other end, everyone in that line moves one place down (everyone should nowhave a new partner). #epeat with a different topic or 7uestion several times (it*s notnecessary for everyone to speak to everyone). nce finished with this, each of thelines forms a group, they must share the information they learned about the othergroup and then choose one interesting piece of information about each person inthe other group, this is then shared with everyone.

$ind someone who$n old favourite, the teacher (or students) write a list of items e.g. someone who

likes dogs, someone who can ski, someone who speaks &erman= The studentsthen have to find one person for each item on the list. '5plain that they should tryand find as many different names as possible to complete the list and that a Hfollowup* 7uestion should always be asked to gain further information. 8or lower levelclasses, make sure you don*t include too many different grammatical forms (e.g.only use structures such as like!don*t like, can!can*t, have!don*t have=). $lso ifnecessary, give the students time to formulate the 7uestion before being asked tostart the activity. ?ou can also play this in the form of bingo, let students chooseHfind someone who* statements to write in a bingo grid and then mingle to try and

be the first to get bingo.

*IND SOMEONE W(O-2 NAME ADDI+IONALIN*ORMA+ION

=likes dogs.

=can ski.

=has read a book in 'nglish.



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=went abroad last summer.

YL CLASSROOM IDEAS 1st Lesson Ideas

1 st lesson ideas

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