English Introductions Lesson Plan

Teachers: Bridget McGowen, Scottie Finzel, Ella Portteus

Part A:


Lesson
Objectives:
Students can correctly introduce themselves, using
correct English, in written form in an informal school
setting
Students can introduce themselves. using correct
English, verbally in an informal school setting
Students will be able to identify half of the introductory
vocabulary words, written and verbally
Students will be able to confidently introduce themselves
formally and informally
Time:
30-45 minutes







Procedure:




Students will learn how to introduce themselves, formally
and informally, correctly in English
6th and 7th grade students with 2-3 years of English
experience
Average classroom size with limited technology
Goal: Be able to introduce themselves to another English
speaker
Lesson Content: Teaching the students how to formally
and informally introduce themselves
Bell Ringer - Students walk around classroom and
introduce themselves formally and informally in Spanish;
start thinking about the difference between formal and
informal introduction
Teacher goes through powerpoint presentation and goes
over basic introductory vocabulary
Have students write out the vocabulary words in Spanish
and then the corresponding word in English
Have students write out what they believe is a proper
introduction
Teacher uses a powerpoint to go over correct sentence
structure
Students pair up and practice verbally introducing
themselves
Students get participation points for attempting to and
correctly introducing themselves in English

Required
Materials:

Projector
Powerpoint
Paper and pencils for students
List of vocabulary for students



Assessment:


Teacher walks around during class and listens to
students introducing themselves to each other
Before students leave classroom them must correctly
introduce themselves to the teacher
Next class: for the bell-ringer, the students must write out
their introduction and turn it into the teacher



Standards
(ESL):
Standard 1.1 - Identify and use basic reading and listening
strategies to make text comprehensible and
meaningful.
Standard 1.2 - View, listen to, read, gather, organize, and discuss
information from various sources.
Standard 1.3 - Select information appropriate to the purpose of
the investigation.
Standard 1.4 - Compare, contrast, and categorize to gain a
deeper understanding of information and objects.

References: Adapted from:
http://betterlesson.com/community/document/83385/saludo
s1-betterlesson






Part B:
Oberle, J. (1990). Teaching english as A second language. Training, 27(4), 61. Retrieved from
http://search.proquest.com/docview/203385919?accountid=13360
This article presents a case study in which American employers were hiring workers from
foreign countries to work in their particular business. Problems arose when the employers
realized these foreigners had no English speaking experience. This case focuses on the study
of these workers learning a new language, and how difficult it was to teach them in their middle
age. The study shows how important it is to learn a new language at a young age, and how
beneficial it is for these individuals. This article helped us write this lesson plan because it
emphasized the needs for students to learn the basics of a foreign language at a young age.

Teaching English as a Foreign Language in Latin America. (n.d.). Retrieved from
http://www.teflcertificatecourses.com/tefl-articles/teaching-english-foreign-language.php
This web page was all about how it is important to be certified in being able to teach english to
students that english wasnt their first language. It talked about how most foreign schools
will make sure you have paperwork that says you are able to teach english to a foreign
language.