Intro, Admin.

&
Diagnostic

Freshman Oral English

Unit 1: Socializing on Campus
Class CEFR Level: N/A
Week 1, Lesson 1
Fall Semester 2015
Instructor: Name

Welcome Students & Introduce Yourself (10 min.)

Materials

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Name: (on blackboard/ppt)

Room #:
Phone #:
Email address:
Website: oral-english.weebly.com
Ask your students to guess where you are from (to illustrate put up a map to show where
exactly you are from).
Info about family
Info about hobbies, things you like to do (have them guess your favorite sport).
Where did you go to school & what was your major?
Encourage them that you are just a second language English speaker, but that learning English is
not that difficult

Allow students to ask questions.

Syllabus & Grading (10 min.)

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Pass out the syllabus (2 students share).

Go over course description, general & specific objectives, requirements, assessment &
materials.
Make sure students understand the key points.
Explain grading:
Normal score 50%; Midterm Exam 25%; Final Exam 25%
Normal score = attendance, classwork, homework
Attendance (10%)
Unexcused absences -2% from final grade
Excused absences -1% from final grade
Homework (5%)
Classwork (35%)
Participation & effort
It is not possible to learn how to speak English without practice.
Performance will be evaluated every day
Assignments throughout the semester
Midterm & Final exam will be further explained later

Textbook (Connections)
Notebook & pen (for
demonstration purposes)
ID cards, markers
Camera
Ball
Grading sheets
Pieces of paper
Class profile

If PPT isnt available, also bring:

List of English names
Syllabus (set for the whole class)
Magnets
Map (to show where you're from)
Poster w/ info about yourself
Poster w/ classroom expectations
Poster w/ ID card info
10 pieces of paper with two
opposite facts about yourself
written one on each side (e.g.
front: I am an only child; back: I
have three sisters

Preparations
Before Class write on the board:

Check: What is a good student?

n Someone who participates, reviews and previews the class material, and asks questions.
n Making mistakes doesnt mean they are a bad student.

Intro, Admin. & Diagnostic

Name, phone #, email-address

Hi, Im _____
Pattern: Youre Sula and I am
________.
Homework:
Student ID cards;
Learn English names of
classmates (write down the
English names of 10
classmates and practice their
pronunciation)
Write a short letter to the
teacher including who you
are, where you are from,

what you like to do, and what

makes you special.

Classroom Expectations (10 min.)

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Ask students what they think is important for a class to be productive and useful to them.
Go over classroom expectations.
Make sure students understand to have a proper notebook to bring to class.

Goals
To familiarize students with classroom
procedures and to help start introductory
conversations in English.

Name Giving & Info Cards (10 min.)

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Check and see whether there are students who dont have an English name. From a list of
names you provide they should quickly choose one then.
Make sure to check whether some names are duplicate names (before they write their names on
their cards).
Instruct them how to correctly fill out the info cards (poster), then distribute the info cards.
Distribute markers, and on the backside have them write their English names.
Ask students to bring their ID cards to the next class.

Intended Learning Outcomes

TSWBAT

Name Game (15 min.)

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Expectations:

Tell everyone to stand up and form a circle.

Go around the circle once and have everyone say, "Hi, I'm ________." (Have this on the
board before the activity.)
After that, introduce a ball to the circle. Explain that the students must say Hi, Im (English
name), then throw the ball across the circle.
The person who receives the ball then says "You're ______ and I'm _______." (Have this on
the board before the activity.) So, each time, the person who catches the ball says this sentence
using his/her name and the name of the person before him/her.
Go around the circle until everyone has had a chance to speak. Repeat if you want.
Have the class go back to their original seats

Things to keep in mind in class

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If time is left, introduce idiom: As easy as pie.

Break

8.

Diagnostic Lesson Plan

9.

Section 1 Activity: Introductions

Intro, Admin. & Diagnostic

Be prepared: Always have class

materials (textbooks, pen,
notebook)
Be the best you can be: Be on
time; be focused, take notes,
participate
Be respectful: Listen while others
speak; no disruptive behavior
Be honest: Do your own work and
dont copy from others
Speak English only
Use your cell phone only for class
Be active: Work hard; work with
the other students
Be caring: encourage others; be
kind; dont make fun of other
students
Be clean: Don't throw garbage or
food on the floor; no spitting

Things to keep in mind outside of

class
1. Office hours: Visit your foreign
teacher as often as you can
2. Get to know foreigners
3. Speak English often: Practice with
friends, roommates & classmates
4. Review: Check your notes,
textbook materials & website
5. Watch English movies without
English subtitles
6. Do your own work dont copy
from others
7. Read English books

Each student will introduce him/herself to one or two other classmates. Each introduction
must include their name, hometown, and the favorite thing about their hometown. They
may switch partners several times.
After a few minutes call on about half of the students at random to have them give their
self-introduction to the class.
Note: You may choose to first call for a few volunteers; however, you need to be sure to
call on students at random to ensure an accurate sampling of the class.
Listen to the students responses and evaluate them based on the rubric (attached).
o If your students scored Pre-A1 to A1 then move to Section 2 of the lesson plan.
If your students scored A2 or above then move to Section 3.

Understand the goals and

procedures of the class.
Introduce themselves to their
classmates.

Section 2 Activity: One or Two

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Materials 10 pieces of paper with two opposite facts about yourself written one on each
side (e.g. (front: I am an only child; back: I have three sisters).
Show one piece of paper to the students and read aloud what is written on each side. Then
ask them which statement is correct about yourself, one or two. Use your fingers to
represent one and two. For example, I am an only child is written on side one so hold up
one finger and say is it one? and then turn the paper over to show I have three sisters,
and hold up two fingers and say is it two? Play up this action until you have the
students holding up either one or two fingers, and then show them which answer is
correct. Work through all the statements you brought.
Statements:
o I am an only child. I have three sisters.
o I am the second oldest. I am the oldest.
o I have been to 22 different countries. I have been to 20 different countries.
o My favorite country is Scotland. My favorite country is Norway.
o My favorite dishes are sweet & sour. My favorite dishes are spicy.
o My favorite sport is tennis. My favorite sport is table tennis.
o I graduated from colleges in 1998, 2007, and 2014. I graduated from College
in 2006.
o I lived in Australia for some years. I lived in Africa for some years.
o Ive lived on two different continents. Ive lived on four different continents.
o Ive lived in China for 1 years. Ive lived in China for 4 years.
Make sure all the students have two pieces of paper and tell each student to write down
opposing facts of their own to present to the class. Call on students at random to present
to the class.
Note: When you present, use statements about facts that you told the class during your
introduction. When the students present have the class respond based on what they think
(guess) is the correct statement.
Evaluate the responses.

Do your homework
Practice what you learn in class

During Break

During the break take pictures of

the students with their name
cards.
Check who is the monitor and
have him/her fill out the class
profile.

Homework
Find out & remember the English names of
at least 10 of your classmates. In your
notebook, write their Chinese, their English
name, and one hobby they have.
Bring your ID cards to the next class.
Preview: Unit 1, Part A - Introductions

Section 3 Activity: Two Truths and a Lie

Come up with two true statements and one false statement about your own life and
present them to the class.
Statements: My first pet was a cat. The first country Ive been to was China (lie). Ive
lived in America for three years.
After presenting your statements, have the class vote on which statement is the lie. Ask
some of the students for their reasons (E.g. Why did you choose this sentence and not the
others?).
Have everyone make their own two truths and a lie and play the game in groups of 4,
making sure that each person gives reasons for their choice.
After everyone has completed the activity with their groups have one student from each
group stand up and present his or her statements to the class. The other groups should
each vote on which statement is the lie and be prepared to explain their decision. Select a
few students from different groups to give their reasons for their choice. (You may want
to choose more students, if there is more time.)

Story Telling: To the Top of the Mountain

This is Sula. She is a teacher at Sias. She just got back from summer break. She had a great
summer break.
She is from Germany, so she went there for the summer. Sula loves to go hiking in the
mountains. With her friend Claudia and two young boys, she decided to go on a hiking trip in the
mountains called The Alps. They wanted to climb a very high mountain in Switzerland. It would be
a 2-day hiking trip. They had to prepare their trip and carry many things like food, drinks, and
clothes in their backpacks.
(If you went on a 2-day hiking trip, what would you bring?)

Intro, Admin. & Diagnostic

Climbing the mountain was very tiring. They had to cross small rivers. They had to climb over
many rocks. The friends walked very slowly. After lunch, they continued to walk. The road became
very dangerous. There were many rocks and the top of the mountain was still very far away. Finally,
Sula and Claudia realized, they would not be able to climb to the top of the mountain that day.
Maybe we should turn around, Claudia suggested. They were all very sad and disappointed that
they didnt reach the top of the mountain. But they were still high up on the mountain and had a
great time resting, sitting in the grass and enjoying the view. And in the end Sula thought, Even
though I never got to reach the top of the mountain, Im still glad I got to come here!

Pronunciation: Pronunciation Definitions (PD) (15 min.)

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Pass out a copy of the PDs to partners and go over the pronunciation and meaning of each of
the terms.
Practice the proper pronunciation
Allow students to copy the pds into their notebooks (5 min.).
Explain that this information will be used throughout the year, so it is important that they learn
these terms.

Rubrics for Evaluation

Section 1 Rubric

B2

B1

A2

A1

Students will be able to communicate their Chinese and English names with confidence.
Students are able to say the name of their city with confidence.
Students are able to express what they like about their home town in considerable detail and complexity.
Students can express themselves in detail while still making a few grammatical and pronunciation errors which
rarely lead to a breakdown in communication.
Students generally find it easy to deal with issues of miscommunication and communication repair.
Students will not use Chinese to compensate for their lack of English communication skills.
Students will be able to communicate their Chinese and English names with confidence.
Students are able to say the name of their city with confidence.
Students are able to express what they like about their home town in detail with moderate complexity.
Students can express themselves with some complexity but will still make some grammatical and pronunciation errors
which usually dont lead to a breakdown in communication.
Students will usually be able to deal with issues of miscommunication and communication repair.
Students will rarely use Chinese to compensate for their lack of English communication skills.
Students will be able to communicate their Chinese and English names with confidence.
Students are able to say the name of their city with confidence.
Students are able to express what they like about their home town in detail.
Students speak simply and make semi-frequent grammatical and pronunciation errors which sometimes lead to a
breakdown in communication.
Students will often be able to deal with issues of miscommunication and communication repair, but will
sometimes encounter difficulties in complex situations.
Students will occasionally use Chinese to compensate for their lack of English communication skills.
Students will be able to communicate their Chinese and English names with confidence.
Students are able to say the name of their city with confidence.
Students are able to express what they like about their home town in a little detail.
Students speak very simply and make frequent grammatical and pronunciation errors sometimes leading to a

Intro, Admin. & Diagnostic

PreA1

breakdown in communication.
Students find it difficult to deal with issues of miscommunication and communication repair while possibly using
memorized phrases such as pardon, again please, (sorry) please repeat etc.
Students will sometimes use Chinese to compensate for the lack of English communication skills.
Students are able to communicate their Chinese and English names with some confidence.
Students are able to say the name of their city with some confidence.
Students will only be able to express what they like about their home town very simply and in many cases will not
be able to elaborate at all.
Students speak very simply and make many grammatical and pronunciation errors often leading to a breakdown in
communication.
Students will be unable to deal with frequent issues of miscommunication or repairing break downs in
communication.
Students will use Chinese to compensate for their lack of English communication skills.

Section 2 Rubric

A1

PreA1

Students will be able to understand the facts through listening with a little difficulty but will still need the help of the
written text.
Students are able to understand the instructions for voting through slow and clear speech with repetition as needed.
Students speak very simply and make some grammatical and pronunciation errors.
Students find it difficult to deal with issues of miscommunication (asking for clarification using memorized
phrases)
Students are able to understand the facts only with the help of reading the cards.
Students are able to understand the instructions for voting through slow, clear, and simple speech with many
repetitions and body language.
Students are able to express themselves with great difficulty. They will have many pauses as they search for words,
and will make many grammatical errors.
Pronunciation will cause many difficulties in communication. Students will have choppy speech, and there will be
pronunciation errors that cause difficulties in communication.
Students will be unable to deal with issues of miscommunication.

Section 3 Rubric

B2

B1

Students will be able to understand the instructions given at an almost native rate of speech.
Students are able to clearly express their vote.
Students are able to explain their choice in great detail through accurately using semi-complex connected phrases using
a number of transitional words and phrases.
Students can express themselves in detail while still making a few grammatical and pronunciation errors which rarely
lead to a breakdown in communication.
Students generally find it easy to deal with issues of miscommunication and communication repair.
Students will be able to understand the instructions given at a less than native rate of speech with repetition as
needed.
Students are able to clearly express their vote.

Intro, Admin. & Diagnostic

A2

Students are able to explain their choice in some detail.

Students can express themselves with some complexity but still make some grammatical and pronunciation errors
which usually dont lead to a breakdown in communication.
Students will usually be able to deal with issues of miscommunication and communication repair.
Students will be able to understand the instructions given at a slow and clear rate of speech with occasional
repetition.
Students are able to express their vote while making some minor errors.
Students are able to explain their choice using a basic level of detail.
Students express themselves with some small difficulties and make some grammatical and pronunciation errors.
Students will often be able to deal with issues of miscommunication and communication repair, but will
sometimes encounter difficulties in complex situations.

Intro, Admin. & Diagnostic