LEARNING SEQUENCE: Penpals. Hi! My name is...

Transcription

1 LEARNING SEQUENCE: Penpals This sequence aims to teach students to give personal information about themselves and others: name, age, where they're from, family, pets, etc. They do this through reading, completing and writing letters to and from penpals from different countries. They learn how to structure a letter to a penpal and the formal elements of writing an . They learn names, places and customs of children from other countries. Hi! My name is... In this learning block, the user will learn how to give personal information about him/herself using the verb 'to be' in the present simple (full and contracted forms). Introducing yourself. Reply to requests for personal information. The present tense of the verb 'to be' in the affirmative, negative and interrogative. The past tense of the verb 'to be' in the affirmative and interrogative. Revision of the some of the names of countries seen in the learning sequence 'Countries'. Teacher's notes This block is developed over six screens. It presents several s, from different people of various nationalities, giving personal information and requires students to analyse the structure of and information given in each mail.

2 The opening screen presents different ways of beginning an to a penpal. The next screen requires students to match the information given in an with questions - to make them aware of the kind of information they should give in an introducing themselves. In the third screen, students have to put a short in the right order based on the information given - this demonstrates the structure of these kinds of s and the order of the different elements. In activity four, they have to complete the with the right words. They can listen and check their answers. In the next screen they transfer information from an identity card to an - they have read the information, listen to the and complete it with the right information. Finally, in the test, students are required to put the words in the right order to make correct sentences giving personal information. This block is basically designed for individual work. However, the block should present an opportunity to present different styles of s introducing yourself and giving personal information. Look at the different opening phrases (Hi, Hello, etc.) and closing expressions (All the best, Lots of love, etc.). Where students are required to complete , you can ask them to work in pairs to put their knowledge together - they can help each other identify the missing words and spell the words correctly. Where were you born?

3 In this block, the user will to give information about other people and to use the verb 'to be' in the present tense. Asking questions about personal information. Give information about the professions of parents. Use the present simple of the verb 'to be' in the affirmative, negative and interrogative. Use questions words and write questions. Revise the names of countries. The first screen introduces a young girl through an , which the student has to listen to, giving personal information about where she was born, where she lives, her parents' professions and some of the things she likes. The next screen presents a comprehension activity based on the . The third screen requires students to match questions and answers, asking for and giving personal information. In the next screen, students read an and make questions. In screen five students have to read an and choose the right question word. This block is basically designed for individual work. However, students could be required to ask and answer questions giving personal information in pairs as a role play, using the questions seen here. Ask some students to tell the class some information about their partner using the third person: Her name is.. My friend's got a pet

4 In this block we are going to work on the contracted forms of 'have got' and revise and extend vocabulary related to pets. Revise the contracted forms of 'have got' with subject nouns and pronouns. Revise and extend vocabulary to do with domestic animals or pets. The block consists of eight screens. The presentation screen presents the characters that we have seen in previous screen and their pets. The characters also talk about some of the special characteristics of their pets using 'have got'. In the next screen, they study a chart about the pets and their features and then match descriptive sentence to the right animal. In screen 3, they are required to match the subject pronouns with the right part of the sentence and then match the full sentences to the pets. Screen 4 practises further the verb 'have got' and introduces some new pets. Screen 5 requires students to write the correct contracted form of the verb 'have got' depending on the subject pronoun - they choose between 's and 've. In screen six they complete a crossword by reading clues about the different animals. In the next screen they have to write the negative sentences in the affirmative. Finally they test requires them to complete a table of the verb 'have got' in the affirmative, negative and interrogative. This block is basically designed for individual work. However, on completing the block, students should be asked to talk or write about their pets and to give one or two distinguishing features. If they haven't got a pet, they can write about a pet they know, or invent one.

5 Have you got any brothers or sisters? In this block we are going to present the full forms of the verb 'have got' asking for and giving personal information. We will also be able to ask for and give personal information using the verb 'to be' in the present and the past tenses. This way, we will be revising the contents of the first two blocks. Revise family vocabulary. Use the full form of the verb 'to have' in the affirmative, negative and interrogative. The presentation screen shows us the family we are going to meet in the block. The next screen introduces the different members of the family. Students have to listen and write the names. In screen 3, students have to match the family member with their - they learn and practise the different names of family members. Screen 4 requires them to complete a text about the family they have seen in the previous screens. In screen 5, students have to drag and drop photos into a family tree according to what they hear. Screen 6 asks them to write the questions using the verb 'have got' according to the answers. The test requires them to complete a crossword with information about the people they have met in the previous screens.

6 This block is basically designed for individual work. However, when the teacher considers it pertinent, students can be required to draw their own family tree. They should ask and answer questions about their family. A letter to my penpal Here students are required to complete an with their own personal information - they are given an as a base to fill in with their own ideas. They can also write about their family, their school and their hometown, in order to use the different expressions and structures for introducing themselves and provide personal data. Introducing yourself. Ask for personal information. Revise the full and contracted forms of the verbs 'have got' and 'to be' in the affirmative, negative and interrogative. Here students are required to complete an with their own personal information - they are given an as a base to fill in with their own ideas. They can also insert photos of their family, their pets and their favourite sport. Students should be encouraged to bring in photo files and to search for photos on the internet, and then to insert them into their mail. Finally, they print their s. Go around the class helping students to complete the mails correctly. The

7 teachers should go through the s and note down the most common mistakes. Go through these using examples from the mails, without saying who wrote them. When they've printed out the mails, display them around the classroom.