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Teacher answers + listening script

Introducing Myself

A1 · Am, is and are · 10 panels · 50–60 minutes

AI illustration for Introducing Myself

Original English Drills lesson. Listening uses a teacher-read script. Student print format: two A4 landscape sides.

1. Warmer

Introducing Myself grammar illustration

Look at the illustration. What can you see? Tell a partner two ideas.

Goal: Use am, is and are in everyday English.

2. Vocabulary

Match the words with their meanings.

1. classmate
2. friendly
3. nervous
4. excited
5. ready

A. worried about something
B. prepared for something
C. a person in your class
D. very happy about something new
E. kind and pleasant

1 ___ 2 ___ 3 ___ 4 ___ 5 ___

3. Reading

My name is Hana. I am eighteen, and I am from Japan. I am a student in Christchurch. My classmates are from different countries. My friend Lucas is from Brazil, and Mei is from China. Our teacher is friendly. The classroom is bright, but it is not very big. Lucas and I are in the same group. We are excited about our first lesson. Mei is a little nervous, but she is happy to meet us. At lunchtime, we are in the school kitchen. The tea is hot, and our sandwiches are ready.

4. Comprehension

Answer using the reading.

  1. How old is Hana?
  2. Where is Lucas from?
  3. Is the classroom very big?
  4. Where are the students at lunchtime?

5. Grammar focus

Use am/is/are to describe people, places and things.
I am; he/she/it is; you/we/they are.
Negative: I am not; she isn’t; they aren’t.
Questions: Are you ready? Is she a student?
Short answers: Yes, I am. / No, she isn’t.

6. Guided practice

Complete each sentence. Use the forms in brackets where given.

  1. I ___ a new student.
  2. Hana ___ from Japan.
  3. Lucas and Mei ___ classmates.
  4. We ___ not late.
  5. ___ your teacher friendly?
  6. ___ you ready?

Introducing Myself — continued

7. Listening

Your teacher will read a short text twice. Complete the notes.

  1. Sam’s age: ___
  2. Sam’s country: ___
  3. Ana’s country: ___
  4. City where they study: ___
  5. Classroom: small and ___

8. Speaking

Ask a partner. Answer in full sentences.

  1. What is your name?
  2. Where are you from?
  3. Are you a student?
  4. Who is your teacher?

Listen and ask one follow-up question.

9. Fun practice

Grammar detective: Correct one mistake in each sentence.

  1. I is a student.
  2. She are friendly.
  3. They am ready.
  4. Are he your classmate?

10. Writing and reflection

Write three sentences about yourself and three about your class or a classmate. Include one negative.

Exit check: I ___ ready. They ___ students.

□ I can use the grammar. □ I can ask or answer a question.

Introducing Myself — Teacher Answers

A1 · Am, is and are · 50–60 minutes

1. Warmer

Invite observations and connect the picture to the lesson topic. Answers vary. Introduce the target pattern before expecting independent use.

2. Vocabulary

1–C; 2–E; 3–A; 4–D; 5–B.

3–4. Reading and comprehension

  1. Eighteen.
  2. Brazil.
  3. No, it is not.
  4. In the school kitchen.

5–6. Grammar and guided practice

  1. am
  2. is
  3. are
  4. are
  5. Is
  6. Are

Accept equivalent full and contracted negative forms. Ask learners to explain their choices using the grammar panel.

7. Teacher-read listening script

Read twice at a natural, clear pace, with a pause between readings. Clarify vocabulary first if needed.

Hello. I am Sam. I am nineteen. I am from Canada. My friend is Ana. She is from Chile. We are students in Wellington. Our teacher is Mr Brown. He is friendly. Our classroom is small, but it is bright.
  1. nineteen / 19
  2. Canada
  3. Chile
  4. Wellington
  5. bright

8. Speaking

Personal answers vary. Allow pairs to rehearse. Monitor the target grammar and support follow-up questions with What, Where, When or Why as appropriate.

9. Grammar detective

  1. I am a student.
  2. She is friendly.
  3. They are ready.
  4. Is he your classmate?

10. Writing and reflection

Check that learners follow the writing task, use the target forms accurately and make complete sentences. Personal examples vary.

Exit answers: am; are.

Suggested timing and support

Warmer/vocabulary: 8 minutes; reading/comprehension: 10; grammar/practice: 12; listening: 7; speaking/game: 10; writing/reflection: 8. Give a word bank or sentence frames for support. For extension, ask pairs to create two more questions. All texts and activities are original English Drills material.

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