A Teaching Plan for Self-introduction - BIGLOBE

A Teaching Plan for Self-introduction

Objective: Upon completion of this lesson, students will strengthen the ability of introducing themselves to others in a friendly setting. Class size: About 20. Class level: Senior high school first-year students (who correspond to high school sophomores in the U.S.). Materials: 20 copies of a lyric sheet of the children's song "Old MacDonald had a farm"; 20 copies of the information sheet where the students fill in personal information that they hear from partners; big topic cards where topics for self-introduction are printed and are used for teacher instruction. Procedure 1) Taking the roll in English 2) Warm up

After giving a lyric sheet to each student, the teacher sings the whole verse of "Old MacDonald had a farm." Then, the teacher demonstrates how to sing it line by line, and the students follow him. This step may be repeated a few times until most students get to sing the song smoothly. Finally, the whole class sings along the song all together. Either an ALT or a Japanese English teacher can take the lead in this instruction, or maybe both can cooperate. In our lesson, the ALT first modeled how to sing at a natural speed, and the Japanese teacher took over the floor to teach how to sing each line. 3) The main activity: The Get-to-Know-Each-Other Game

Basic expressions for self-introduction have already been studied in junior high schools. So, using topic cards, the teachers first make the students recall some such expressions. In our lesson, we prepared 11 self-introduction topics (i.e., name, age, family members, transportation, favorite food, favorite sport/player, favorite music/singer, favorite TV program/TV star, personality, and free time). We printed these topics on big white cards. And, holding those cards in front of us, the Japanese teacher elicited the expressions that the students already knew for self-introduction. For example, holding up the word family, he said: "I have Father, Mother, one brother, and one sister. How about you? What family members do you have?" When we picked up a few volunteers for each topic, most of them made a correct response to our questions.

Then, we started the Get-to-Know-Each-Other activity. In this activity, the students stand up, walk freely in the classroom to find three partners, ask five questions to each of them, and write down the findings on their information sheets. (The five questions are available on the information sheet that is given to each student. To see the questions, click on the link to the information sheet listed next to this teaching plan.) An important rule of this activity is that two students do paper-rock-and-scissors before the interview, and only the student who wins it can ask the five questions. The loser only answers the winner and is never allowed to ask any question. So, if a student is unlucky, he or she may just keep answering the questions in the first few encounters. The first student to successfully interview three persons gets three extra points; the second student to do so gets two extra points; the third student get one extra point. All the others get only participation points. (We

made this rule as an incentive for making the activity a little more enthusiastic to the students. And, it worked as was expected.)

We recommend that the teachers take enough time to demonstrate each step of this activity before the game starts. Thus, after we gave the information sheet to each student, we actually did paper-rock-and-scissors in front of the class. We had made an arrangement so the ALT would win. Then, the ALT asked me (the Japanese teacher) the five questions. He even pretended to record my answers on his information sheet. We called the start only when we were convinced that the students completely understood their task in this activity. 4) Wrap up

The students fill in the review sheet where a lesson summary, an impressive word or phrase in the lesson, and a question about the lesson need to be written down.

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