015

Materials:	Student book; (click here for the student's page).
Students:	Individually
Rationale:	Making notes; organising learning.
Method:	Note-taking pages occur regularly in the book. These are to give students opportunity to make notes of new language, but also to brainstorm, organise ideas, write scripts, collect data - whatever they need for their project. The empty pages in the book are therefore important for learner training, and encourage as well as facilitating note-taking.
Notes:

Materials:	Student book; ball or cushion.
Students:	Groups (circles)
Rationale:	Ice-breaker; introductions.
Method:	Students sit or stand in a circle. The teacher mentions a piece of information about him/herself, and throws a ball or a cushion to a student. The student mentions a piece of information about him/herself, and throws the ball or a cushion to another student. Each time the ball/cushion comes round, the information supplied must be different
Notes:	Students can be in groups of 4 - 8, with the teacher an important participant, giving his/her own pieces of personal information in an impromptu introductory setting. The ball/cushion can return a number of times (students choose the next recipient), and then groups can change (the item could even be thrown from one group to another) This is an "Ice-breaker". It is not mentioned in the student book, so teachers can use it in any way they wish, as part of the initial introduction to the course, the classmates, the institution, and the teacher him/herself. Students find things to say about themselves, and prepare for the focus on personal information in the Introductory Unit.

Materials:	Student book (click here to see the student's page)
Students:	Whole class.
Rationale:	Information transfer. Obtaining phone numbers and email addresses for later activities in which they will be used. Interaction.
Method:	The teacher reads the attendance register and students write down the name of each person next to their number on the page. They then ask everyone for their phone number and email address.
Notes:	Students will use this list through the book, so they need to complete it and to keep it up-to-date (see the homework for this lesson).This activity gets students interacting from the start. The aim at this point is to set the scene for the types of activities that will appear in the book, as well as preparing for learner-training ideas.

Materials:	Student book (click here to see the student's page)
Students:	Whole class; pairs
Rationale:	This activity starts students thinking about their learning needs and abilities. Once they have identified these, they can look at what they want to achieve in English. The students are doing their own needs analysis and thus preparing for setting their own goals for the course and beyond.
Method:	This works well as a pair-work task, with students exchanging books, and filling in their partner's responses in their partner's book
Notes:	Any discussion that arises from this activity will be useful.

Materials:	Student book. (click here to see the student's page)
Students:	Singly.
Rationale:	Students begin on the road to self-direction by performing homework tasks which will gradually become more independent, and which will not necessarily be monitored by the teacher until the end of the relevant session. If students choose to do these, they will have an opportunity to work on their needs and goals effectively. If they choose otherwise, then this can still be part of the process of learning about accepting responsibility for learning.
Method:	Students check on the list of phone numbers and email addresses. They also fill in the "Learning Goals" questionnaire, which will be used in lesson 3, in "Time management".

Materials:	Student book. (click here to see the student's page)
Students:	Whole class.
Rationale:	Using the "Find someone who... " format, along with a "Bingo" element, students examine the learning needs of their classmates. This is also a "warm-up" for interviewing and asking questionnaires.
Method:	Students circulate around the classroom, asking class members about their learning "wants". When someone answers "Yes, I do.", the questioner writes the name of that person in the relevant box. When someone answers "No, I don't." the questioner can ask another question, or move on to another person. When a (horizontal or vertical) line of names is completed, the questioner shouts "Bingo!"
Notes:	One name can only appear ONCE on the sheet. Each box should have a different person's name.

Materials:	Student book;
Students:	Groups, pairs.
Rationale:	This is an introduction to brainstorming and categorizing, which are useful skills to develop for the Project-work.
Method:	Students (in groups or pairs) identify and classify language needs, building on the experience of these terms gained in the activities so far.

Materials:	Student book
Students:	Pairs or groups
Rationale:	Not to be confused with "Learning goals", this activity continues to encourage students to identify their language-learning need. The focau here is on the present level of English, and uses a 1 to 5 scale of ability.
Method:	As in Lesson 1, students can use their partner's book to record that person's responses. They can then go on to interview other people, using different signs to mark the responses. If they then come together in groups and discuss the results, they can get an idea of the abilities (and learning needs) of the class as a whole.

Materials:	Student book; telephones.
Students:	Pairs.
Rationale:	Students get practice in speaking and listening skills through having a phone conversation with two classmates (one of whom they phone up, and one of whom phones them).
Notes:	This is also an opportunity to examine the logistics of study planning. Various students will leave this task till the last minute or will not do it at all. This will be obvious when they bring their book to the first meeting with the teacher (see lesson 3), and the teacher will call attention to this. However, students need to take on responsibility for their (non)actions, and the question of how they go about homework assignments is part of this responsibility.

Materials:	Student Books.
Students:	Everyone.
Rationale:	Students practice forms of greeting, in emotional circumstances (long lost friend, etc.). Such activities can be useful at any time in lessons, lifting the atmosphere, and getting people communicating :"on their feet', often in non-verbal ways.
Method:	The teacher brings a cassette player and some music into the classroom. Students circulate around the classroom, and when the music stops, greet the nearest classmate according to the agreed situation.

Materials:	Students' book
Students:	Pairs or groups.
Rationale:	This activity looks at the topic of managing the learning process, having analyzed needs and talked about goals. Students build upon the homework activity of the first lesson. Those who have done the homework will be able to respond and to talk about their plans. It is important to foster the perception that self-initiated work (which is the goal setting homework assignments) is a valuable way of studying, and the linking of homework with classwork is a step in this direction
Method:	Students (in pairs) interview each other about language goals, skills, problems, and study planning.
Notes:	The teacher might want to refer the students to the homework of Lesson 1, and draw the link between the two activities.

Materials:	Students' book
Students:	Groups.
Rationale:	Preparing for the idea of making a "learning contract", this activity invites students to think about their relationship with their (future) spouse. From this point, students can think of their relationship with their classmates and their teacher (see next lesson).
Method:	Students (in pairs) talk about the sort of agreements, compromises, and rules that they would want to stipulate in their marriage, though the idea of asking their spouse to sign to such an agreement can be an unusual one.

Materials:

Students' book

Students:

Groups.

Rationale:

The teacher will have a meeting with the students in the near future. In this meeting they can talk about the learning goals that have been addressed so far, as well as making and agreeing plans for the semester. At the end of this meeting, students should have all the information they need in order to fulfil the requirements of the course. This is also a good chance to meet and to talk about student needs.

Method:

During the other activities of the lesson, the teacher can talk to students and make appointments with them. Don't let them see your timetable - this is a communication task!
When the students come to your office:

	Talk to them. They will ask you for details about the Course. You need to have dates for assignments and examinations ready.
	They will ask for details of what will happen in the evaluation sessions.
	Ask the students about their study plans. How will they prepare for the evaluations? How will they perform the assignments? How will they study?
	Make sure that students understand the grading system.
	Ask if they have any other questions.

Materials:	Student book (1) Student book (2)
Students:	Singly
Rationale:	The two calendars in this homework are mentioned in the "Appointments" activity. Students should complete these, and use them to make notes about special dates during the course. Such regular use can encourage effective study planning.
Method:	Students take the work-book to the interview with the teacher, and use this introductory unit to talk about the requirements of the course, the teacher can also check on learning goals and plans.

Materials:	Student books.
Students:	Groups.
Rationale:	In preparation for brainstorming activities which will be a normal part of Project work, students gain experience of using this technique in a more controlled setting.
Notes:	This is the first use of the "Word Bank", which appears at the end of the book. Students should be encouraged to use and to add to this resource. Perhaps this could become a mini-project for an individual or group who want to do some extra work

Materials:	Student books (1) Student books (2)
Students:	Groups - two teams.
Rationale:	Having brainstormed Classroom language, students perform an activity in which they can practice that language (checking gambits). The ability to check for comprehension and to ask for repetition will be important during the course.
Method:	Two Groups of 3 students form two teams. Students in the first team read the 3 definitions for the first word. Students in the second team try to guess the correct meaning. If neither team knows the correct answer, this is the time to practice dictionary skills!
Notes:	This can take some time, but students will soon get the idea, and can follow-up by making their own definitions if they wish (homework).

Materials:	Students' books.
Students:	Groups
Rationale:	Following on from the "Marriage contract", students (in groups) talk about what they expect in the class, from themselves and from the teacher, and make a "learning contract". Whether or not they keep to this contract is a question that will need to be addressed later, but the process of making this contract at this time can be a good language awareness activity and can focus thought on the content of this Unit.
Method:	Students (in groups) talk about their expectations, and the sort of behavior that they think is appropriate. They then agree some rules for the English lesson, and sign the contract (in each others' books).
Notes:	The teacher is part of this process, and students should be free to write rules about his/her expected conduct. If s/he cannot match these requirements, the same consideration should be given as for students who cannot keep their rules. The process is more important than the result in this case, but students can be reminded about their contracts if they start arriving late or continually using the mother tongue, when their contract asks them not to do so.

Materials:	Student book (1) Student book (2).
Students:	Singly, or pairs
Rationale:	This is the first "learner-training" homework that specifically addresses this topic. Questionnaires along similar lines will appear in every Project from this point, the hope being that students will be encouraged to think about learning strategies, and eventually to incorporate effective ones into a structured study plan.
Notes:	There is no need to "check up" on this homework. The student will bring it to the meeting with the teacher, or to the Mid-term evaluation session, and comments can be made at that time