- Review classroom objects briefly, and move to the names and possessives. Use games and warm ups. Bingo works at this point. Just give them pieces of paper and tell them to make a 3x3 grid and write down the words they remember from the previous class. Shout out words until someone completes a line and then the whole grid.
- Show pictures of famous people and ask their names. You can make it a curiosities class and introduce the real names of famous people that are mostly known by nicknames or screen names. Make a quiz and hand out for them to see how many they get right. Then, they can check their work in pairs until you finally correct it as a class.
- Introduce the question 'how are you?' and stress the difference between 'who' and 'how'. Start by introducing three possible answers, 'fine', 'so-so' and 'bad'. Make hand gestures and face expressions to make the meanings clear. You can also draw happy and sad faces on the board. Ask each student how they are. If you prefer, you can introduce this in the beginning of class.
- Start a dialog with a student (it helps if you choose faster learners first to model the class):
Teacher: Hello, are you (wrong name)?
Student: No, I'm not (wrong name), I am (name).
Teacher: Oh, hello, (name), nice to meet you. (shakes hand with the student).
Student: Nice to meet you. (They will either say it slowly, as if in doubt, or not say anything at all, if this happens, just skip to the next question.)
Teacher: How are you?
Student: I am fine.
Teacher: Good, I'm fine too. I'm a teacher, and you? Are you a student?
Student: Yes, I am.
Teacher: Who is he? (points at another student)
Student: He is (name).
(teacher goes to the other student)
Teacher: Hi, (name), I'm (name). (Nice to meet you.)
Student B: Nice to meet you.
Teacher: (Nice to meet you too.) How are you?
Student B: I am fine.
Teacher: I am fine too. Is she (wrong name)?
Student B: No, she isn't (wrong name), she is (name).
Teacher: Oh, is she a student too?
Student B: Yes, she is.
(teacher goes to third student and the dialog continues until all students have participated)
- Write the new pieces of vocabulary on the board.
- In pairs or trios, ask the students to write down and rehearse their own pieces of dialog to be presented to the class.
Proceed to Day 7