Unit 2 new headway elementary

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UNIT 2. MEETING PEOPLE

Level: Elementary

Time allowance: 45 minutes

Class size:

Aims:

- Provide emphasis on questions and negatives with the verb “to be”and the short

answers.

- Introduce the use of possessive

’s

form

- vocabulary about members of the family (father, aunt, etc.), other words for
personal relationships (boyfriend/girlfriend,…) plus common adjectives and their
opposites are also mentioned

Objectives: By the end of the lesson, students will be able to

- Better at using the questions and negatives with the verb to be and the short answers.
- Know how to use possessive ’s

- Equip themselves new words about members of family, words for personal relationships 
and common adjectives and their opposites.

- Know how to make conversations in a cafe.
Anticipated problems:

Students may have difficulty in saying prices in English. There are some ways to say prices; 
therefore teacher should teach the easiest way so that students don’t find it confused.
Procedure

PERIOD 1

Content Time Teacher’s activities Students’ activities
STARTER 5

mins - Get students to count from

1-20

around the class. Repeat so that
everyone has a chance to practice or if
students make mistakes

- Ask students to count in tens from
10-100around the class. Check for
correct stress, and repeat until students
can say the numbers quickly and
accurately.

- Tell students my own age and then
briefly revise numbers that reflect the
age of the students. Drill the question
How old are you? Then ask students to
work in groups of three or four and ask
and answer about ages. Ask for a few
examples of ages to practice

- Count from 1-20 around the class.
- Count from 10-100 as a class first

and then work individually in turn.

- Work in groups of 3 or 4 to ask
and answer about ages.

A: How old are you
B: I’m eighteen.
WHO IS SHE?

Questions and 
negatives

10
mins

Present the form of WH- questions 
and YES/NO questions

- write some examples on the board
and the ask students to form the WH-
question and YES/NO question with
the verb to be

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 WH- questions

What is your name? – My name’s 
John

What is his job? – I’m a student
What is her surname?

What + to be + N

Where is she from? – She’s from VN
Where are you from? – I’m from …
Where are they from?

Where + to be + S + from?
Who is Peter? - He’s my brother
Who are they? - they are my friend
Who + to be + S?

How old is she? - she’s nineteen
How old are you? - I’m seventeen
How old + to be + S?

How much is a pen? – It’s $10
How much is an ice-cream? 
How much + to be + N?



YES/NO question
Am I handsome?
Are you married?
Is she young?

Am/is/are + S + adj?
Are they your friend?
Is she a teachers?
Am/is/are + S + N?
- Yes, S +am/is/are

- No, S + am not/is not/ are not
3

mins

Activity 1:

Ask students to read about Lisa
Jefferson. Check comprehension of the
key vocabulary: surname, first

name, address, and journalist.

- work in pairs and read the
information about Lisa Jefferson

7
mins

Activity 2

- Ask students to complete the
questions

- ask students to listen to the recording
and check the answers.

- Ask students to practice the questions
and answers. Introduce the intonation
in questions in English to students

before they have practice.

+ Questions with a question word

- work in pairs and complete the
questions.

- listen and check the answers
individually.

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start high and fall.

+ Yes/no questions usually rise at the 
end.

5
mins

Activity 3

- Ask students to write questions about
Lise’s brother, basing their questions on
task 2

- Play the recording and ask students to
listen and complete the information.

- work in pairs and write questions
about Lise’s brother.

- Listen and complete the
information individually.
Negative and

short answers.
5
mins

Activity 4

- Ask students to read and listen to the
Yes/no questions and short answers.
Play the recording.

- Play the recording again and ask
students to repeat, emphasizing the
rising intonation on the question and
the pronunciation of the contracted
form isn’t.

- Ask students to ask and answer
yes/no questions about Lisa. Go 
around the class and provide help if
necessary

- Read and listen to the questions
and answers individually.

- Listen and repeat as a class.

- work in pairs to ask and answer
yes/no question about Lisa

5
mins

Activity 5

- Ask students to ask and answer
questions about Lisa’s brother.

Go around the class and provide help if
necessary.

- Work in pairs and ask and answer
yes/no questions about Lisa’s
brother

A: Is his name’s Peter?
B: No, it isn’t. He’s Jefferson
A: Is he a journalist?

B: Yes, he is.
…

Grammar spot 5
mins

- Ask students to complete the answers
to the Yes/no questions.

- Check the answers

- Focus attention on the negative forms
and point out especially that we cannot
say “I amn’t.”

- Ask students to read grammar
reference 2.1 on p125 together in class
Explain sometime if necessary.

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PERIOD 2

PRACTICE
Who is he?

Talking about 
you

5
mins

Practice 1:

- Allocate the pairs, and give the
photocopied card to Student B.
- Ask student A to look at the
information in exer. 1 and student B
look at the card. Then ask them to ask
and answer questions to complete the
information in the cards.

- Work in pairs to ask and answer
questions to complete the

information.

5
mins

Practice 2

- Ask student to ask and answer about
Patrick

- Demonstrate the activity by asking
this first question about Patrick's
surname and getting students to
answer. Monitor and check for correct
formation of questions and short
answers.

- Work in pairs to ask and answer
about Patrick.

10
mins

Practice 3

- Demonstrate the activity by asking

students the example questions in the
Student's Book.

- Get students to ask you the questions
for each category on the identity card.
surname, first name, country, job, 
address, phone number, age, marital 
status.

- Correct mistakes carefully.

- Listen and take note sometime
- Ask and answer questions with a
partner

A: What’s your first name?
B: Nguyen

A: Are you married?
B: No, I’m not.
A: what’s your job?
B: I’m a student
A: How old are you?
B: I’m eighteen.
…

5
mins

Practice 4

- Give each student a photocopied
form in exer. 4

- Ask students to go around the class
and ask two other students questions to
complete the form

- Call some students to tell the class
one of the students they just ask for
information.

- Check for pronunciation if necessary.

- Go around the class and ask two
other students questions to
complete the form given.
- Tell the class about one of the
students in the form.

PATRICK’S 
FAMILY
Presentation of
Possessive ’s

5
mins

Activity 1

- Focus attention on the vocabulary
table and on the example

- Ask students complete the table.
Monitor and check for correct
pronunciation

- Check the answers. Drill some of the
words to practice the pronunciation.

- work in pairs and write the words
in the correct place. Use dictionary
to help.

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5
mins

Activity 2

- Focus attention on the photograph.
Ask students to read and listen and put
the names next to the right person.
- Check the answers by pointing to
each person and asking students for the
correct name.

- Focus attention on the use of 'sas the
contraction of is and as an indicator of
possession

- Refer students back to the text about
Patrick. Get them to work in pairs and
underline the use of possessive 's and
circle the use of 'sas the contraction of
is.

- Check the answers.

- Read and listen individually and
then put the names next to the right
person.

- Check the answers.
- Listen and take note

- Work in pairs and underline the
use of possessive ’s and circle the
use of ’s as the contraction of is

5
mins

Activity 3

- Ask students to ask and answer
questions about Patrick’s family.
- Go around the class and provide help
if necessary.

- Work in pairs asking and

answering about Patrick’s family.
S1: Who’s Brenda?

S2: She’s Patrick’s wife?
S1: Who’s Lara?

S2: she’s Patrick’s daughter.
S1: Who’s Benny?

S2: He’s Patrick’s son
…

PERIOD 3

PRACTICE
You and your 
family

5
mins

Practice 1

- Tell students to ask teacher questions
about the people in the family.

Direct students to ask questions about
surname, first name, country, job, 
address, phone number, age, marital 
status.

- In turn, ask teacher questions
about the people in his family.

10
mins

Practice 2

- Ask students to write down the
names of some of the people of their
family on a piece of paper. Then they
exchange pieces of paper with a
partner and ask and answer questions
about each other’s families.

- Go around the class and provide help
if necessary.

- write down the names of people
in their family

- exchange piece of paper with a
partner

- Ask and answer questions about
the partner’s family.

A: Who’s Peter?
B: He’s my brother
A: Who’s Mary?

B: She’s my aunt. She’s my 
mother’s sister.

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Check it

5
mins

Practice 3

- Ask students to make true sentences
with the verb to be

- Check students’ answers and ask 
some students to read aloud the
sentences

- work individually and make true
sentences with the verb to be
- Read aloud the sentences.
5

mins

Practice 4

- Ask students to identify the correct
sentence

- Check the answers.

- Work in groups of 4 and identify
the correct sentences by ticking in
the small square.

VOCABULARY

Opposites

10
mins

Activity 1

- Ask students to match the adjectives
with their opposites

- Check the answers.

- Ask students to listen and repeat.

- Work in groups of 4 and match
the adjectives with their opposites.
Use dictionary if necessary.
- listen and repeat as a class.
10

mins

Activity 2

- Ask student to write about the
pictures, using the adjectives in
activity 1

- Listen and check the answers.
- Ask students to 6ractice saying the
sentences.

- Check students’ pronunciation if
necessary.

- Work in pairs and write about the
pictures.

- Listen and check the answers.
- Practise saying the sentences in
pairs.

PERIOD 4

READING
AND
LISTENING
An email from 
England

5
mins

Activity 1

- Ask students to read first and then
listen to the email.

- Explain some new words and write
them on the board. Get students to
practice pronouncing in chorus.
- Provide some help if necessary.

- Read and listen to the email of
Danka sending to Jacek, her
brother in Poland.

- Practise pronouncing new words
and write them in the notebooks.
5

mins

Activity 2

- Ask students to match photographs
1-3 with a part of the email.

- Check the answers

- Work in groups of 4 and match
photographs with a part of the
email.

5
mins

Activity 3

- Ask students to correct the false
sentences about the email.

- Correct the false sentences as a
class.

10
mins

Activity 4

- Ask students to write questions about
Danka’s email.

- Go around the class and provide help
if necessary.

- Check the answers.

- Ask students to ask questions and
answers about Danka’s email

- Work in pairs and write questions
about Danka’s email.

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5
mins

Activity 5

- Play the recording of three
conversations

- Ask students to listen and guess
where Danka is and who she is with
- Check the answers by playing the
recording again.

- Listen to three conversations and
guess where Danka is and who she
is with.

- Check the answers.
WRITING 15

mins

- Ask student to write an email about
their class

- Pick some writings to read aloud in
front of the class.

- Write an email about the class.

Danka’s email may be a good
sample.

PERIOD 5

EVERYDAY
ENGLISH
In a cafe

10
mins

Activity 1

- Ask students to listen and read aloud
the prices. Check pronunciation.
- play the recording and ask students to
write the prices they hear.

- Give help if necessary

- Check the answer and get students to
repeat the prices in chorus.

- listen and read aloud the prices in
the table

- Write the prices they hear and
then practice saying them.
- Check the answers and practice
saying the prices.

10
mins

Activity 2

- Ask students to read the menu and
then match the food with the pictures.
- Ask student to drill the pronunciation
of the food and drink

- Read the menu and then match
the food with the pictures.

- Practise the menu items in pairs
by pointing to the pictures and
saying the names.

10
mins

Activity 3

- Ask students to listen and repeat the
names of the food.

- Give presentation on how to ask for
the price of something.

How much is ……….?

- Go around the class and provide help
if necessary.

- Correct the pronunciation carefully

- Listen and repeat chorally.
- Work in pairs ask and answer
questions about the price of the
food.

A: How much is a tuna and egg 
salad?

B: Five pounds twenty-five
5

mins

Activity 4

- Ask students to listen to the
conversations and then fill in the
missing words.

- Play the recording again

- Work individually and do the
filling exercise.

- Check the answers
10

mins

Activity 5

- Ask students to practice the
conversations

- Go around the class and check
pronunciation

- Ask students to make similar
conversations.

- Practise the conversation in pairs.

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Unit 2 new headway elementary

<b>UNIT 2. MEETING PEOPLE</b>

<b>Level: Elementary</b>

<b>Time allowance: 45 minutes</b>

<b>Class size: </b>

<b>Aims: </b>

<i>- Provide emphasis on questions and negatives with the verb “to be”and the short </i>

<i>answers. </i>

<i>- Introduce the use of possessive </i>

<i><b>’s </b></i>

<i>form</i>

PERIOD 1



PERIOD 2

PERIOD 3

PERIOD 4

PERIOD 5

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