Unit 1: What's your name?
Learning Outcomes
By the end of this unit, student will be able to:
- Introduce themselves and others using simple and polite expressions when meeting someone for the first time.
- Ask and answer basic personal information questions (such as name, country, and job or student status) using complete sentences.
- Use the verb be in the present tense accurately in affirmative statements and questions to share personal information.
Specific Expectations
New Vocabulary
- [things] in, on, under
- [colours] black, yellow, gray, orange, brown, pink, green, purple, silver, gold
Pronunication
- final -s and -es
- long and short vowel sounds
- [linking]
I. Grammatical Structures
Nouns count:
- singular and plural of regular and high-frequency irregular nouns (e.g., table/tables, child/children)
- non-count (e.g., water, money, bread, coffee, sugar)
- possessive form of proper nouns (e.g., Pablo’s hat)
- articles a, an, the
Numbers
- cardinal
- ordinal (e.g., first, fifth, twentieth)
Pronouns
- subject: I, you, he, she, it, we, they
- object: me, you, him, her, it, us, them
- demonstrative: this/these, that/those
- impersonal expressions: It + be (e.g., It’s noisy in the classroom.)
Verbs
- be (e.g., I am a student.)
- there is/are
- have (e.g., I have a sister.)
- can: for ability and permission (e.g., I can dance. I can go to the dance.)
- simple present (e.g., I live in Canada.)
- simple past regular verbs (e.g., They talked to me.)
- simple past high-frequency irregular verbs (e.g., He came late.)
- simple future (e.g., We will meet in the library.)
- present progressive (e.g., She is sitting.)
- contractions with be, do (e.g., She’s sitting. We don’t like that music.)
- imperative forms (e.g., Come in. Sit down.)
- let’s (e.g., Let’s ask the teacher.)
Adjectives
- possessive: my, your, his, her, its, our, their
- high-frequency (e.g., red, big, rainy, young, Canadian, round)
- comparative/superlative (e.g., taller/tallest; happier/happiest)
- some, any, every, all
Adverbs
- used to modify adjectives (e.g., very tall, really late)
- some adverbs of frequency and time (e.g., today, always, never, sometimes, then)
- too
Transition words and phrases
- conjunctions: and, but, or, because
Question forms
- yes/no (e.g., Are you a student? Yes, I am/No, I’m not. Do you live in Canada? Yes, I do/No, I don’t. Did they talk to you? Yes, they did/No, they didn’t. Will you join our group? Yes, I will/No, I won’t.)
- information questions: what, where, when, who, why, how
Negation
- be in simple present (e.g., He is not here/He isn’t here.)
- do (e.g., We don’t like that. It doesn’t work. We didn’t watch the game.)
- will (e.g., They won’t eat these cookies.)
Prepositions
- of location (e.g., in, on, at, under, beside, on the right/left)
- of direction (e.g., to, from)
- of time (e.g., at, before, after, on, in)
Sentences
- simple sentence: subject + verb + object or prepositional phrase (e.g., She reads books. She reads in the classroom.)
II. Conventions of Print
Punctuation
- final punctuation: period, question mark, exclamation mark
- apostrophe: contractions and possessive forms (e.g., He’s buying a hat. The boy’s hat is red.)
Capitalization
- first word in a sentence (initial capitalization)
- proper nouns (e.g., names of people and places)
Listening and Speaking
L/S 1
1.1 Demonstrate comprehension of specific information in simple directions, instructions, and short classroom presentations on personal and familiar topics, with contextual and visual support.
1.2 Demonstrate understanding of clearly articulated, simple English on personal and familiar topics in highly structured interactive situations.
L/S 2
2.1 Engage in simple spoken interactions on personal and familiar topics.
2.2 Use a few familiar conversational expressions and simple non-verbal communication cues to negotiate simple spoken interactions.
2.3 Present ideas and information orally for academic purposes in simple, highly structured situations.
L/S 3
3.1 Use correctly the grammatical structures of spoken English appropriate for this level.
3.2 Use appropriately a few basic pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately.
3.3 Use a few basic clarification strategies appropriately to bridge gaps in spoken communication.
Reading
R1
1.1 Read a few different types of simple texts designed or adapted for English language learners.
1.2 Demonstrate an understanding of simple texts in a variety of ways.
1.3 Respond to simple texts created or adapted for English language learners.
1.4 Identify the characteristics of some simple text forms.
1.5 Identify some simple literary elements in short prose texts and simple poems on familiar topics.
R2
2.1 Use a few reading comprehension strategies before, during, and after reading to understand texts.
2.2 Identify some features of simple texts that help convey meaning.
2.3 Identify a few simple connecting devices and transition words that are used to show relationships among ideas in simple texts.
2.4 Demonstrate an understanding of the grammatical structures of English used in texts appropriate for this level.
R3
3.1 Use a few simple vocabulary acquisition strategies to build vocabulary.
3.2 Recognize simple patterns of word structure and use them to determine the meaning of unfamiliar words.
3.3 Use a few different resources to determine and/or confirm the meaning of unfamiliar words.
R4
4.1 Locate key information relating to the school and community in a variety of simple texts.
4.2 Extract and organize key facts from informational texts designed or adapted for beginning learners of English.
4.3 Identify the source of information used.
Writing
W1
1.1 Write short texts to convey information and ideas for academic purposes using a few simple forms.
1.2 Write short texts to express ideas and feelings on personal and familiar topics using a few simple forms.
1.3 Write short texts to communicate basic personal information and ideas using a few simple forms.
W2
2.1 Organize information in chronological, sequential, or spatial order in a scaffolded paragraph.
2.2 Use connecting devices and transition words and phrases to show simple chronological, sequential, spatial, and causal relationships.
W3
3.1 Use correctly the grammatical structures and conventions of written English appropriate for this level.
3.2 Use some simple spelling strategies to spell words accurately.
W4
4.1 Use a few pre-writing strategies to generate vocabulary and develop and organize ideas for writing.
4.2 Produce draft pieces of writing, following a model provided by the teacher.
4.3 Revise, edit, and proofread drafts, using teacherdirected strategies.
4.4 Use a few elements of effective presentation to publish a final product.
4.5 Identify and use a few writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful.
1. Using English in Socially and Culturally Appropriate Ways
SC/ML 1
1.1 Determine and use the appropriate language register in a few social and classroom contexts.
1.2 Use a few non-verbal communication cues appropriately in classroom contexts.
2. Developing Awareness of Canada, Citizenship, and Diversity
SC/ML 2
2.1 Demonstrate knowledge of some basic facts about Canada.
2.2 Demonstrate knowledge of a few basic elements of Canadian citizenship.
2.3 Communicate information about some basic social forms and practices that may vary from culture to culture.
3. Adapting to School Life in Ontario
SC/ML 3
3.1 Describe a few procedures and rules in use in the Ontario secondary school system.
3.2 Use appropriate notebook conventions and formats in all subject areas.
3.3 Work cooperatively with a partner or in a group.
3.4 Identify a few school and community resources that are available to support learning.
4. Developing Media Knowledge and Skills
SC/ML 4
4.1 View, read, and listen to simple media texts to obtain information and complete assigned tasks.
4.2 Identify the purpose and intended audience of a few different types of media texts.
4.3 Create simple media texts for a few different purposes.
Unit 1 / Lesson 1A
Level | Beginner |
Program | ESLAO |
Time | Online Lecture: 2 hours Self-study: 5 hours |
Textbook / Workbook | Textbook: Pages 2 - 4 |
1A.1 Dialogue / Role Play
1A.2 Vocabulary
Read each word, say it out loud, check the meaning, and practice it every day.
female
male
night
afternoon
evening
morning
classmate
1A.3 Grammar
Look at each grammar point, read the examples, and try to make your own simple sentences.
Common Errors
1A.4 Practice Exercises
Exercise 1: Fill in the Blanks
Exercise 2: Fill-in-the-Blanks
Exercise 3: Matching
1A.5 Student Book
Assign the Pages
1A.6 Digital Pack / Workbook
Assign the Pages
1A.7 Speaking Prompt
When you have finished this lesson, don't forget to Mark lesson complete, below: