First Meeting Skills

Overview

Today students practise speaking and writing to meet a new classmate politely. They will use question forms, simple sequencing, and correct sentence structures (because/next/then/first).

Learning intentions

• Students will use polite greetings and simple introductions to start a conversation.
• Students will ask and answer questions to learn personal information and interests.
• Students will use linking words to build sentences (and, next, but, because, unless).
• Students will use clear time words to explain directions (first, next, then).
• Students will practise simple closings to end a conversation politely.

Success criteria

• I can greet a new classmate and introduce myself using 5 correct sentences.
• I can ask at least one question and respond to my classmate’s answers using polite language.
• I can close a conversation using 5 correct sentences.
• I can write given sentences using the words: next, but, and, because, unless, and use first/next/then for directions.

Curriculum links

• English: Speaking and listening for interaction (participate in conversations, use appropriate language, take turns).
• English: Reading and viewing to interpret short texts/instructions.
• English: Writing sentences with correct word order, punctuation, and simple connectives.
• Language conventions: use common connectors and time words to sequence ideas.

Lesson structure (5 minutes)

1. 0–1 min: Warm-up greeting model Teacher models a brief “meet a classmate” script with polite language. Students repeat key phrases as a class (greet, introduce, ask a question).

2. 1–2 min: Greet + introduce (5 sentences) In pairs, students say their “greeting and introduction” aloud. Teacher checks that students use exactly 5 sentences and include at least: greeting + name + one personal detail.

3. 2–3 min: Question, repeat/clarify Students practise a short exchange: Student A asks one question about personal information; Student B answers. Then Student A asks for clarification using a polite repeat phrase (e.g., “Can you repeat that, please?”).

4. 3–4 min: Direction talk using first/next/then Teacher gives a quick prompt: “How do we get to the kitchen?” Students practise a 3-step direction using first, next, then. Pairs practise once, then swap roles.

5. 4–5 min: Sentence building and closing (linking words + 5 sentences) Students complete one set of sentences in their books using the word box: next, but, and, because, unless. Then students say their “closing” aloud using 5 sentences (polite goodbye + thanks + invitation to speak again).

Resources

• Student “word box” sentence strips or a small printed box with: next, but, and, because, unless
• Sentence frames for greeting (5 lines) and closing (5 lines)
• Direction sentence frames using first, next, then (3 lines)
• Pair conversation cue cards: “What is your favourite…?” “Can you repeat that, please?”
• Teacher model chart (simple headings: Greeting, Questions, Directions, Closing)
• Pencils and books
• Timer (to keep pace within 5 minutes)

Assessment

• Teacher observes pairs for: polite greeting, turn-taking, at least one question, and clear responses.
• Teacher checks written sentence completion for correct use of next/but/and/because/unless and correct order.
• Teacher listens for direction sequencing using first, next, then.

Differentiation

• Support: Provide partially completed sentence frames with missing words for the word box task. Allow students to choose from two starter questions and two closing options.
• Extension: Ask students to add one extra reason sentence using because (e.g., “I like it because…”).
• EAL: Encourage using rehearsed sentence stems and a clear repetition routine (“Can you repeat that, please?”). Allow drawing a simple picture of the kitchen direction step as a scaffold.
• SEN: Reduce the number of sentences to fill in during the linking-word task (one or two blanks first), while still completing the 5-sentence greeting and closing orally with support.