Welcome and Introductions

Overview

Today’s first Languages lesson helps ESOL learners build confidence in speaking and listening by sharing basic personal information in simple sentences. Learners pair up, practise key phrases, and complete a short writing reflection to strengthen managing self and relating to others.

Learning intentions

Students will be able to:

• introduce themselves using simple phrases (name and country of origin)
• talk about a hobby using a simple sentence
• listen to a partner and respond respectfully
• use a model sentence frame to write a short “about me” paragraph

Success criteria

I can:

• say my name, country of origin, and a hobby clearly
• use a sentence starter to form a complete idea (e.g., “My name is…”, “I am from…”, “My hobby is…”)
• listen carefully and show respect while my partner speaks
• write 3 linked sentences about myself using the sentence frames

Curriculum links

• Learning Languages (European Languages introduction) — teaching focuses on greetings and introductions and communicating simple personal details in the present tense.
• Te Mātaiaho Learning Languages — Novice 1 and 2 — sharing personal details about self, families, and immediate surroundings in the present tense.
• Te Mātaiaho Learning Languages — Writing (Novice 1/2) — producing linked simple phrases/sentences using highest-frequency vocabulary for immediate personal relevance.
• Key competencies (NZ Curriculum) — using language, symbols, and texts; relating to others; managing self.

Lesson structure (90 minutes)

1. 0–10 min · Welcome + safe routines. Teacher greets learners and sets expectations for speaking/listening (turn-taking, respectful responses), then models two sample introductions with gestures. Students repeat chorally and practise calm listening posture.

2. 10–25 min · Interactive warm-up: “Find someone who…”. Teacher posts 6 simple prompts on the board (e.g., “Name: …”, “From: …”, “Hobby: …”, plus “Uses English sometimes”, “Likes football”/“likes drawing” etc.). Students move and quickly ask one question per prompt using a teacher model (“What is your name?” “Where are you from?” “What is your hobby?”). They record initials in a grid.

3. 25–35 min · Language input: sentence frames + pronunciation. Teacher displays clear sentence frames and breaks them down:

• “My name is ____.”
• “I am from ____.”
• “My hobby is ____.” Teacher prompts minimal pronunciation focus (clear first sound, word stress) and quick hand signals. Students practise saying their own sentences using a personal note card.

4. 35–55 min · Pair-share activity (core). Teacher assigns pairs (mix ESOL levels and language backgrounds) and provides “Partner Cards” with:

• Name:
• Country of origin:
• Hobby: Teacher listens while modelling how to respond respectfully:
• “Nice to meet you.”
• “Tell me more about your hobby.” Students interview partners, then swap roles and complete the cards. For accuracy support, they may use the sentence frames and word bank (name/country/hobby).

5. 55–65 min · Quick regroup: “Two truths, one link”. Teacher brings class together. Each student shares one detail they learned about their partner using a starter:

• “My partner is ____.”
• “They are from ____.”
• “Their hobby is ____.” Students share in a round-robin, practising listening while others speak.

6. 65–80 min · Writing: about me (linked sentences). Teacher hands out an “About Me” worksheet with the three sentence frames and a short word bank (countries students can choose from; hobby category starters like “I like…”, “My hobby is…”). Students write their own 3 linked sentences. Teacher conferences briefly with ESOL learners, checking that each sentence includes the three required ideas.

7. 80–88 min · Gallery check: kind feedback. Students exchange worksheets with a partner and use one feedback prompt only: “One thing I can see clearly is…” They return the sheet and read responses silently.

8. 88–90 min · Exit ticket. Teacher collects a quick check: students circle which sentences they used correctly (Name / Origin / Hobby) and write one favourite hobby word (or draw it if needed).

Resources

• “Partner Cards” (name, country of origin, hobby)
• “About Me” worksheet with sentence frames and space for 3 sentences
• Word bank strips (sentence frames; hobby starter options like “I like…”, “My hobby is…”)
• Small photo prompts or simple flashcards for common hobbies (optional)
• Student personal note cards (name + country + hobby)
• Timer or visual countdown
• Teacher model example sheet (on board)

Assessment

• Formative observation during pair interviews: Can students produce and understand key questions and share name/origin/hobby?
• Checkpoint during writing: completed 3-sentence “About Me” using the provided frames.
• Exit ticket: evidence of at least one correctly formed sentence frame and one hobby word.

Differentiation

• Support for developing proficiency:
• Provide sentence frames with blanks and a visible word bank.
• Allow first drafts using drawings/symbols for hobby, then add the key word in English.
• Sentence starters and partner cards reduce cognitive load for ESOL learners.
• Support for pronunciation and listening:
• Use choral repetition before pair work.
• Encourage learners to listen and repeat one phrase back (“You are from…”, “Your hobby is…”).
• Extension for some learners:
• Add one extra detail prompt on the board (e.g., “I play/watch ____.”) for learners who finish early.
• EAL/SEN considerations:
• Offer additional time for interviews and writing.
• Accept alternative formats for the exit ticket (one word or a drawing) while still requiring the sentence frames in the worksheet for most learners.

Additional note on alignment to NZ goals

This lesson strengthens learners’ ability to manage self (practising speaking routines and confidence) and relate to others (listening, respectful turn-taking, and sharing personal information) through simple, present-tense introductions, matching early stages of learning focus on greetings and introductions and personal details.