Essential Introductions

Overview

This 120-minute session is designed for Year 13 students to master essential English introductions—the foundational communication skills necessary for everyday interaction. The lesson complies fully with the National Curriculum for England, focusing explicitly on developing speaking, listening, and personal language skills outlined for Key Stage 5 English Language learning. Students will engage actively through listening, speaking, and role-play, progressively building confidence and fluency in introductory conversations.

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National Curriculum Alignment

• English Language - Key Stage 5 (Post-16)
  • Spoken Language: Develop confidence, fluency and spontaneity in speaking and listening (National Curriculum, English Programmes of Study – Spoken Language).
  • Use spoken language to articulate and justify arguments and opinions; formulate, express and develop ideas clearly and effectively (AQA/Edexcel specification inspiration).
  • Develop precision and appropriate choices of vocabulary and register according to different contexts and audiences.
• Functional Skills English (Level 3): Communicate complex information and ideas clearly and fluently in speech.

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Learning Objectives

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

1. Use basic greeting and farewell phrases suitably in various contexts.
2. Introduce themselves and others confidently using appropriate personal information (name, age, nationality, occupation).
3. Formulate and respond to simple questions about personal details accurately and fluently.
4. Recognise and apply correct pronunciation and intonation in introductory exchanges.
5. Demonstrate controlled, spontaneous dialogue through role-play activities simulating real-life social situations.

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Resources Needed

• Whiteboard and markers
• Projector with speakers for audio clips
• Printed handouts with dialogue scripts and vocabulary lists
• Role-play prompt cards
• Stopwatch or timer
• Audio recorder or smartphone for peer review recordings

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Lesson Structure

0–10 mins | Starter and Engagement

• Activity: Quick class icebreaker: “Say your name and one interesting fact.”
• Purpose: Activate prior knowledge, foster a warm classroom environment and encourage speaking confidence.
• Curriculum Link: Speaking and listening fluency development.

10–25 mins | Introducing Key Vocabulary and Phrases

• Teaching Input: Present essential greetings (Hello, Hi, Good morning/afternoon/evening) and farewells (Goodbye, See you, Take care) with phonetic breakdown and usage examples.
• Interactive Whiteboard Activity: Students match greetings/farewells to appropriate contexts (formal, informal).
• Curriculum Link: Vocabulary precision and appropriateness in context.

25–45 mins | Self-Introduction Practice

• Focus: Construct simple sentences introducing themselves including name, age, nationality, and occupation using frameworks like:
  • "My name is... I am ... years old."
  • "I am from..."
  • "I work as a..."
• Activity: Drill repetition with correct pronunciation and intonation, then pair work to practice dialogues.
• Curriculum Link: Controlled use of basic structures and accuracy in spoken English.

45–60 mins | Asking and Answering Questions

• Teaching Input: Formulate questions related to personal information: "What is your name?", "How old are you?", "Where are you from?", "What do you do?"
• Activity: In pairs, students practise asking and answering questions introduced on prompt cards.
• Extension: Include polite expressions ("Please", "Excuse me", "Nice to meet you").
• Curriculum Link: Functional communication and interaction skills.

60–75 mins | Listening and Comprehension

• Activity: Play audio dialogues of two people meeting for the first time. Students answer comprehension questions and discuss key phrases they heard.
• Purpose: Develop listening for gist and detail.
• Curriculum Link: Listening skills for spoken language development.

75–100 mins | Role-Play Scenarios

• Setup: Students receive different scenario cards (e.g., a job interview introduction, meeting a new classmate, at a conference networking event).
• Activity: In groups of three or four, students practice introductions, asking and answering questions, farewelling politely.
• Peer Assessment: Each group records a short clip for self and peer review focusing on fluency and accuracy.
• Curriculum Link: Real-life communication competence, adaptability and spontaneity.

100–115 mins | Group Reflection and Language Focus

• Activity: Groups share experiences and vocabulary challenges. Teacher highlights common errors and provides corrective feedback.
• Mini Quiz: Quick-fire questions on vocabulary and phrases covered.
• Curriculum Link: Metacognition and error correction as part of learning English.

115–120 mins | Plenary and Homework Setup

• Summary: Recap learning objectives and key phrases.
• Homework: Students prepare a written script introducing themselves with added personal details to be presented in next lesson.
• Curriculum Link: Reinforce learning through home practice and prepare for next stage.

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Assessment

• Formative: Observation during pair and group work, checking for correct use of vocabulary, pronunciation, and fluency.
• Peer Feedback: Use structured peer assessment sheets focusing on clarity, accuracy, and interaction quality.
• Self-Assessment: Students complete exit tickets reflecting on their confidence in introducing themselves.
• Summative (for homework): Prepare a spoken or written introduction demonstrating unit vocabulary and structures.

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Differentiation and Inclusion

• Provide sentence starters and vocabulary prompts for less confident speakers.
• Challenge confident speakers with extended questions and role scenarios involving small talk beyond introductions.
• Visual aids and phonetic transcriptions for EAL (English as an Additional Language) learners.
• Small group support from teaching assistants if available.

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Cross-Curricular Links

• PSHE: Builds confidence, personal identity and interpersonal skills.
• Citizenship: Encourages respectful communication in diverse cultural contexts.

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Reflection for Teachers

• How effectively did students engage with spoken tasks?
• Were there common pronunciation or grammatical issues to revisit?
• Did role-play activities stimulate spontaneous language use?
• How well did peer and self-assessment activities support independent learning?

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This lesson plan aims to transform the essential introductions unit into an active, engaging experience, empowering Year 13 students with the confidence and competence to navigate basic English interactions—laying a strong foundation for advanced language proficiency.