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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

MEETING
AND
GREETING
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1 Warm up

Match the questions and answers that people use when they meet.

Part A

1. What’s your name? a. I’m from France.

2. How old are you? b. I’m fine, thanks.

3. Where are you from? c. My name is Marie Bernard.

4. How are you? d. I’m twenty-two.

Part B

1. Are you here on vacation? a. Yes, I’m here with my family.

2. Are you studying here? b. Yes, I’m taking an English class.

3. How long are you staying here? c. For ten days.

4. Would you like something to drink? d. No thanks, I have some water.

Now read the sentences out loud in pairs.

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2 Listening

Marie is in her English class. She meets another student. Listen to the conversation and number the
questions in the order you hear them.

Part 1
How are you?

How long are you staying here?

What’s your name?

Where are you from?

Would you like something to drink?

Part 2

Listen again and choose the correct information.

1. Luis is from France / Spain.

2. Marie lives in Paris / London.
3. Luis is staying for six weeks / months.
4. Marie is staying for one week / month.
5. The teacher says that class starts in ten / five minutes.
6. Marie and Luis decide to get something to eat / drink.

3 Language point
Study these sentences.

Marie: Hi, how are you? / Luis: I’m fine.

Luis: Is he the teacher? / Marie: Yes, he is .

We use to be verbs in sentences with nouns and adjectives. This verb is irregular.

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Study the table below. Then choose the best answers to the questions.

singular plural

long form contraction long form contraction

(short form) (short form)

1st person I am I’m we are we’re

2nd person you are you’re you are you’re

3rd person he / she / it is he’s / she’s / they are they’re

it’s

yes-no questions Am I late? / Are you late? / Are we late? / Are they
Is she late? late?

short answers - positive Yes, I am. / Yes, you are./ Yes, we are. / Yes, they are.
Yes, she is.

short answers - negative No, I’m not. / No, you’re No, we’re not. / No, they’re
not. / No, he’s not. not.

No, you aren’t. / No, he No, we aren’t. / No, they

isn’t. aren’t.

Choose the best answer.

1. When we write the first person singular, we use a capital letter I / lower-case letter i.
2. We use different / the same forms of to be with we, you, and they.
3. We use / don’t use an apostrophe (’) to make the short forms (contractions).
4. We use / don’t use contractions in short positive answers.
5. We use the same / a different word order in questions and sentences.
6. There is one way/ are two ways to make negative short answers with contractions.

We use contractions (short forms) when we speak in informal situations.

Practice saying these sentences.

• I’m fine. You’re fine. He’s fine.
• We’re fine. They’re fine.
• I’m a student. You’re a student. She’s a student.
• We’re students. They’re students.

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4 Practice

Write a form of to be in the gaps to complete these sentences.

1. He the teacher.

2. I not from London.

3. They students.

4. you from Poland?

5. They not late.

6. I from Japan.

7. we late?

8. She here on vacation.

1. Which sentences can have contractions?

2. Write those sentences again, with contractions. For one sentence, you can write two forms.
3. Write positive and negative answers to questions 4 and 7. Write two forms if you can.

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5 Speaking

Lisa and Ricardo are in London. They start talking in the street. Work in A/B pairs. Complete your
part of the conversation and then speak together. Use contractions where you can.

Then complete the other part of the conversation and check with your partner.
Read the conversation again as a different person.

A - Ricardo B - Lisa
1
Hi. My is Ricardo. What’s Hi, I’m Lisa. Nice to
2
your name? you.

Nice to meet you too. Yes, I’m here with my family. They
3 4
you here on vacation? at the hotel now.

5
How are you staying? Two weeks. And
6
?

I’m taking an English class with my brother. Are you

7 8
We here for six weeks. Italy?

9
No, we . We’re from I
10
Brazil. Where are you from? from Germany. How
old are you?

I’m eighteen. My brother I

11 12
twenty. How old are nineteen. My sister is
you? twenty-two.

13
Would you something
14
, please. I need a
to drink?
coffee.

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6 Extra practice/homework

Find mistakes in these sentences and correct them.

1. He be from England.

2. Theyre at the hotel.

3. You are from China?

4. Yes, we’re.

5. No, we’re aren’t.

6. i’m twenty-three. How old are you?

7. How are you? I fine, thanks.

8. Is the teacher.

7 Optional extension

Here are some more useful expressions for meeting people. Match the pairs.

Match the pairs.

1. Have a nice weekend! a. Great, thanks. And yours?

2. How was your weekend? b. Same to you!

3. I have to go now. c. I’m a teacher / a student / a businessman.

4. Sorry, I’m a bit late. d. Don’t worry. It’s all right.

5. What do you do? e. See you later.

• Which two of these expressions do you use when you start to talk to someone?

• Which two of these expressions do you use at the end of your conversation?

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Transcripts

2. Listening

Marie: Hi, how are you?

Luis: I’m fine. And you?

Marie: I’m fine, thanks. ... My name is Marie. What’s your name?

Luis: I’m Luis. Nice to meet you.

Marie: Nice to meet you too. Where are you from?

Luis: I’m from Spain. And you?

Marie: I’m from France. I live in Paris. How long are you staying here?

Luis: For six weeks. What about you?

Marie: For one month.

Teacher: Hi everyone! The class starts in ten minutes.

Luis: Is he the teacher?

Marie: Yes, he is. Would you like something to drink before class?

Luis: Yes, I’d like a coffee.

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Key

1. Warm up

5 mins.
Call attention to the header image, which shows people meeting, and set the context. Work with the whole class
to match the questions and answers in both parts of the exercise. Drill the pronunciation and then ask students to
practice reading the sentences in pairs. If they are able to, they can use their own personal information to answer
the questions.
Answers A:

1. → c.
2. → d.
3. → a.
4. → b.
Answers B:

1. → a.
2. → b.
3. → c.
4. → d.

2. Listening

10 mins.
Call attention to the introduction to set the context and then go over the instructions for the first listening task.
Play the dialogue and check answers with the class. For the second listening task, students can work in pairs to
read through the sentences and try to remember the missing information. Play the recording a second time for
them to check.
Answers Part 1:

1. How are you?

2. What’s your name?
3. Where are you from?
4. How long are you staying here?
5. Would you like something to drink?
Answers Part 2:
1. Spain 2. Paris 3. weeks 4. month 5. ten 6.drink

3. Language point

10 mins.
Have students focus on the sentences, explanation, and table. It may be helpful to use students’ L1, if your class is
monolingual, to explain irregular and the grammar terms used in the table. Go through the questions one by one,
nominating a different student to answer each question, to clarify the rules of this extremely important grammar
point. Students at this level often omit the to be verb from sentences or omit the subject.

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Note: the two forms for negative short answers are used interchangeably in British English. American English
speakers prefer the forms with not (you’re not, etc). However, both forms will be understood in both varieties of
English.
Then explain the use of contractions, which are used in virtually all informal speech, and drill the sentences with
the class.
Answers:
1. When we write the first person singular, we use a capital letter I.
2. We use the same forms of to be with we, you, and they.
3. We use an apostrophe (’) to make the short forms (contractions).
4. We don’t use contractions in short positive answers.
5. We use a different word order in questions and sentences.
6. There are two ways to make negative short answers with contractions.

4. Practice

10 mins.
Do the first sentence as an example with the whole class. Students work alone and then check answers in pairs
before going over the answers with the whole class. NOTE: If students are finding this difficult, skip the speaking
stage and do the extra practice/homework exercises in class for additional support.

1. is 2. am 3. are 4. Are 5. are 6. am 7. Are 8. is

Answers to questions:
1) 1, 2, 3, 5, 6, 8. ;
2) He’s the teacher. I’m not from London. They’re students. They’re not late. / They aren’t late. I’m from Japan.
She’s here on vacation.
3) Yes, I am. No, I’m not. Yes, we are. No, we’re not. / No, we aren’t.

5. Speaking

13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity with two
stages. Go over the instructions for the first stage of the activity. Set up A/B pairs and give students a few minutes
to work alone to complete the missing information in their side of the table. Monitor and support students as
necessary; encourage students to look back at the worksheet for support if they need to.
After a few minutes, ask students to stop and try the roleplay in pairs. In the second stage, students work alone
to write the missing words from the other role before repeating the roleplay. Finally, go over the roleplay with the
whole class to check answers. Correct and drill any mistakes you hear. If there is any extra time, students could
try the roleplay using their own personal information or their imagination.
Answers:

1. name
2. meet
3. Are
4. ’re
5. long
6. you
7. ’re

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8. from
9. aren’t
10. ’m
11. is
12. ’m
13. like
14. Yes

6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.

1. He is from England.
2. They’re at the hotel.
3. Are you from China?
4. Yes, we are.
5. No, we aren’t. / No, we’re not.
6. I’m twenty-three.
7. I’m fine, thanks.
8. She/he is the teacher.

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students can
add five more social expressions and responses to their vocabulary. They can work in pairs to match the two
expressions and then check answers with the class, drilling pronunciation. Pose the follow-up questions as a
check on understanding. Then students could test each other on the expressions. Answers: starting to talk to
someone - How was your weekend? /Sorry, I’m a bit late; ending a conversation - Have a nice weekend./ I have
to go now.
Answers A:

1. → b.
2. → a.
3. → e.
4. → d.
5. → c.

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