Ministry of public education of the republic of uzbekistan

Activity 2: GREETING and
INTRODUCING QUIZ
Objectives: to explore different
ways of greetings and introdu-
cing themselves according to
different situations.
Time: 10 min
Materials: handout 1
Answer:

1. a
2. a
3. c
4 a
5 b
6 c
7. b
8 c
9. c

Activity 3 – GREETINGS,
INTRODUCTIONS and
GOOD-BYES
Objectives: to help participants
explore various ways of greeting,
introductions and good-byes
according formal and informal
situations.
Time: 25 min
Answer key:
Formal Conversation

Greetings		Introductions		Good-byes
Sample sentence	Sample response	Sample sentence	Sample response	Sample sentence	Sample response
Hello, Mr. ______	Hello.	Dr. White, I’d like to introduce you to ________.	It’s a pleasure to meet you. / Pleased to meet you.	It was nice meeting you.	It was nice meeting you too.
Hello, doctor.	Hello.
Good morning.	Good morning.			It was nice to see you.	Same to you.
Good afternoon.	Good afternoon.
Good evening.	Good evening.			Have a good day.	Thank you. You too.
How are you?	Fine, thank you.			Good night / Goodbye.	Good night / Goodbye.

Informal Conversation

Greetings		Introductions		Good-byes
Sample sentence	Sample response	Sample sentence	Sample response	Sample sentence	Sample response
Hey. Hi.	Hey. Hi.	Ann, this is Jim. He’s in my class.	Hi Jim. Nice to meet you.	Nice meeting you. Take care	You too.
How are ya?	I’m good. All right.
				I’m off.	OK, bye.
How are things?	Pretty good.	Hi. My name’s John.	I’m Dave. Nice to meet you.
How’s it goin?	OK. Not bad.			I gotta go. So long	See ya.
How ya doin?	I’m doin good.			See ya later.	See ya later..
What’s up?	Nothin much.			Bye.	Bye
What’s new?	Not a whole lot

Part 2 (15 min)
Ask pairs to produce a short conversation in a written form on the given situations:
Situations:

• 
  You are at work; your colleague comes and greets you.
  
• 
  You meet Mr Khamidov, a colleague from another school, for the first time.
  
• 
  You meet your friend whom you haven’t seen for a long time.
  

Invite volunteer to read their conversations in the plenary. Ask teachers to explain the reason of using greeting and introducing phrases according to the given situations.

Activity 4: YOUR NAME,
PLEASE (listening)
Objectives: participants practice
listening for Specific information:
personal information
Time: 15 min
Materials: handout, CD player

Answer key:

Student details:

1. 
   Silva b. Maria
   

3. 
   Mexican d. Spanish
   

5. 
   Student f.11/10/1983
   

7. 
   24 Cherry h. Road
   

9. 
   CB 1-SAW j. 742980
   

A ctivity 5: TEST TAKING
STRATEGIES
Objective: to enable parti-
cipants to practice Greeting
and introducing part of a
speaking test.
Time: 20 minutes
Answer key:

1. 
   If you are going to use the name of the examiner and say good afternoon Elina don not forget to add title. (F) This is wrong because we do not use titles with first names.
   
2. 
   You should not say “my name is” but “my name’s. (T)
   
3. 
   When you give your name speak quickly in order not to take much time to greeting part of the test. (F) say the name clearly and slowly because sometimes it’s difficult for the examiner to hear different names.
   
4. 
   You should be serious in order not to seem indifferent to the speaking test. (F) smile – this is your chance to greet the examiner. It builds a friendly atmosphere and makes you confident.
   
5. 
   When examiner asks you “what can I call you?” just say “you could call me Elly” but do not explain why people call you this. (T)
   
6. 
   W hen you are asked “where are from?” don’t say “I am from Chust, I think you really should go there”. (T) Please make your answer short and simple and do not give advice.
   

Part 2 Role Play (10 min)
Put participants in pairs and ask them one of the pairs to take the role of an
examiner and another one the role of examinee. Tell them to practice the
greeting and introducing part of a speaking test. Give three minutes. Then
ask pairs to change roles and again practice in three minutes.
Walk around and observe participants and after the activity ends briefly
review and give general feedback.



What makes effective writing?

Duration: 80 min
Objectives:By the end of the session participants will

• 
  Explore pre-writing activities
  
• 
  Explore factors which make writing difficult
  
• 
  Establish pre-writing activities’ objectives
  

Activity 1 Lead in: Why is
learning to write difficult?
Time: 15 min
Materials: Handout 1 Cut into
4 for each group of 4/5
Handout 1 (cut into 4 parts)

The writer is a lonely figure cut off from the stimulus and corrective of listeners. He must be a predictor of reactions and act on his predictions.

He writes with one hand tied behind his back, being robbed of gesture.

He is robbed too of the tone of his voice and the aid of clues the environment provides.

He is condemned to monologue; there is no one to help out, to fill the silences, put words in his mouth, or make encouraging noises.

• 
  Check the answers and ask what helped them to complete the task.
  

(Possible answers: logical coherence e.g. The writer – he – robbed too – etc.)

• 
  Ask the participants to explain what writer means by …
  

1. 
   “the stimulus and corrective of listeners”
   
2. 
   “robbed of gesture”
   
3. 
   “the aid of clues the environment provides”
   

• 
  S um up and say that in this session they will explore and experience activities which can help learners to write more effectively.
  

Activity 2 Brainstorming


Time: 15 min


Materials: none

1. 
   What is the purpose/aim of the brainstorming activity?
   
2. 
   How can it be used for developing writing skills?
   
3. 
   At what stage is it useful?
   
4. 
   What are objectives of pre-writing activities?
   

• 
  H old a plenary discussion and establish that brainstorm activity is good to help learners to generate ideas and good for pre-writing stage. Main objectives of pre-writing activities are: to prepare for writing, to generate ideas, to focus and select ideas for writing etc.
  

Activity 3 Pre-writing
activities
Time: 15 min
Materials: Handout 2 for
each pair
Answer keys: 1 Brainstorming, 2 Mind mapping, 3 Free writing, 4 Selecting and focusing information, 5 Imagining dialogues

• 
  Check the answers together. Ask which of them they use in their lessons and which they would like to try.
  
• 
  Ask whether they have any questions related to these pre-writing activities.
  

Handout 2

Activity description	Activity type
1) An activity which aims to help students with important pre-writing stage of getting ideas together.	e.g. Brainstorming
2) A strategy for note making before writing; in other words, scribbling down ideas about the topic and developing those ideas as the mind makes associations.
3) A technique which has the main purpose of generating ideas. The writer concentrates on content rather than on form. The primary focus is getting as many ideas down on paper as possible.
4) Using a picture to plan a description is a useful technique for helping students to see the importance of logical development which is not chronological. A writer has to decide how best to describe something so that the reader can reconstruct a true image of it. This means deciding what to focus on and how to relate the various elements.
5) This is a particularly useful planning device for writing letters. Students visualize their audience and work out the dialogue and the interaction: they imagine the questions that the ‘reader’ can ask.