…is from another country"Where are you from?"
Name: ____________
Teacher Lesson Plan · CEFR A2
Greetings & Introductions
A complete two-session A2 lesson that takes students from first hello to a confident written self-introduction — fully resourced with audio scripts and answer keys.
Lesson Objectives
Can-Do Statements
By the end of this lesson, students will be able to:
- Greet and respond to others appropriately in both formal and informal situations.
- Introduce themselves using personal details — name, age, nationality, and one personal fact.
- Ask and answer basic getting-to-know-you questions (Where are you from? How old are you? What do you do?).
- Understand the key information (names, countries) in a short spoken introduction.
- Write a short, accurate self-introduction of three to four sentences.
Target Language
Vocabulary & Grammar
Vocabulary
Greetings & Phrases
- Hello · Hi · Hey
- Good morning / afternoon / evening
- How are you? — I'm fine, thanks. / Not bad. / Great!
- Nice to meet you. — Nice to meet you too.
- My name is… / I'm…
- Where are you from? — I'm from…
- How old are you? — I'm … years old.
- Goodbye · Bye · See you later
Grammar Focus
Verb to be & Question Forms
- Subject + to be: I am, you are, he/she is
- Contractions: I'm, you're, he's, she's
- Possessive: my, your, his, her (My name is…)
- Wh- questions: What / Where / How + to be
- Short answers: Yes, I am. / No, I'm not.
- Register: formal (Good morning) vs. informal (Hi)
Before You Start
Materials Needed
Whiteboard and markers · Flashcards with greetings and key phrases · The student workbook (digital, opens on any phone or laptop) · Audio files generated from the scripts below · Optional name tags for the warm-up. No printing required — the student workbook is self-grading and mobile-friendly.
Step-by-Step Procedure
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
Session 1 — Speaking & Interaction (45 min)
5 min
1. Warm-Up — Walk & Greet
Greet students warmly at the door. Then have everyone stand, move around the room, and greet at least three classmates.
- Mingle activity — students use any greeting they know.
- Quick board work: sort greetings into formal (Good morning) and informal (Hey).
Interaction: Whole class → mingle.
10 min
2. Presentation — Greetings & Replies
Write the target greetings and replies on the board. Drill pronunciation and intonation chorally, then individually.
- Model rising intonation on "How are you?"
- Pair drill: one formal + one informal exchange each.
Interaction: Teacher → class → pairs.
15 min
3. Controlled Practice — Introducing Yourself
Model the target structure and leave it on the board as support:
"Hello, my name is ___. I'm ___ years old, and I'm from ___."
- Students practice in pairs, then rotate partners twice.
- Monitor and correct pronunciation and the verb to be.
Interaction: Pairs → rotating pairs.
13 min
4. Freer Practice — "Find Someone Who" Mingle
The centerpiece speaking activity. Give each student the Find Someone Who grid (in the Mingle & Games section below, also built into the student workbook with a shuffle button).
- Students stand, mingle, and ask questions to find a classmate for each square: "Where are you from?", "How old are you?", "What do you do?"
- Rule: they must use a full greeting + question before writing a name. No silent pointing.
- First to fill a row (or the whole grid) calls out and reports back: "Marek is from Poland. He likes football."
Finish with two or three short role-plays for variety: meeting at a party, first day at school, meeting a new neighbor.
Interaction: Whole-class mingle → reporting back.
2 min
5. Wrap-Up
Two or three volunteers introduce themselves to the class. Praise effort and note any common error to revisit next session.
Session 2 — Vocabulary, Reading, Listening & Writing (45 min)
5 min
1. Vocabulary Review
Flashcard recall of greetings. Students match each greeting to the right situation (e.g., "Good evening" → arriving at a dinner).
Interaction: Whole class.
10 min
2. Reading — Meeting Dialogue
Students open the Student Workbook and read the dialogue (Anna & Peter). They answer the comprehension and multiple-choice questions, which grade instantly.
- Pairs read the dialogue aloud for fluency.
- Workbook auto-checks answers — circulate to support.
Interaction: Individual → pairs.
10 min
3. Listening — Two Introductions
Play Audio 2 (script below). Students listen and complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice.
- First listen: gist (Who is speaking? How many people?).
- Second listen: detail (names, countries, ages).
Interaction: Individual → class check.
15 min
4. Writing — Self-Introduction
Prompt in the workbook: "Write 3–4 sentences to introduce yourself. Include your name, age, nationality, and one hobby."
- Model on the board: "Hi, my name is Tom. I'm 16 years old, and I'm from Spain. I like playing soccer."
- Students type directly into the workbook's writing box and self-check against the checklist.
Interaction: Individual.
5 min
5. Share, Score & Reflect
Students read their introductions to a partner, then tap Show My Score in the workbook and show you their result on their phone. Quick reflection on what felt easy or hard.
Classroom Activities
Mingle & Game Bank
Ready-to-run speaking activities to keep all 90 minutes active and student-centered. Project the grid or hand it out — the same mingle is built into the student workbook with a shuffle button.
"Find Someone Who…" Mingle Grid
Students walk around and ask questions to find one classmate for each square. They must greet and ask a full question before writing a name.
…is the same age as you"How old are you?"
Name: ____________
…likes the same hobby"What do you like doing?"
Name: ____________
…can say "hello" in three languages"How do you say hello in…?"
Name: ____________
…has a name with five letters"What's your name? How do you spell it?"
Name: ____________
…uses "Hey" with friends"How do you greet your friends?"
Name: ____________
…is a student"What do you do?"
Name: ____________
…lives in a big city"Where do you live?"
Name: ____________
…met someone new this week"Did you meet anyone new?"
Name: ____________
More Speaking Games
8–10 min · whole class
Name Chain
Stand in a circle. Student 1: "Hi, I'm Ana." Student 2: "This is Ana, and I'm Ben." Each new student repeats all the previous names and adds their own. Builds names + "This is… / I'm…" in a low-stress, memorable way.
8 min · small groups
Two Truths & One Lie
Each student says three sentences about themselves ("I'm from Spain. I'm 16. I have a dog."). The group asks follow-up questions and guesses the lie. Great for the verb to be and questions.
6 min · pairs
Back-to-Back Interview
Pairs sit back-to-back (like a phone call) and introduce themselves without gestures — they must rely on language alone. Then they turn around and check what they remembered about their partner.
5 min · whole class
Greeting Freeze
Music plays, students mingle. When it stops, you call a situation — "morning meeting!", "see a friend!", "first day at school!" — and pairs must produce an appropriate greeting on the spot. Fast, fun register practice.
Listening Resources
Audio & Transcripts
Tap a transcript to open it. The audio players below are ready to use — the same files are built into the student workbook.
Audio 1Greetings in Action+
Maria: Good morning! How are you?
David: Good morning, Maria. I'm fine, thanks. And you?
Maria: I'm great, thank you. Have a nice day!
David: You too. Goodbye!
(short pause)
Liam: Hey! How's it going?
Sara: Hi, Liam! Not bad. See you later!
Liam: See you!
How to use: Play as a warm presentation of formal vs. informal greetings. Pause after each exchange and have students repeat. Then ask: which pair is formal, which is informal?
Audio 2Two People Introduce Themselves+
Anna: Hello! My name is Anna. I'm twenty years old, and I'm from Italy. Nice to meet you.
Peter: Hi, Anna! I'm Peter. Nice to meet you too. I'm from Germany, and I'm twenty-two years old.
Anna: Where in Germany are you from?
Peter: I'm from Berlin. And you? Where in Italy are you from?
Anna: I'm from Rome. I'm a student. What do you do, Peter?
Peter: I'm a student too. I study music.
How to use: This is the source audio for the workbook's Listening task. Play once for gist, once for detail. Students answer in the workbook and self-check.
Audio 3Pronunciation Model (optional)+
Listen-and-repeat drill — one phrase at a time.
Hello. — Good morning. — Good afternoon. — Good evening.
How are you? — I'm fine, thanks. — Nice to meet you.
Where are you from? — I'm from… — How old are you? — I'm sixteen years old.
Goodbye. — See you later.
How to use: Model each phrase yourself, or record a slow, clear version. Students repeat chorally then individually. Works well as a quick warm-up or as homework support.
Answer Keys
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and for board correction.
Reading — Comprehension (Anna & Peter dialogue)
- What is the woman's name? — Anna
- Where is Peter from? — Germany (Berlin)
- How does Anna greet Peter? — "Hello / Nice to meet you"
- How old is Peter? — 22 (twenty-two)
Reading — Multiple Choice
- "Nice to meet you" is used when you… — b) meet someone for the first time
- Which greeting is informal? — c) Hey
- "I'm from Rome" answers the question… — a) Where are you from?
Listening — Fill in the Blank (Audio 2)
- Anna is from Italy.
- Anna is twenty / 20 years old.
- Peter is from Berlin.
- Peter studies music.
Listening — Multiple Choice (Audio 2)
- How many people are speaking? — b) Two
- What does Peter do? — c) He is a student
Grammar — Fill in the Blank (verb to be)
- My name is Sara.
- I am / 'm from Mexico.
- Where are you from?
- How old are you?
Teacher Notes
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "I have 16 years old." | "I'm 16 years old." | L1 transfer from languages that use have for age. Drill "I am … years old." |
| "My name Anna." | "My name is Anna." | Missing verb to be. Highlight that every sentence needs a verb. |
| "Where you from?" | "Where are you from?" | Missing auxiliary. Show the question frame: Wh- + are + you. |
| "I'm from the Italy." | "I'm from Italy." | Unnecessary article with most country names. |
| "Nice to meet you" / "Hello" mixed up | Greeting first, then "Nice to meet you" | Sequence issue. Model the natural order in role-play. |
| "He are a student." | "He is a student." | Subject–verb agreement with to be. Drill he/she + is. |
Going Further
Extension & Homework
Extension (Fast Finishers)
In-Class Options
- "Find someone who…" mingle: find a classmate from a different country, born in the same month, etc.
- Introduce a partner to the class in the third person ("This is Maria. She's from…").
- Build a class "name & country" map on the board.
Homework
At-Home Practice
- Practice introducing yourself to a family member or friend in English.
- Write three extra sentences about yourself (hobby, favorite food, pet).
- Re-listen to Audio 3 and record yourself repeating each phrase.
Assessment
How to Measure Success
Speaking: participation in warm-up, pair work, and role-play. · Reading: correct answers in the workbook comprehension and multiple-choice tasks. · Listening: accuracy on the Audio 2 fill-in-the-blank task. · Writing: a clear, accurate 3–4 sentence self-introduction. Students tap Show My Score in the workbook so you can verify results instantly on their phones.
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookA2-Level: Greeting and Introductions
Objective:
By the end of this lesson, students will be able to:
- Confidently greet others in formal and informal situations.
- Introduce themselves using personal details (name, age, nationality).
- Engage in basic conversations using common greetings and introduction phrases.
- Write short introductions about themselves using learned vocabulary and phrases.
Duration:
90 minutes (2 sessions of 45 minutes)
Materials Needed:
- Whiteboard and markers
- Flashcards with greetings and phrases
- Handouts with sample greetings, dialogues, and short texts
- Audio recordings of greetings and basic conversations
- Writing materials (paper, pens/pencils)
- (Optional) Name tags for students
Session 1: Speaking and Interaction (45 minutes)
- Warm-Up Activity (5 minutes)
- Greet students warmly as they enter the class.
- Ask students to stand up, walk around, and greet at least two classmates using simple greetings like “Hello!”, “Good morning!” or “Hi!”.
- Briefly discuss formal vs. informal greetings (e.g., “Hello” vs. “Hey”).
- Introduction to Greetings (10 minutes)
- Write common greetings on the board: Hello, Hi, Good morning, Good afternoon, Good evening.
- Introduce simple replies: “How are you?” – “I’m fine, thanks!”
- Practice pronunciation and intonation as a group and individually.
- Quick Practice: In pairs, students greet each other with one formal and one informal greeting.
- Introducing Oneself (15 minutes)
- Model a simple introduction:
“Hello, my name is [Name]. I’m [age] years old, and I’m from [country].” - Write sentence structures on the board for reference.
- Students practice in pairs, then rotate to introduce themselves to different classmates.
- Provide feedback on pronunciation and fluency.
- Model a simple introduction:
- Basic Conversation Practice (15 minutes)
- Introduce key conversational phrases:
- “Nice to meet you.”
- “Where are you from?”
- “How old are you?”
- “What do you do?”
- Activity: Role-play scenarios (e.g., meeting someone at a party, first day at school).
- Rotate pairs and encourage students to vary their conversations slightly each time.
- Provide feedback on fluency and clarity.
- Introduce key conversational phrases:
Wrap-Up (2 minutes)
- Ask a few volunteers to introduce themselves to the class.
- Praise effort and participation.
Session 2: Vocabulary, Reading, Listening, and Writing (45 minutes)
- Vocabulary Review (5 minutes)
- Quick flashcard review of key greetings and introduction phrases.
- Have students match greetings to appropriate situations (e.g., “Good morning” – morning meeting).
- Reading Activity (10 minutes)
- Provide a short dialogue on greetings and introductions:
A: Hello! My name’s Anna. Nice to meet you.
B: Hi, Anna! I’m Peter. Nice to meet you too. - Students read the dialogue and answer simple comprehension questions:
- What are their names?
- How do they greet each other?
- Pair students to read the dialogue aloud.
- Provide a short dialogue on greetings and introductions:
- Listening Exercise (10 minutes)
- Play an audio recording of two people introducing themselves.
- Students listen and note down:
- The names of the speakers
- Where they are from
- Play the recording twice if needed.
- Discuss answers as a class.
- Writing Task (15 minutes)
- Prompt: “Write 3–4 sentences to introduce yourself. Include your name, age, nationality, and one hobby.”
- Example: “Hi, my name is Tom. I’m 12 years old, and I’m from Spain. I like playing football.”
- Students write their introductions.
- Circulate to assist and give feedback.
- Sharing and Reflection (5 minutes)
- Students pair up and read their introductions to a partner.
- Ask for a few volunteers to share their introductions with the class.
- Reflect briefly on what students found easy or challenging.
Homework:
- Practice introducing themselves to a family member or friend.
- Write 3 additional sentences about themselves (e.g., hobbies, favorite food, etc.).
Assessment:
- Speaking: Participation in warm-up, pair work, and role-play.
- Listening: Ability to understand key information from the audio activity.
- Reading: Correct answers to comprehension questions.
- Writing: Accuracy and clarity in the self-introduction activity.