At the Library Giving Personal Information

Developed from British Council Free Resources by James Russell

http://learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/library-giving-
personal-information

Audio:
http://b779011024006a6071c15c160b94f727c0d27cbeccc854542bc6.r78.cf1.rackcdn.com/A1_at_the_library.mp3

Beginner and Low Elementary

Lesson Outcomes: 1. Understand basic personal information

2. Develop Speaking Skills: Giving personal information

Introduction: Vocabulary

Pre-write out this application form so it can be displayed. Students copy and complete with their information. You
will probably have to explain that ‘Surname’ is their ‘Family Name’. For ‘pet’ they can use animals at home.

Quick Fact File

First Name …………………………………………………..

Surname …………………………………………………………

Favourite Song ………………………………………………

Class ………………………

Pets ………………………………………………………………….

Age ………………………….

Favourite Book ……………………………………….

Introduce Listening: Illicit the meaning of ‘library’ (a place where you can read and borrow books). Explain that you
are going to listen to a girl registering at the library so she can become a member and borrow books. Tell them to
listen to the recording and find out which information from the fact file she needs to give.

Play the recording and then pair check, then class check (nominated feedback)

Answers: First name; Surname, Class and Age. Drill the pronunciation of these words.

Checking Understanding: Pre-write the table below out on large paper so they can see it. Explain that for each
question they must choose the right alternative: A, B or C. Play the recording again (probably a few times).

A B C
1 Lucy’s surname is…. More Moor Moore
2 She’s in class 1C 1B 4B
3 Lucy is 13 14 15
4 The librarian asks for Lucy’s address photo passport
Peer check, or go straight into a whole class check using a whole class strategy (e.g. A, B, C corners or holding up A,
B, C cards/pages of book.) Answers: 1. C 2. B 3. A 4. B
Developing Understanding: Pre-write the sections of the conversation on large pieces of paper,
with the gaps but don’t include the numbers in the gaps yet. Firstly, ask students to put the
conversation in the right order. Play the recording to check together. Answer: C, A, D, B

C
Lucy: Hello.
School librarian: Hello, what’s your name?
Lucy: My name’s Lucy.
School librarian: And what’s your _______________1, Lucy?
Lucy: Moore.

A
School librarian: Can you _______________2 that?
Lucy: M-O-O-R-E.
School librarian: Thank you. What _______________3 are you in?
Lucy: Class 1B.

D
School librarian: Class 1B. And how _______________4 are you, Lucy?
Lucy: I’m 13.
School librarian: Have you got a _______________5?
Lucy: Yes, here you are.

B
School librarian: Thank you ... OK, thank you, Lucy. Here’s your
school library _______________6.
Lucy: Thanks. Bye.
School librarian: Goodbye.

When the class has agreed on the correct order and you have checked, number each gap 1-6. Write the missing
words on the board (see box below). Tell students they have to match the word to the correct space.

A. class B. photo C. book D. spell E. surname F. old G. card

Check in pairs, monitor and repeat the recording if necessary. Check as a group using a whole class method such as
letter pages in books, parts of the room, nominate feedback on board and others agree/disagree, spot the mistake.

Answers: 1. E. surname 2. D. spell 3. A. class 4. F. old 5. B. photo 6. G. card

Speaking: Students now take turns to be librarian and student. Using the transcript, they have the same
conversation, but make the key information true for them. Model this if you can. Drill some key phrases (e.g. “Hello,
what’s your name?”)