Names and Ages: Hello, I'm…
Names and Ages: Hello, I’m…
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Names and Ages: Hello, I’m…
Open with simple spoken examples such as 'Hello! I’m Mr Ahmed' and 'My name is Sara.' Keep the tone warm and welcoming.
Learning goal
I can introduce myself, ask and answer about names and ages, and use simple words to describe people.
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What words do you know for saying hello and telling your name?
Use this as a quick activation of prior knowledge. Expect greetings and simple name phrases such as hello, hi, my name, and I'm.
Greetings and names
Hello!
Hi!
What’s your name?
My name is …
I’m …
Model each phrase clearly and ask students to repeat. Keep both forms for self-introduction: 'My name is …' and 'I’m …'.
Starting a short introduction
A simple introduction has two parts:
greeting + name
Example:
Hello! I’m Adam.
Hi! My name is Lina.
This slide focuses on the pattern, not grammar terms. Encourage full sentences, even if students answer with one phrase at first.
Asking and answering
Ask: What’s your name?
Answer: My name is …
Answer: I’m …
Use a friendly greeting first.
Remind students that both answer forms are correct and common. You may gesture to yourself when saying 'I’m …' to support meaning.
Useful classroom phrases
Hello!
Hi!
What’s your name?
My name is Noor.
I’m Sami.
Nice to meet you.
If 'Nice to meet you' is new, present it as an extra polite phrase after names, but keep the main emphasis on greeting and naming.
Which question asks for a person’s name?
How old are you?
What’s your name?
Nice to meet you.
I’m Sami.
Checks the first language block on greetings, asking for names, and short introductions. Distractors come from nearby phrases students have just seen.
Complete the short introduction
! My name is Noor. to meet you.
Correct answers are Hello and Nice. This mirrors the lesson pattern: greeting + name + polite ending.
Numbers 1 to 10
1 one
2 two
3 three
4 four
5 five
6 six
7 seven
8 eight
9 nine
10 ten
Read the numbers aloud with rhythm. Students at this level benefit from hearing the number and seeing the numeral together.
Asking about age
Use this question:
How old are you?
Answer with:
I’m seven.
I’m eight.
Keep the age answer in words when possible, but accept numeral support orally at first. Model natural pronunciation of 'I’m'.
Names and ages together
A short conversation can include:
What’s your name?
I’m Ali.
How old are you?
I’m nine.
This is the first full dialogue pattern. Speak it slowly, then naturally, so students hear both accuracy and flow.
Counting backwards
We can count down too:
10, 9, 8, 7, 6, 5, 4, 3, 2, 1
This helps us remember number order.
Counting backwards is included in the plan as recall practice. It supports number fluency before age questions become automatic.
Which answer matches the question “How old are you?”
I’m nine.
I’m Ali.
He is a boy.
What’s your name?
Checks whether students can match the age question with the correct answer form.
Complete the conversation
What’s your name? I’m Ali. old are you? I’m nine. We can count down from ten to one.
Correct answers are How, nine, and ten. The text combines name, age, and number order from this subtopic.
Boy and girl
We can describe people with simple words:
boy
girl
he for a boy
she for a girl
Keep descriptions simple and visual. At this stage, avoid over-explaining grammar; focus on matching the word to the picture.
Who is he? Who is she?
He is a boy.
She is a girl.
Who’s that boy?
Who’s that girl?
Students may confuse 'he' and 'she'. Use pointing and repeated modelling to reinforce the difference.
Simple descriptions
We can describe a person with short sentences:
He is a boy.
She is a girl.
She is ten.
He is eight.
Link this slide back to age language so students combine describing and age: person + pronoun + boy/girl or age.
Asking about another person
We can ask about someone else:
Who’s that boy?
Who’s that girl?
How old is she?
How old is he?
This is a shift from talking about 'I' to talking about another person. Highlight the change from 'are you' to 'is he/she' without heavy grammar labels.
Which sentence is correct for a girl?
He is a girl.
She is a girl.
I’m a girl?
How old is girl?
Targets the common confusion between he and she from slides 10 to 13.
Complete the description
Who’s that boy? He is a boy. Who’s that girl? She is a girl. How old is she? She is ten.
Correct answers are He, She, and she. Each blank has one clear position from meaning and sentence pattern.
Letter Aa
Capital letter: A
Small letter: a
Same letter, two forms
We see A a in names and words
Point out shape differences clearly. If helpful, connect Aa to a familiar name from the class.
Letter Cc
Capital letter: C
Small letter: c
Same letter, two forms
We see C c in names and words
As with Aa, focus on recognition first. Writing can be demonstrated in the air or on the board if needed.
Letter pairs
English letters can have:
a capital letter
a small letter
Examples:
A a
C c
Use the exact labels 'capital letter' and 'small letter' consistently. This supports later handwriting and reading tasks.
Sounds to notice
Listen for these sounds:
t
f
s
n
th
This slide is for phonemic awareness only. Avoid adding many example words if time is short; the main goal is to recognise and repeat the sounds.
Using all the new language
A short introduction can include:
Hello!
My name is Aya.
I’m eight.
We can also describe others:
She is a girl.
This slide brings the lesson strands together: greeting, name, age, and simple description. It helps students see the lesson as one connected set of language.
What is the capital letter in this pair: A a?
A
a
Aa
c
Checks recognition of capital and small letters from the letter-pairs block.
Complete the summary
English letters can have a capital letter and a small letter. In a short introduction, we can say Hello, my name is Aya. She is a girl.
Correct answers are capital, small, name, and girl. This final check-in links the letter block with the lesson summary slide.
What is one thing you learned in this lesson?
Students may mention greeting someone, saying their name, asking age, answering age, using he/she, or describing a boy or girl. Invite short personal takeaways.
Which part of the lesson felt hardest for you?
Answers may mention numbers, he/she, asking about age, or remembering capital and small letters. Use this to identify what may need reteaching.
Glossary
hello - a greeting you use when you meet someone
hi - a friendly greeting
name - the word people use to call a person
age - how old someone is
boy - a male child
girl - a female child
describe - to say what a person is like
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Glossary
he - a word used for a boy or a man
she - a word used for a girl or a woman
capital letter - the big form of a letter, such as A or C
small letter - the smaller form of a letter, such as a or c
greeting - words you say when you meet someone
sound - the way a letter or word is heard
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