Alternative Basic Education

ENGLISH AREA – EBA 2017

GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 1

UNIT 1 SESSION No 10 TITLE Let’s count! DATE

LEARNING OUTCOME(S) Recognize spoken numbers

SPECIFIC SKILLS / CONTENT FOCUS Numbers; there is and there are

STAGE ACTIVITY AIM MATERIALS TIME

1. Say “Stand up, please.” Raise energy 8 min.
2. Clap your hands once and say, “One!” Introduce/ re-
WARM-UP 3. Gesture for the students to clap once. Shout “One!” (the students should clap when you say view the first 3
“one”). numbers

4. Stomp first one foot and then the other and say, “Two!”
5. Gesture for the students to do the same. Shout “Two!” (and the students should stomp their
feet upon hearing the command).
6. Clap three times and say “Three!”
7. The students should clap three times when you shout “Three!”
8. Shout out “one” “two” or “three” first in the correct order, and then in different orders and watch
the students.
9. The ones who do the wrong action have to sit down.
10. Continue until there is only one student standing.
1. Take out a pen and ask, “What’s this?” Review ques- 4 min.
ACTIVATION 2. Make sure the Ss answer in a full sentence, “It’s a pen.” Or “That’s a pen.” tion used to
OF PREVIOUS find out new
3. Take out another pen and ask, “What are these?” vocabulary
KNOWLEDGE
4. Make sure Ss answer in a full sentence, “Those are pens.” Review school
5. Do this with a few different school supplies. supplies

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1. Take out a third pen and put it with the other two. Introduce the • Several pens 2 min.
2. Ask, “How many pens are there?” structure “there
is/are”
3. If a student answers “Three”, say the full sentence for them, “Yes, there are 3 pens.”
Introduce the
4. Take out a fourth pen and put it with the other three. topic of today’s
LEAD-IN
5. Say, “How many pens are there?” session
6. Repeat the full sentences, “There are 4 pens.”
7. Say, “Today we’re going to practice the numbers” and write the word “numbers” on the board.
1. Write the numbers 1-20 on the board in two columns: 1-10 in one column and 11-20 is in the Introduce the • Board and 10 min.
second column (so that 4 is next to 14, 5 is next to 15, etc.), like this: numbers 1-20 marker
2. Count and point at the numbers, asking the class to repeat each one. (Note: It is important
to emphasize the stress pattern on the –teen numbers. The stressed syllable is the ‘teen’ so
fourTEEN, fifTEEN, etc.). Pronounce the numbers again and ask Ss to repeat.
3. Remain silent and just point at the numbers in order for the students to say.
4. Now point at different numbers out of order and ask “What’s this number?”
5. As students answer, write the words next to the numbers.
6. If your students are strong enough, you can ask “Can you spell that, please?” and elicit the
spelling.
7. Continue until you have written the words for all 20 numbers.
8. In the end, you should have a table like this:
PRESENTATION
one 1 11 eleven
two 2 12 twelve
three 3 13 thirteen
four 4 14 fourteen
five 5 15 fifteen
six 6 16 sixteen
seven 7 17 seventeen
eight 8 18 eighteen
nine 9 19 nineteen
ten 10 20 twenty
9. Say, “Copy this in your notebooks.”

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1. Hold up the 4 pens again and ask, “How many pens are there?” Introduce the • Board and 5 min.
2. Say, “There are 4 pens.” And write the sentence on the board. structure marker

3. Hold up only 1 pen and ask, “How many pens are there?” Elicit the
differences
4. Say “There is 1 pen.” Write this sentence on the board to the left of the first sentence. between
5. Ask a student to come to the board and underline the differences in the two sentences. singular and
plural
6. While pointing at the singular and plural verbs, ask, “Why is it ‘is’ here and ‘are’ here?”
7. “Why is there an ‘s’ on this word?” (circle the s).
8. Elicit that one is singular and the other plural.
9. Draw a line between the two sentences and a line across the top to make a table and label one
column “singular” and one column “plural”. Like this:

Singular Plural

There is one pen. There are four pens.

10. Ask, “How can we make these negative?” If nobody knows, say, “We have to add the ‘not’.
Where do we put the ‘not’ to make these negative?” (Answer: after the verbs is and are)
1. Write this list on the board: bags, rulers, notebooks, erasers, pencils, sharpeners, books Practice asking • Worksheets 15 min.
2. Put students in pairs, back to back; one student is person A and the other is person B. and answering for students
questions about A and B
3. Student B asks student A questions to discover how many of the different items on his inventory quantity
he or she has.
Practice saying
4. Ask, “Ok, who is student A?” (and raise your hand) numbers
PRACTICE and 5. Give the worksheet for student A to all the student A’s. Say, “Don’t show student B! It’s a secret.” Review
PRODUCTION 6. Hold the paper close to your body to show that it is a secret. school supply
7. Ask, “Who is student B?” Give the worksheet for student B to all the student B’s. vocabulary
8. “Ok, student A, how many erasers are there?”
9. If the student says “3”, give him or her the complete answer: “There are 3.”
10. Say, “Now student B can write 3 next to the erasers” and write a 3 on the board next to the
word erasers.

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11. Say “Ok, student B ask student A about another thing on your list.”
12. Say, “You have 5 minutes!” Hold up four fingers. “Go!”
13. When students are finished, ask for student B’s to report back. Make sure they use complete
sentences (e.g. “There are 3 erasers.”)
14. Write the number of supplies next to your list on the board.
15. Make some mistakes when you write the numbers (e.g. write 5 instead of 4) and allow the class
to correct you (e.g. “There are not 5, there are 4.”)
[Optional, if time: In their notebooks, ask students to write sentences about the number of items
on their worksheets].

Monitor students during production phase and assess using the checklist. Assess learning • Speaking
ASSESSMENT
outcomes checklist
SELF- Ask in English and then in Spanish, “Did you know some of the numbers in English before this 1 min.
ASSESSMENT class?” “Do you know them now?” “Do you want to know more?”

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Speaking and listening • Recognize spoken num- • Distinguish between different spoken • Speaking checklist
bers numbers counting different items in the
classroom