Alternative Basic Education

ENGLISH AREA – EBA 2017

GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 1

UNIT 1 SESSION No 0707 TITLE English Club DATE

LEARNING OUTCOME(S) Introduce two people to one another in a social situation.

SPECIFIC SKILLS / CONTENT FOCUS Verb to be 3rd person; Wh- questions

STAGE ACTIVITY AIM MATERIALS TIME

WARM-UP 1. Ask Ss to sit in a circle (if possible). Raise energy
 5 min.
2. Clap your hands slowly in rhythm and indicate that Ss should do the same. Review alphabet

3. Go around the circle and say the alphabet, trying to keep the same rhythm
throughout.
4. When someone misses their turn, they are out.
5. Continue until there is only one student left.
1. Hold up the English Club form from last time and ask, “Do you have this?” Introduce topic
 • English Club 2 min.
2. Pass out a copy to everyone who does not have one. Establish context
 Registration
form from last
3. Ask, “What is this paper?” (answer: a form for an English club) session
LEAD-IN
4. Say, “Today, let’s make an English Club, ok? Sit with your partner from last
the last lesson.”
5. Write ENGLISH CLUB on the board.

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 Alternative Basic Education

1. On the board, write: Continue working

 10 min.
First name: with personal
questions
Last name:
Specify the

City: grammar of
Country: introducing
2. Ask a student, “What is your partner’s first name?” and write it on the board. people
Continue until you have all the information about the person’s partner. Review and

3. Now say the information in complete sentences, and ask students to repeat follow-up on last
after each sentence. lesson

4. Now write first sentences for a man and then some for a woman with a figure
for a man and a woman over each column, something like this:

PRESENTATION

His first name is Pedro. Her first name is Maria

His last name is Garcia. Her last name is Gonzalez.
He is from Cajamarca. She is from Cajamarca.
He is Peruvian. She is Peruvian.
5. Ask, “Is Pedro a man or a woman?”
6. Ask a student to come up to the board and underline all the differences
between the sentences on the left and those on the right.
7. Call on a few students to tell the class the information they have on their
forms from the last session, using complete sentences with ‘he’, ‘she’, ‘his’
and ‘her’ depending on whether their partner was a man or a woman.
8. Say, “Copy this into your notebooks, please.”
9. Leave this information on the board.

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1. Pass out the dialogue. Practice introduc-

 • Dialogue 8 min.
2. Read each line out and ask Ss to repeat, imitating your pronunciation and ing a 3rd person
PRACTICE intonation.
3. Tell students to stand up in groups of 3 and practice the dialogue.
4. Make them change groups two times to practice with other people.
1. Put students in random groups of 3, try to have groups with a mix of men Personalize a di- 15 min.
and women. alogue in which
2. Tell them to change the underlined parts of the dialogue to make it true for someone intro-
them (for example, “Now you are not Elena, Jorge and Luís, you are [your duces someone
students’ names]. Personalize the dialogue for you.”)
PRODUCTION
3. Give Ss 7 minutes to change the dialogue. Remind ss to use the correct
forms for men and women, pointing again at the board.
4. Tell Ss to practice for 5 minutes.
5. Call volunteer groups to the front to perform.
1. As Ss practice making and performing their personalized dialogues, circulate Assess learning • Speaking
ASSESSMENT among them and evaluate using the speaking checklist. outcomes checklist

1. Ask in English and then in Spanish:

SELF-ASSESSMENT “Can you introduce a friend to another friend in English?”
“Do you think your English is improving?”

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Speaking, listening • Introduce two people to one • Interchange • Speaking checklist
another in a social situation. personal
information
to
introduce
two people
in a social
context.