Alternative Basic Education

ENGLISH AREA – EBA 2017

GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 1

UNIT 1 SESSION No 05 TITLE The ABCs DATE

LEARNING OUTCOME(S) Use strategies to resolve questions of vocabulary and spelling.

SPECIFIC SKILLS / CONTENT FOCUS Alphabet

STAGE ACTIVITY AIM MATERIALS TIME

Is that Peru? Review “Where are
 • Map of Peru 9 min.
1. Point to a male student and ask the others, “Where is he from?” help with the you from?” • Blue tac or
WARM-UP and answer if necessary (“He’s from Peru.”) Raise energy
 tape
ACTIVATION 2. Continue asking about several (or all, depending on your class size) of the with a friendly Sheets of
OF PREVIOUS students, sometimes asking “Where is she from?” and sometimes “What’s his competition clean paper,
KNOWLEDGE nationality?” (answers: He’s Peruvian. She’s Peruvian. He’s from Peru. She’s from Generate
 1 per every 2
Peru.) knowledge of and students
3. Put students into pairs. pride for Peru

4. Give each pair a clean sheet of paper.

5. Say, “Work with your partner to draw a correct map of Peru. You have 3 minutes.”*
6. After 3 minutes are finished, ask pairs to post their maps on the board.
7. Then post the real map and ask the class to decide which map is the most similar
to the real one.
8. It is important to keep time. If you say 3 minutes, stop the activity after 3 minutes.

LEAD-IN 1. Write the word ‘Peru’ on the board and ask, “Can you spell Peru?” Introduce the topic
 1 min.
2. Then point to each of the letters as you spell, P-E-R-U, Peru. of today’s class

Say, “Today we’re going to learn the alphabet in English.”

1
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1. Say the alphabet and write it on the board in a table like this*: Introduce the pro-
 10 min.
nunciation of the
/i/ /e/ /ai/ /o/ /u/ /ar/ alphabet in English
/ei/ like
like like like like like like
fe
mi el hay no tu caro

A B F I O Q R

H C L Y U

J D M W

K E N

G S

P X

PRESENTATION T (Z)*

*Note: in British English z is pronounced zed, in US English it is pronounced zee. To

avoid confusion, only choose and teach one.

2. Tell students they do not have to copy this table; you are going to give them a
copy in a few minutes.
3. Read each letter, column by column, and ask students to repeat. Do this twice.
4. Point to different letters in the table and elicit the pronunciation.
5. *It is a good idea to make a poster of this chart and keep it in your classroom.

2
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1. Erase the board. Recognize the

 Blank alphabet 10 min.
2. Put students in pairs. sounds of the table
alphabet in English
3. Pass out the alphabet table.
Create a table

4. Read out the alphabet and ask pairs to complete the table based on how the let- to help them
PRACTICE ter sounds. pronounce the
5. When you’re finished, ask pairs to join another pair to make a group of four. alphabet
6. Ss compare their tables in each group to check that everything is correct.
7. Say, “Save this table in your notebooks, please.”

1. In the same group of four, Ss go in a circle saying the alphabet in English, begin- Practice
 10 min.
ning at A and ending at Z and using the table to help them remember the pro- pronouncing the
PRODUCTION nunciation. alphabet
2. Ask them to do this 4 times, with a different student beginning each time.

1. Spell the names of 2 or 3 different countries to the class (for example, England, Determine the
 Dictation 5 min.
Canada, Japan). extent of students’
ASSESS-MENT
2. Students write the words you dictate. ability to under-
OF LEARNING
stand the alphabet
OUTCOMES 3. Collect the lists and check for accuracy. in English

SELF-ASSESSMENT 1. Ask in English and then in Spanish “Can you say the alphabet in English?”

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Listening • Use strategies to resolve questions of vocab- • Understand familiar words • Dictation
ulary and spelling. spelled aloud.