LESSON PLAN 1

 LEVEL : 2nd Grade of Primary School

 UNIT : Unit 10
 TITLE : How many are there?
 LANGUAGE FOCUS : There is/There are
 COMMUNICATIVE FOCUS : Asking and giving information about the quantity/number of objects
 VOCABULARY FOCUS : Review of names of fruit, classroom objects, animals, and numbers from 1 – 20
 ENABLING OBJECTIVE :
At the end of the lesson, students are expected to be able to ask and give information about the number of familiar
objects to teacher and friends, in spoken basic-level English, as the examples below:
o How many bananas are there? There are ten bananas.
o How many teachers are there? There is one teacher.
o How many ducks are there? There are twenty ducks.

Target Language 1 Target Language 2

 PREREQUISITE :
o Names of fruit
o Names of classroom objects
o Names of animals
o Numbers from 1 – 20
 BOOK SOURCE : Gogo Loves English - Book 2 (Longman)
 T-L HOURS : 4 sessions
 SESSION : Session 1 (2 x 30 minutes)

No. Activity

1 Warmer (5’)
Pre-teach some useful vocabularies: numbers

2 Presentation (25’)
o T sings the song on page 52. Title of the song: How many are there? (see Attachment for song lyrics)
o T repeats singing the song several times until the students get the idea of the song. To make it easier for the
students, T might want to draw some bananas on the whiteboard.
o T asks all students to sing together or to sing in turn.
o Having finished with the song, T then introduces the scene setting.
Scene-setting:
Gogo just came home from the market. He bought many fruits. What are they? How many fruits are there?
Can you count them? (T draws a plate/basket of fruit on the whiteboard)
o T elicits the target language (TL):
 How many pineapples are there?
 How many strawberies are there?
 How many oranges are there? Etc.
o T isolates some grammatical features of the TL.
 There is one pineapple (on the plate) . . . . one pineapple – there is
 There are four strawberries (on the plate) . . . . four strawberries – there are listening
 There are eleven oranges (on the plate) . . . . eleven oranges – there are drills
o Accurate reproduction: T asks the students to simply repeat T’s sentences.
o By using the picture on the whiteborad, T conducts mechanical drills. First, the drill is done in chorus, then it
is done individually.
 T : How many pineapples are there (on the plate)?
Ss : There is one pineapple.
 T : How many strawberies are there (on the plate)?
Ss : There are four strawberries.
 T : How many oranges are there (on the plate)?
Ss : There are eleven oranges.
 o T elicits the 2nd TL : Now, ask me about the cherries!
o Still using the picture on the whiteborad, T conducts another mechanical drills. As usual, the drill is first done
in chorus, then it is done individually.
 T : pineapples!
Ss : How many pineapples are there?
 T : strawberries!
Ss : How many strawberries are there?
 T : oranges!
Ss : How many oranges are there? Etc.

3 Practice (20’)
o HOW MANY ARE THERE (Let’s Find the Same Number!)  See WORKSHEET 1 on Attachment

4 Wrapping up (10’)
o Homework: written exercise: Writing book page 34
o Closing
 LESSON PLAN 2

 LEVEL : 2nd Grade of Primary School

 UNIT : Unit 10
 TITLE : How many are there?
 LANGUAGE FOCUS : There is/There are
 COMMUNICATIVE FOCUS : Asking and giving information about the quantity/number of objects
 VOCABULARY FOCUS : Review of names of fruit, classroom objects, animals, and numbers from 1 – 20
 ENABLING OBJECTIVE :
At the end of the lesson, students are expected to be able to ask and give information about the number of familiar
objects to teacher and friends, in spoken basic-level English more fluently, as the examples below:
o How many bananas are there? There are ten bananas.
o How many teachers are there? There is one teacher.
o How many ducks are there? There are twenty ducks.

Target Language 1 Target Language 2

 PREREQUISITE :
o Names of fruit
o Names of classroom objects
o Names of animals
o Numbers from 1 – 20
 BOOK SOURCE : Gogo Loves English - Book 2 (Longman)
 T-L HOURS : 4 sessions
 SESSION : Session 2 (2 x 30 minutes)

No. Activity

1 Warmer (20’)
o Singing “How many are there” song
o Pre-teach some useful vocabularies: names of classroom objects
o Reviewing: “Find Your Partners” Game
T gives each student a piece of card picturing a number of bananas. The students are to find friends who have
cards with the same number of bananas. Don’t forget to give a model first. The students who finishes first
will get a credit. The groups that are formed from this activity will be used for the production stage.
2 Production (30’)
o HOW MANY ARE THERE (Let’s Play Detective!)  See WORKSHEET 2 on Attachment

3 Wrapping up (10’)
o Homework: written exercise: Writing book page 35
o Closing
 LESSON PLAN 3

 LEVEL : 2nd Grade of Primary School

 UNIT : Unit 10
 TITLE : How many are there?
 LANGUAGE FOCUS : There is/There are
 COMMUNICATIVE FOCUS : Asking and giving information about the quantity/number of objects
 VOCABULARY FOCUS : Review of names of fruit, classroom objects, animals, and numbers from 1 – 20
 ENABLING OBJECTIVE :
At the end of the lesson, students are expected to be able to answer questions related to a short text about the number
of objects.
 PREREQUISITE :
o Names of fruit
o Names of classroom objects
o Names of animals
o Numbers from 1 – 20
 BOOK SOURCE : Gogo Loves English -Book 2 (Longman)
 T-L HOURS : 4 sessions
 SESSION : Session 3 (2 x 30 minutes)

No. Activity

1 Warmer (10’)
o Singing “How many are there” song
o Pre-teach some useful vocabularies: names of animals and family members

2 Reading Activities (45’)

o See READING MATERIALS on Attachment

3 Wrapping up (5’)
o Homework: written exercise: Writing book page 36
o Closing
 LESSON PLAN 4

 LEVEL : 2ND Grade of Primary School

 UNIT : Unit 10
 TITLE : How many are there?
 LANGUAGE FOCUS : There is/There are
 COMMUNICATIVE FOCUS : Asking and giving information about the quantity/number
of objects
 VOCABULARY FOCUS : Review of names of fruit, classroom objects, animals, and
numbers from 1 – 20
 ENABLING OBJECTIVE :
At the end of the lesson, students are expected to be able to ask and give information about number of familiar objects
in written form, as the examples below:
o How many bananas are there? There are ten bananas.
o How many teachers are there? There is one teacher.
o How many ducks are there? There are twenty ducks.

Target Language 1 Target Language 2

 PREREQUISITE :
o Names of fruit
o Names of classroom objects
o Names of animals
o Numbers from 1 – 20
 BOOK SOURCE : Gogo Loves English -Book 2 (Longman)
 T-L HOURS : 4 sessions
 SESSION : Session 4 (2 x 30 minutes)

No. Activity

1 Warmer (10’)
o Singing “How many are there” song
o Review some useful vocabularies: numbers, fruit, classroom objects, animals

2 Writing Activities (45’)

o HOW MANY ARE THERE? (Let’s Write!)  see Attachment

3 Wrapping up (5’)
o Homework: prepare for the coming quiz next week.
o Closing
 ATTACHMENTS

I. SONG

 Title : HOW MANY ARE THERE?

 Source : Gogo Loves English – Book 2, page 52
 Process : adopting
 Type of Activity : singing (in chorus/individually)
 Aim : to practice the use of there is/there are
 Time : ± 10 minutes
 Steps :
1) T sings the song once. T repeats singing the song several times until the students get the idea of the song. To make it
easier for the students, T might want to draw some bananas on the whiteboard.
2) T asks all students to sing together or to sing in turn.

HOW MANY ARE THERE?

How many are there?

There are four.
How many are there?
There are five.
How many are there?
There are six.
There are six bananas.
Yoo hoo! 1, 2, 3!
Yoo hoo! 4, 5, 6!
Yoo hoo! 7, 8, 9!
There are nine bananas.

II. WORKSHEET 1
 Title : HOW MANY ARE THERE? (Let’s Find the Same Number!)
 Source : teacher-made material
 Process : developing teacher-made material
 Type of Activity : pair work, information gap, oral practice
 Aim : to practice talking about the quantity/number of objects  Diberikan gambar, peserta didik
mampu merespon dialog sederhana secara lisan terkait memberi dan meminta informasi
mengenai jumlah suatu benda dengan tepat (RUMUSAN TUJUAN PEMBELAJARAN  ABCD)
 Skills involved : listening, SPEAKING, reading, writing
 Skills focused : speaking
 Time : ± 20 minutes
 Steps:
1) Teacher divides the class into pairs.
2) Teacher gives each pair the worksheet.
3) Students are to fill in the interview sheet by asking each other questions about the quantity/number of objects.
E.g.: A: How many strawberries are there?
B: There are nine. (And) you?
A: There are six.
4) Teacher models the activity first, making sure that all students have understood how to do it.
5) Task: Let’s find the same number!
When the students have finished with the activity, they are to find out which objects/pictures have the same number.
 The Worksheet

A
Let’s find the same number!

No. Pictures You Your Friend

(___________________) (___________________)
1

6
 B
Let’s find the same number!

No. Pictures You Your Friend

(___________________) (___________________)
1

6
III. WORKSHEET 2
 Title : HOW MANY ARE THERE (Let’s Play Detective!)
 Source : teacher-made material
 Process : developing teacher-made material
 Type of Activity : group work, information gap, oral practice
 Aim : to practice talking about the quantity/number of objects  Diberikan sebuah permainan,
peserta didik mampu menentukan dengan benar jumlah benda-benda di sekitar sekolah
dengan cara melakukan dialog sederhana secara lisan terkait memberi dan meminta informasi
mengenai jumlah suatu benda (RUMUSAN TUJUAN PEMBELAJARAN  ABCD).
 Skills involved : listening, SPEAKING, reading, writing
 Skills focused : speaking
 Time : ± 40 minutes
 Steps:
1) Teacher divides the class into several groups based on the number of the floor in the school.
2) Teacher gives all students the worksheet.
3) Students are to fill in the worksheet by investigating the number of objects on a certain floor. For instance, group A
investigates the number of objects on the 1st floor, group B on the 2nd floor, and group C on the 3rd floor. Remember
to tell students that they do not have to investigate the objects on other floors. Tell them to focus only on the objects
on the floor they are assigned to.
4) Since this is considered an outdoor activity and often a little bit harder to control, it is important to time this
investigation activity more strictly.
5) When all students have finished their investigation, ask them to exchange information to their friends of other floors
about the number of objects on each floor.
E.g.: A: How many litter bins are there?
B: There are five. (And) you?
A: There are eight.
6) Task: The most and the least numbers of objects!
Having finished with the information-gap activity, students are to find out which object has the most number and the
least number.
 The Worksheet

Let’s play detective!

Name: _______________________________

No. Objects 1st Floor 2nd Floor 3rd Floor

1 doors

2 mats

3 shoe racks

4 litter bins

5 flower pots

6 posters

7 teachers
IV. READING MATERIALS
 Title : Uncle Ben’s Farm
 Source : teacher-made materials
 Process : developing teacher-made material
 Type of Activity : reading activity, individual and group work
 Aim : to practice the expression of quantity/number of objects
 Skills involved : listening, speaking, reading, writing
 Skills focused : reading
 Time : ± 45 minutes
 Scene setting : Tony, Jenny, and Gogo are spending their holiday in Uncle Ben’s farm.
 Steps:
1) Explain the scene setting to the students. Teacher may stick pictures on the whiteboard as clues.
2) Tell the students that they are about to hear a story about Uncle Ben’s farm.
3) Teacher reads the story for the students.
4) Teacher gives the 1st Reading Task.
o The 1st Reading Task: Gist Question: What is the story about?
o Tujuan  Diperdengarkan teks interaksional sederhana, peserta didik dapat menentukan informasi umum
tentang teks tersebut dengan benar.
o In this task, the teacher simply asks the students what the story is about. Until this point, the students have not
been given the text yet. They rely solely on listening to the teacher’s story and her pictures.
5) Teacher distributes the text to the students.
6) Teacher reads the story again for the 2nd time. This time, the students do not only listen to the story but also follow
the strory from the text.
7) Teacher gives the 2nd Reading Task.
o The 2nd Reading Task: HOW MANY ARE THERE (Let’s Read and Write!)
o Tujuan  Diperdengarkan teks interaksional sederhana, peserta didik dapat menemukan informasi rinci
terkait teks tersebut dengan tepat.
o In this task, students are still guided by the teacher to find out the number of animals in Uncle Ben’s farm.
8) Teacher divides the class into groups and gives the 3rd Reading Task.
o The 3rd Reading Task: Reading Comprehension Questions (True or False).
o Tujuan  Diberikan teks tulis interaksional sederhana, peserta didik dapat menentukan benar/salahnya suatu
informasi terkait teks tersebut dengan tepat.
o This task demands the students to work more independently with less help from the teacher. In groups, they are
asked to determine whether a sentence is true or false based on the text. They may find the answer by reading
the text or by looking for the information provided by the previous tasks.
o To create more fun, use an interesting way or use a game in checking the task.
9) Still using the same groups, teacher gives the 4th Reading Task.
o The 4th Reading Task: LET’S ARRANGE!
o Tujuan  Diberikan potongan-potongan kata, peserta didik dapat menyusun kata acak menjadi informasi yang
benar terkait jumlah suatu benda.
o Teacher gives a set of jumbled cards to each group.
o In groups, students are to arrange the jumbled cards into correct sentences based on the story of Uncle Ben’s
farm.
o To make the activity more fun, teacher may create a sense of competition.
 The 2nd Reading Task
Name : _________________________
Let’s Read! Class : _________________________
Date : _________________________

Uncle Ben is Tony and Jenny’s uncle. He is a

farmer. He has a farm. Look! It’s Uncle Ben’s farm!

Uncle Ben’s farm is big. There are many animals in

Uncle Ben’s farm. There is one horse. There are ten

chickens. There are sixteen chicks. There are twenty

ducks. There are eight goats. There are seven cows.

And there is a tractor too. Wow, what a hectic farm!

Let’s Read and Write!

The 3rd Reading Task

True/False

T 1. There is one horse in Uncle Ben’s farm.

2. There are eleven chickens in Uncle Ben’s farm.

3. There are sixteen chicks in Uncle Ben’s farm.

4. There are eighteen ducks in Uncle Ben’s farm.

5. There are five goats in Uncle Ben’s farm.

6. There are nine cows in Uncle Ben’s farm.

7. There is one tractor in Uncle Ben’s farm.

8. Uncle Ben is Tony and Jenny’s father.

9. He is a doctor.

10. He has a farm.

The 4th Reading Task: Let’s Arrange!

There is one horse in Uncle Ben’s farm

There are ten chickens in Uncle Ben’s farm

There are sixteen chicks in Uncle Ben’s farm

There are twenty ducks in Uncle Ben’s farm

There are eight goats in Uncle Ben’s farm

There are seven cows in Uncle Ben’s farm

There is one tractor in Uncle Ben’s farm

V. WRITING MATERIAL
 Title : HOW MANY ARE THERE? (Let’s Write!)
 Source : teacher-made material
 Process : developing teacher-made material
 Type of Activity : individual work, written exercise
 Aim : to practice writing simple dialogs about the quantity/number of objects  Diberikan gambar,
peserta didik dapat menuliskan percakapan sederhana terkait memberi dan meminta informasi
tentang jumlah suatu benda dengan benar.
 Skills involved : reading, writing
 Skills focused : writing
 Time : ± 45 minutes
 Steps:
1) Teacher gives all students the worksheet.
2) Based on the example give, students are to write down simple dialogs about the quantity/number of objects.
3) Since this is the first writing activity which requires the Ss to pay more attention on writing aspects, so while the Ss
are working, T should go around the class to monitor the Ss’ work one by one.
 The Worksheet

Let’s Write! Name : _________________________

Class : _________________________
Example:
Date : _________________________

How many apples are there?

There are four apples.

1. How many monkeys are there?

__________________________________________________

2. How many flower pots are there?

__________________________________________________

3. How many litter bins are there?

__________________________________________________

4. _________________________________________________?
__________________________________________________

5. _________________________________________________?
__________________________________________________

6. _________________________________________________?
__________________________________________________