willjgregg willjgregg

TP 2
Beginners level


Students learn functional language for asking about age including new, old, "how old is he/she/it," and numbers 21-101.


Main Aims

  • To provide practice asking questions about age with numbers 21-101.

Subsidiary Aims

  • To provide listening practice.


Numbers 21-101 (5 minutes) • To learn the form of numbers 20-101

Numbers 20-101 involve a fairly simple concept: To make 27, take the ten's digit (twenty) and add the ones digit (seven). String the two together, without "and" (see LA), and put the stress on the second digit. I'll teach the students this concept via WC drilling. Script: 1) Point to myself and write the number "23" on the board. Since we discussed my age last class, students should infer what the number represents. 2) Tack Barack Obama to the board. Invite students to come up and write a guess on the board. As they write up numbers, say them out loud and fill in the gaps next to the numerals on the upper left hand corner of the board. 3) After a few guesses, provide his age and fill in the 10's digits which haven't already been said. Be sure to drill "one hundred" and "a hundred." 4) Write 21 on the board. Ask students to say out loud. Use backstaging to drill for pron. 5) Write 21, 22, 23 on board. By saying the series out loud, students will hopefully have a better grasp of pronunciation than with just one number. 6) Point to 30, 40, 50 . . . to review.

Numbers pronunciation exercise (10 minutes) • To give students practice hearing and saying 21-101

This is a fairly simple activity which involves two stages. First, I read off numbers which students spell out on a worksheet. Afterwards WC whiteboard check. Then, students group up in partners. One partner reads numbers off of a worksheet while the other writes down what he/she hears. Partners then switch. After completed, they compare what they wrote down with what is written on the worksheet. Worksheet includes some tricky ones like 13, 30, 80, 18, etc. Instructions are extremely simple for this activity. Model the worksheets. Say "listen" and "write," miming the activities. For the second stage, gesture to two students, labeling them "A" and "B." Say "A, read. B, listen," miming the actions. Mime an action for repetition. Say "Done?" then flip over the worksheet. "A, listen. B read." ICQ: Hand out two of the worksheet. "A?" (student says read) "B?" (students says listen) "Done?" (students flip the worksheets) If any difficulties, see AP&S section. Monitoring: Listen for funky pron issues. Take a short time to address these things. (Again, see LA).

Asking Questions about Age (8-10 minutes) • To teach students how to ask and answer "how old is/are he/she/it/they?"

On the board, write the words "young" and "old" leaving a large gap in the middle. Draw pictures of an old person and a young person next to the words. Then, hold up a picture of Barack Obama. "Young or old?" Students collectively place the picture in between the two words. Next, write three numbers on the board. Point to the numbers, then the picture: "Question?" Try to elicit "How old is he?" from the class. Ask the students the question individually, and drill them on the answer: (Incidentally, 54 is a good number for them to practice with regard to pron!) Lastly, have the students listen to the exercise. Have students repeat the tape en masse, pausing after each question and answer. Play the tape again without pausing. Ask students to practice asking their partner's ages. If time and if needed, do extra drilling practice with the big, printed pictures. Tack them to the board, write their ages under them, and ask the students to practice with their partner.

Listening Exercise Pt 1&2 (15 minutes) • To give students practice hearing 21-101 and age questions.

Ss complete the listening procedure as in the book. Instructions for this exercise are a little unusual because the worksheet is handed out beforehand. Once they are handed out, hold up pictures which are the same ones as on the worksheet. About each picture, ask students: "old or new?" "what is it?" Drill the pronunciation for the names of the pictures. Afterwards, give out instructions for exercise: 2) Gesture to the computer. "Listen." 3) Mumble to suggest the computer speaking. 4) "Which letter?" Modeling the worksheet, scroll your finger across the pictures. Sit down. Say "1." Play the first recording. After it's done, ask again: "Which letter?" Modeling the worksheet, write the appropriate letter next to the number. See AP&S for further difficulties. Play each recording, saying the relevant number beforehand and giving a pause of about 10 seconds in between. Ask the students to flip over the worksheet. Instructions: 1) "Listen again," miming the motion for repetition. 2) "How old is the car? Write down the number." If students seem perplexed, stop after the first recording and say again, "How old is the car?" Someone in the class will know. Then write down the number on your model worksheet. FB: Make a timeline on the board with four dots and write "old" at one end and "new" at the other. Point to a random dot. Students say the object and how old it is.

Speaking Production Mingle (Flex) (10 minutes) • Get students moving and using about the questions and answers they've learned.

Model a few sentences off of the worksheet before by going around the class and asking various questions of the students. Write on the worksheet so that the students can see and model on the board. ICQ: Draw a car on the board. Invite a student to come up a fill in the "my car" and guess columns. Elicit the question "how old is your car?" ICQ: Point to worksheet and, moving your finger down it, say a student's name repeatedly. Elicit "no," as students are not supposed to interview just one student. Hand out the worksheets and instruct students to mingle. If necessary, stop the activity early.

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