81R/82R Class

Level 10
Personal Information
OBJECTIVES: (1) Students will be able to respond appropriately to common
personal information requests.
(2) Students will be able to speak about themselves and inquire of
others in brief introductions.
OUTCOME:

Students will show mastery of objectives by completing a personal

information form and conversing with others about themselves.

CASAS COMPETENCIES:
0.1.4
0.2.1
0.2.2
2.3.2

Use appropriate language in general social situations (e.g., to greet, introduce, thank,
apologize)
Respond appropriately to common personal information questions
Complete a personal information form
Identify the months of the year and days of the week

CONTENT STANDARDS (Writing, Reading, Listening, Speaking):

W1.7

Write name and other personal and familiar words

W1.8
W1.9
W2.4
W2.6
W2.14
R2.5
R2.7

Write numbers in numerals and words

Complete simple forms
Use capitalization and end punctuation to mark the beginning and end of
sentences
Write dates in different formats
Write abbreviations in specialized context
Use capitalization to write proper nouns
Interpret abbreviations in specialized contexts

R4.1

Read numbers

R4.3

Read dates

R4.6

Interpret simple forms

L1.1

Recognize and distinguish between various vowels, consonants, minimal pairs,

and rhymes
Distinguish individual words in connect speech

L1.3
L2.1

L2.7

Comprehend simple words and phrases in basic communication in familiar

context
Recognize letters of the alphabet, letters in words, and numbers when spelled
or dictated
Comprehend speech that contains unfamiliar vocabulary using context clues

L3.1

Comprehend basic grammar and structure with present tense verbs and modals

L2.2

of high-frequency usage
L3.2

Recognize pronouns and follow pronouns across a statement

L4.1

Comprehend simple learned social exchanges

L4.2

Comprehend simple conversations

S1.1

Demonstrate accurate pronunciation of English sounds

S1.4

Demonstrate accurate pronunciation of words in connected speech

S2.1
S2.2

Recite letters of alphabet, letters in words, and numbers when reading aloud
from a text or sign
Use simple words and phrases in basic communication in familiar context

S3.1

Use basic grammar

S3.2

Use pronouns

S4.6

Engage in simple learned social exchanges

S4.8

Engage in simple conversations (e.g., ask about person information using whquestions)

GRAMMAR:
(a) Present/past tense; (b) Sentence structure (SVO); (c) Interrogatory structure
(Wh- + VS); (d) Ordinal numbers; (e) Contractions; (f) Pronouns and possessive pronouns.

VOCABULARY:
cellphone
telephone
city
state
number
code
address
signature
security
license
document
form
date
birth
today
age
old
morning
afternoon

Nouns
month
January
February
March
April
May
June
July
August
September
October
November
December
area
nationality
year
birthday
evening
title

road
street
avenue
drive
apartment
North
South
East
West
Mr.
Mrs.
Ms.
sex
male
female

Adj/Adv
home
good
mailing
well
zip
social
Pro.
drivers
I
my
where
your
what
nice
when
good
how
well
you
area
it
last
first
middle
initial
well
correct
nice
glad

Prep.
of
at
from
in
on
in
on
Verbs
be
sign
live
introduce
greet
was born
meet
thank
fill out

TARGET PHRASES (Written):

First name
Last name

Mailing Address
Identification Number

Symbol/Abbr.
No.
#
Abbr. for States
()
apt.
init.
mm/dd/yyyy
N./S./E./W
Dr./Ln./Ave./St.
ID #
Interjections
Hello/Hi
Goodbye/Bye
thank you
yes / no

Middle name
Date of Birth
Social Security No.
Telephone number
Cellphone number

mm/dd/yyyy
Title: Mr. Mrs. Miss Ms.
Home Address

TARGET PHRASES (Spoken):

(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)

Nice to meet you!

My name is _____.
My address is _____.
I was born in (city, state, or country).
I live at (address).
I am from (city, state, or country).
My (cell) phone number is ______.
I was born on (month + ordinal + yr.)

(9) What is your name?

(10) Where are you from?
(11) What is your address?
(12) How are you?
(13) Im well, thank you.
(14) I am (number) years old.
(15) How old are you?
(16) Where do you live?

PRONUNCIATION NOTES:
(1) Review t + y = ch, and vowel reduction:
(e.g., Nice to meet you! = Nice tuh meechu) See p. 4 of American Accent Training: Grammar.
(2) Review vowels and voiced vs. unvoiced consonants (isolate variations in sounds).

PREREQUISITES: Knowledge of numbers, and the alphabet (lowercase, uppercase); p. xxiii of

American Accent Training: Grammar; p. viii of American Accent Training; ALSO: p. 19
of American Accent Training to cover pure vowel sounds.

RESOURCES:
(1) Student workbook
(2) Computer and projector to show the following video of introductions and pages of forms:
a. https://www.youtube.com/watch?v=gaKgwx6gZXc2 (Introductions)
b. https://www.youtube.com/watch?v=NeEJhW0_gqA (Introductions)
c. https://www.youtube.com/watch?v=T2VN58lxOYQ (Forms)
d. https://www.youtube.com/watch?v=xlNG3aHBn4M (Where are you from?)
e. https://www.youtube.com/watch?v=edXQ39BdpCk (Ordinal numbers begin at
00:43).
f. https://www.youtube.com/watch?v=aJ6KsTVxAaw&feature=youtu.be (Where do
you live?)
g. https://www.youtube.com/watch?v=kv6TOPd1tqE&feature=youtu.be (What is your
name?)
h. https://www.youtube.com/watch?v=sN-FnJdZ0eE
(Introductions: Pleased to meet you! Good to meet you. Whats your name? how
are you doing?)
(3) American Accent Training, pp. viii, ix.
(4) Ventures Unit 1, pp. 6 17.
(5) Life Skills & Test Prep, pp. 2 5; 22 24; 26 27.
(6) The Grammar Book, p. 20.
(7) Effective Teaching Strategies in the ESL/ELA Adult Classroom.
(8) Practice Forms online at csiela.wordpress.com.

Lesson Schedule
Before Class
a) Prepare all technology, and open all links to be used during class.
b) Write targeted content on the whiteboard/Elmo/or in a projected Word.doc; for example:
N., S., E., W., Mr., Ave., ID, 4352 Main Dr., 83301, etc.
c) Prepare an ice-breaker activity (see Effective Teaching Strategies, Bell Ringer Activities).
d) Identify any other resources you would like to use for this lesson.

During Class (Times Approximate)

Review (15 minutes):
Material from the last lesson. Conduct formative assessment to gauge student retention of the
lesson. If time allows, please cover the pure vowel sounds on p. 19 of American Accent Training.
Introduction (10 minutes):
Bell-ringer activity of your choice. Effective Teaching Strategies in the ESL/ELA Adult Classroom.

READING/WRITING:
Presentation (45 minutes):
1) Show examples of forms online and how to fill them out with the appropriate information
(e.g., first name, last name, social security number, date of birth, etc.). Student have sample
forms in their packets, but feel free to use any number of different types of forms to
familiarize students with the key personal informational generally requested. Pay particular
attention to the form of properly written addresses.
2) Introduce, or review, personal pronouns (I, you, he/she/it, they, we).
3) Introduce, or review, present and past tense of the to be verb.
(am, are, is, was, were). Also, introduce other unfamiliar verbs in the vocabulary list above.
(for born you only need to cover the past participle at this time was born/were born).
4) Introduce the Subject/Verb/Object structure of English sentences. Model writing personal
information in sentence form. The Grammar Book, p. 20.
(e.g., My name is ___; I live at____; I am from _____.).
Comprehension Check (10-20 minutes):
1) Have students write some basic personal information about themselves in a journal. To reach
the targeted phrases, it is not necessary to define every word, such as the prepositions from
or at. Student will understand the phrases as blocks of information at this point.
2) Write the long form of an address on the board and have student rewrite the address with the
correct abbreviations instead.
3) Write dates on the board in long form and have student reduce to a numeral format (e.g.,
November 1st, 2016 to 11/01/2016).
BREAK (15 minutes)

SPEAKING/LISTENING:

Presentation (25 minutes):

Introduce the following question words and key phrases above: (where, what, when, how). This is
best done in context. Using web videos is an excellent way for students to hear the questions asked
within an appropriate scenario. Isolate key phrases in context (e.g., Whats your name? Where are
you from?)
Communicative Practice (30 minutes):
1) Pair students or place in small groups. Have them practice asking and giving personal
information. You can provide a scenario for the students that one is filling out a form based on
the answers the other gives. They should ask for an address, place of birth, name, etc.
(Social security number is not necessary at this point). (Any group activity involving
communicative practice should suffice).
Evaluation and Homework Assignment (Remainder of class time):
1) Have students demonstrate, through formative assessment, that they can conduct a simple
introduction and fill out a basic form on their own.
2) Assign the vocabulary list for the next class and any discovery or task-based assignments that
will help students practice the skills learned in this class session or prepare for the next.