Alternative Basic Education

ENGLISH AREA – EBA 2017

GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 1

UNIT 1 SESSION No 06 TITLE Spell it please! DATE

LEARNING OUTCOME(S) Clarify meaning by asking for spelling.

SPECIFIC SKILLS / CONTENT FOCUS Alphabet; Can you spell that, please?

STAGE ACTIVITY AIM MATERIALS TIME

1. Draw a bingo table on the board. Become familiar Bingo cards
 10 min.
2. Pass out bingo cards. with the
pronunciation of
3. Say, “Write the letters of the alphabet in the boxes.” the letters of the
4. Write letters in the table on the board in random order. alphabet
5. Say, “Do not repeat any letters. Only one A, one B, one W, etc. Ok?”
6. On your bingo table on the board, repeat a letter and then ask, “Is this ok?”
7. Say, “No, don’t repeat the letters!” and erase it and write another letter.
WARM-UP 8. When students are finished, say, “Cross out the letter you hear.”
9. Say a letter of the alphabet. Find it on your table on the board and cross it out.
10. Say, “The objective is to get a line, horizontally, vertically or diagonally” and
indicate these three directions on your table on the board as you say them.
11. Say, “When you have a line, say ‘bingo!’”
12. The first student to get a bingo is the winner.

1. Ask a few different students, “Where are you from?” and model the correct answer, Call attention
 1 min.
“I’m from [your city].” Then ask, “What is your name?” and model the correct an- to the question
swer, “My name is xxx.” or “I’m xxx.” ‘Can you spell
2. Ask a student, “Are you Peruvian?” and when he or she answers yes, repeat back, that, please?’
LEAD-IN
“Yes, I am.” and ask him or her to repeat the short answer. Introduce the

3. Ask other students other yes/no questions with an affirmative response, making topic of the
sure they use the short answer formulation, “Yes, I am.” session

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4. Now do the same with some questions with a negative response, for example, “Are 
Practice with 8 min.
you from Ecuador?” “Is your name Pedro?” etc. and when they say no, repeat back, pronunciation of
“No, I’m not.” the alphabet
5. Do this until everyone in the class has had the opportunity to use the positive and
the negative short answer.
6. Write two questions on the board along with short answers, for example, something
like this:
Are you Peruvian? Yes, I am.
Are you from Trujillo? No, I’m not. I’m not from Trujillo. I’m from Cajamarca.
ACTIVATION OF
PREVIOUS KNOWLEDGE 7. Read the questions and responses out loud and ask students to repeat after you. Pay
AND attention to the pronunciation of the last consonant in words like ‘I’m’, ‘am’ and ‘not’.
PRESENTATION 8. Underline as shown above, and ask the following questions to lead your students to
discover the grammar structure:
a. When we respond ‘yes’, what do we say after? (and point to “I am”)
b. When we respond ‘no’, what do we say after? (point to “I’m not”)
c. What does “I’m” mean? What is this? (point to “I’m”) (answer: I’m = I am)
d. How do we make a negative? (point to the word ‘not’)
9. Say, “Copy this into your notebooks, please.”
10. Leave these questions and answers on the board.

1. Ask Ss to take out their alphabet sheets from the last session. Practice spelling
 8 min.
2. Read through the alphabet in columns to refresh your students’ memories. words in English

3. Point a word on the board and ask, “Can you spell that, please?”
PRACTICE 4. Model the spelling of some words if necessary.
5. Write the question “Can you spell that, please?” on the board.
6. Ask each student to spell one of the words in your example on the board.

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1. Ask students to sit in pairs. (make students sit with others they don’t know very 
Practice English club 12 min.
well.) exchanging real registration
2. On the board, write “English Club”. information form
Practice asking
3. Say, “If you want to register for a club, you need to complete a form.” (Write the 
word ‘form’ on the board and hold up the form as an example), and pass out the form. for spellings and
spelling very
4. Ask, “What does ‘first name’ mean?” “My name is XXX XXX. What is my first name? familiar words
What is my last name?” for others
PRODUCTION 5. Ask a student, “What is your name?” and then “Can you spell that, please?”
6. If the student does not understand, repeat his or her name and write it and spell it
on the board (for example, “Pedro. P – E – D – R – O”).
7. Tell students to work in pairs to interview their partners and complete the form us-
ing the questions at the bottom of the page.
8. Give students 7 minutes to complete the task.
9. When they are finished, say, tell them to save the worksheet for the next session.

1. During the production activity, circulate among the students and use the checklist Speaking
ASSESSMENT to evaluate their speaking and listening skills checklist

1. Ask students in English and then in Spanish, “What did you learn to do today?” 1 min.
SELF-ASSESSMENT 2. “Can you spell your name in English?”

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Speaking and listening • Clarify meaning by asking for
spelling.
• Interact with each • Speaking checklist
other saying name,
country, and other
using spelling when
necessary.