Alternative Basic Education

ENGLISH AREA – EBA 2017

GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 1

Getting to know
UNIT 1 SESSION No 03 TITLE DATE
one another
LEARNING OUTCOME(S) Use expressions to introduce others and ask their names.
SPECIFIC SKILLS / CONTENT
What’s his/her name? His/Her name is ___.
FOCUS
STAGE ACTIVITY AIM MATERIALS TIME
The magic word Raise energy
 7 min.
1. Write the word “magic” on the board. Ask, “What does this word mean?” [This is one of 
Review classroom
ICE-BREAKER the words from the warm-up activity in session 2.] commands
2. Write on the board, “The magic word is PLEASE.” Ask Ss if they understand this phrase, Introduce the word

and translate if necessary. [Note: In English, parents say to their children “What’s the ‘please’ and its use in
magic word?” to remind them to be polite when they ask for something.] English
3. Divide the class into two teams.
4. Say, “Stand up, please.”
5. When Ss stand up, ask “Did I say the magic word?” and point to the word ‘please’ on
the board. Ss should answer “Yes.”
6. Say, “Sit down.” When students sit down, say, “Uh uh uh! Did I say the magic word?”
and point to the word ‘please’ on the board. Ss should answer “No.”
7. Say, “If I say ‘please’, yes, do it. If I don’t say ‘please’, no, don’t do it. Ok?”
8. Say, “Stand up.” to test if students have understood. If someone stands up, ask, “Did I
say ‘please’? Only stand up if I say ‘please’, ok? Sit down, please.”
9. Give students different classroom commands practiced in the last session. Sometimes
say please afterwards and sometimes do not.
10. If a student does the action when you do not say “please”, that student is out of the game.
11. Continue until there is only one student left.

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1. [Optional] Hold up the picture and ask (in English and in Spanish) “What are these Review expressions for • Picture
 7 min.
people saying?” (possible answers, introducing themselves, meeting each other for introducing oneself of people
the first time, they are at a meeting or a conference, etc.). asking
ACTIVATION OF 2. Ask a student to stand up and say, “What’s your name?” After the student says his/ ‘What’s
Build classroom com-
 your
PREVIOUS KNOW- her name, say, “My name is _______. Nice to meet you.” and shake his or her hand. munity
LEDGE name?’
3. The student should respond with “Nice to meet you, too.” If he or she does not, ask [optional]
the class, “What’s the response?” If nobody remembers, tell them the response.
4. Repeat this with several (or all, in a small class) other students.

1. Point to a female student and ask the class, “What’s her name?” Introduce the concept
 • Board and 2 min.
2. When the class answers with just the name (for example, “Marta”) say the full sen- of ‘his’ and ‘her’ marker
tence and write it on the board, “Her name is Marta.”
LEAD-IN
5. Point to a male student and ask the class, “What’s his name?” and then say the full
sentence and write it on the board, “His name is ______.”

1. Look at the two sentences on the board and underline the words ‘her’ and ‘his’. Distinguish between
 • Board and 6 min.
2. Ask, “What is the difference?” ‘his’ for male and ‘her’ marker
for female
3. If students don’t know, ask the two students in the lead-in to come to the front of
the class and say, “Her name is ____. She is a woman.” and “His name is _____. He is a Introduce the words

man.” ‘man’ and ‘woman’
PRESENTATION
4. Write the words ‘man’ and ‘woman’ on the board next to your above examples.
5. Students should answer that ‘her’ is for girls and women and ‘his’ is for boys and
men.
6. Say, “Copy this in your notebook, please.”

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1. Write on the board, “What is your name? My name is [your name].” Practice the pronunci-
 • Board and 5 min.
2. Under that, write, “What is _____ name? _____ name is [a female student’s name].” ation of the question marker
and answer
3. Under that, write, “What is _____ name? _______ name is [a male student’s name].”
4. Point to the first gap and ask, “What word goes here?” If nobody answers, say, “Is … a
man or a woman?” Point at the words ‘woman’ and ‘her’ and ‘man’ and ‘his’ and elicit
the answer.
5. Fill in the gaps with “her” and “his”.
6. Ask students to repeat the questions and the answers several times in unison.
6. Leave the questions and answers on the board.
1. Take out a pair of matching cards – one with a name on it and another without a Practice asking for the What is
 10 min.
name – and a third card with a name on it. name of a third person his or her
2. Bring two volunteers to the front of the class (male and female) name cards

3. Give both of the volunteers a card with a name on it, one of which matches the one Find partners

without a name, which you have.
4. Hold up a card without a name and ask the student with the different card, “What’s
his/her name?”
5. Shrug your shoulders and ask the student to repeat, “I don’t know.”
PRACTICE 6. Now ask the other student, who has the matching card.
7. He or she should answer “His/her name is …”
8. Pass out one card to each student, make sure one student has the card with the
name and one has the card without the name.
9. Explain that if they have a card with no name they have to ask other students “What’s
his name?” or “What’s her name?” until they find the name of the person on their
card.
1. The person with the matching card will be their partner in the next activity.

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1. When Ss are standing with their partners, point to a student and ask “What’s her Practice asking for the
 8 min.
name?” and point to the board “Her name is …” name of a third person
2. Repeat this several times. (male and female) with
real people in the class
3. Say, “Now you. Test your partner for 3 minutes.”
Remember other

PRODUCTION 4. Ss have to point to other students in the class and ask their partner “What’s his students’ names
name?” or “What’s her name?” and the partner has to answer.
Build community

5. If the Ss don’t know someone’s name, encourage them to go to that person and ask, through pair work.
“What’s your name?”
6. Stop the activity after 3 or 4 minutes and tell students to sit down.
1. Use the checklist during the above activity. Assess understanding
 Speaking Use during
of the difference be- checklist above
ASSESSMENT OF tween ‘his’ and ‘her’ production
LEARNING OUT- activity
COMES Assess ability to intro-

duce a third person

1. Ask in English and then in Spanish, “If you don’t know someone’s name, what can 1 min.
SELF-ASSESSMENT you ask?”
2. “When do you use ‘her’ and when do you use ‘his’?

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Speaking • Use expressions to introduce others and ask • Use expressions to exchange infor- • Speaking checklist
their names. mation about other people.