Start with a review of the alphabet and numbers. Distribute the cards to pairs. Then have volunteer Ss call out some example letters and numbers. Write on the WB: MY NAME IS... MY PHONE NUMBER IS... WHAT IS YOUR NAME? WHAT IS YOUR PHONE NUMBER? HIS NAME IS... HIS PHONE NUMBER IS... HER NAME IS... HER PHONE NUMBER IS... THEIR NAMES ARE... THEIR PHONE NUMBERS ARE... MY YOUR HIS/HER THEIR Go through and clarify the grammar points. Use some volunteer Ss as examples. Then create a chart on the WB and try to complete it with all of the Ss present (their names and phone numbers) from the previous Lesson 1 activity [Phone Number HO].

Show Ss the 'Alphabet Chart' HO and instruct them to complete it with as many words as they know that start with each letter in the alphabet. Model the two provided examples. Distribute the HO and have the Ss first complete the activity individually. Then, show their partner. Instruct the Ss to ask "WHAT'S THIS?" if they don't know one of the words on their partner's HO. Then have the Ss walk around the classroom and share with each other. Again, Ss should ask "What's this?" for words they don't understand. Then have the WC share with the T and complete the projected HO on the WB.

Project on the WB a map of the world (Google Maps without labels). Try to elicit from the WC 'map' and some country names. "What's this?" Distribute a map HO to the groups and insruct them to write as many countries as they know, in English, on the map. Bring the WC together for FB. Write on the WB the grammar TL: I--AM--FROM THE UNITED STATES YOU--ARE--FROM TURKEY WE THEY SHE--IS--FROM MEXICO HE IT

Go through the exercises and activities with the WC. [Foley and Neblett. English in Action.] Page 6, Ex A --WC, Ss listen and repeat. Call on individual Ss to listen and repeat. Page 7, Ex B --Ss, then PW EC, then WC FB --Clarify the grammar points for 'Mr, Mrs/Ms, and Miss/Ms' Page 8, Ex A --Write the contractions on the WB and explain. Use the introductions example from Lesson 1 ("My name is.." vs "I'm..."). --Ss listen and repeat. Page 8, Ex B --Project on the WB and clarify. Ss listen and repeat. Page 8, Ex C --Ss listen and fill in the blank. S-S EC and then WC FB. Distribute the HO from Page 9. Have the Ss first write individually. Then ask and answer with a partner. Then WC FB.

Instruct the WC to collect more information from their fellow Ss. Distribute the countries HO and model at least one example. Write on the WB: A: WHAT'S YOUR NAME? B: MY NAME IS.. A: CAN YOU SPELL THAT PLEASE? B: S-A-R-A A: WHERE ARE YOU FROM? B: I AM FROM... A: CAN YOU SPELL THAT PLEASE? B: B-R-A-Z-I-L Make sure that the Ss know they should listen and write their fellow peers' names and birth countries. Make it clear that the Ss should 'spell' their name and birth country for each other. Following PW/GW discussion, bring the WC together for FB. Write some examples on the WB. Include the helping questions/answers: WHAT'S HIS/HER NAME? HIS/HER NAME IS... WHERE IS HE/SHE FROM? HE/SHE IS FROM...

Distribute the HO [Page 11, Foley and Neblett. English in Action.] and have the Ss, in pairs, try to complete the activity together. Model the example together. Bring the WC together for FB.

Play the 'catch the ball' game. Start with the alphabet. Then numbers. Then introductions (e.g.: "Hi, my name is... What's your name?"). If Ss abilities allow, you can build to the 'invisible ball/memory game' (e.g.: "My name is Leigh. His/Her name is..." and throw the ball to that person). Include countries if Ss are able to complete this activity (e.g.: "I am from... Where are you from? He/She is from...").

Show the WC some items in the classroom (e.g. pen, pencil, notebook, desk, window, computer, etc.). WHAT'S THIS? Elicit from the WC the name, and spelling, of these objects. Hold up a book and pen and ask, "Same?" Hold up a pen and pen and ask, "Same?" Hold up a pen and pencil and ask, "Different?" Write on the WB and clarify: SAME - DIFFERENT Then continue with the plurals of these objects (e.g.: three pens, five desks, two notebooks/books). Highlight the 'S' on the WB. Elicit from the Ss the spelling for the numbers. Write on the WB: HOW MANY? Then introduce some change. Go through all of the coins (1 cent; 5 cents; 10 cents; 25 cents). Write on the WB the amount and the question HOW MUCH? HOW MUCH IS THAT? Make sure to reinforce SAME and DIFFERENT. Then do some basic addition with the coins and the WC.