Write the following words on WB: Keira Knightley Brad Pitt Harrison Ford Julia Roberts FIFA World Cup Yahoo! Republic of Turkey Cell phones Re-arrange and place the following numbers on HOs on the board: 29, 51, 72, 47, 85, 21, 92, 32 Ask Ss, "Which numbers match with which of these? Does anyone know why?" If any student correctly guesses, encourage them to demonstrate by moving the correct HO and explaining why. Otherwise, encourage Ss to discuss in pairs. Once Ss realize the numbers correspond with age, invite them to come up to the board as a group to rearrange the HOs.

Write multiples of ten 20 - 100 on the board. Ask the students how to say each number in turn, then repeat them all as a class. Drill for pronunciation as needed. Divide students into A/B pairs, pass out HO1. Tell students, "We will start with number one. I will play a recording and you will write down what you hear for each number. Then, you will check your answer with your partner." CCQ: "What do you write if you hear 'twenty?'" Elicit "twenty," and write "twenty" on WB next to 20. Ask student for spelling, correct as needed. Ask S, "When you are done, who do you check your answers with?" Elicit their partner next to them. Play track 59. Repeat if necessary. When finished, encourage Ss to check with their partners. When finished checking, ask pairs to write answers on board. Review as a class. Tell Ss, "Now we will do number two." Write the following words and numbers on board: 25 sixty-six 66 twenty-five Point to 25 and ask Ss, "Which goes with this?" Elicit "twenty-five," and draw a line from 25 to twenty-five. Repeat for 66. Tell Ss, "Now you will work with your partner to match all of the numbers with all of the words. When you are done, you will check your answers with your partner." CCQ: Ask S, "Who will you check your answers with when you are done?" Elicit their partner, then tell Ss to take 2 minutes to finish. Erase words, write the numbers (21, 35, 42, etc.) on WB in order. When Ss are done, tell Ss they will listen to a recording for the correct answers. Play track 61, pointing to numbers on WB in order. Review numbers for pronunciation after checking. Tell Ss, "Now we will do number three. You will work with your partner and you will practice saying the numbers to each other and writing down what you hear." Show Ss a HO A, draw four blank line patterns and letter A on board. Ask for volunteer with sheet B to model assignment. Remind volunteer to hide sheet and ask them to read the first number out loud. Demonstrate writing down their response. Tell Ss they have five minutes to do this with their numbers and partner, then check answers when they are done (not before!).

Write the following numbers on the board. After each number, stop and ask the class how to say them. 13 30 14 40 15 50 Tell Ss, "Now we will listen to a recording to hear these numbers." Play track 61. Tell Ss to listen and repeat the second time. Play track 61 again. Explain to students the stress pattern on first syllable versus on -teen ending. Demonstrate with 13 and 30. Add numbers 16, 60, 17, 70, 18, 80, 19, 90 to WB. Drill all numbers for pronunciation. Repeat chorally, individually, and in small groups. Tell Ss to take a minute to repeat the numbers with their partner while you prepare the next stage.

Write the following sentences on WB: How old is it? It's five years old. How old are you? I'm thirty (years old). Write the following names and numbers on WB: Julia Roberts 47 Brad Pitt 51 FIFA World Cup 85 Cellphones 32 Your car Your teacher Your house Your television Tell Ss, "Now we will practice asking and answering about how old people and things are. First, you will listen to this recording." Play track 63, pointing to matching sentences on board." Tell Ss, "Now, we will listen and we will say this together." Play track 63 and encourage Ss to repeat sentences. Drill for pronunciation as necessary. Ask an S, "How old are you?" Elicit correct response & write on WB. Tell S to ask me, "How old are you?" Write "I'm 26 (years old)" on WB. Ask another S, "How old are cell phones?" Elicit correct response & write on WB. Tell Ss, "Now you will ask your partner questions. First you will ask, 'How old are you?' Next, 'How old is it?' about all of these." Point to words on WB. CCQ: Ask an S, "What will you ask your partner?" Elicit response, and ask "And then?" from any S. Elicit response, and ask "And then?" from any S. Tell students they can take five minutes to ask all of the questions. Encourage early finishers to ask any other questions they can think of.

Show Ss picture A and ask, "What is this?" Elicit response (babies) and ask, "Are they old or young?" Refer to earlier examples of Harrison Ford versus Keira Knightley to reinforce old versus young. Ask about other celebrity example (Morgan Freeman versus Emma Watson) if needed. B and ask, "What is this?" Elicit response (iMac) and put picture on board. Repeat for pictures C and D. Ask about each picture, "Is it old or new?" Refer to other object example (old versus new television) if needed. Tell students, "You will listen to a recording about each of these pictures. For each picture, you will answer the question, 'How old is it?'" CCQ: "What question will you answer for this picture? And this one?" After recording, put numbers 1 - 4 up on WB. Invite Ss to put their answers up on the WB and check as a class.

Show sample HO 2 to S. Tell Ss, "Now you will write down your name and your answers to how old these things are here." Ask an S how old their parents are. Elicit response in the form of "My parents are ____ (and _____)." Demonstrate writing down both numbers in the appropriate box. Next, tell S to write down my name in the "?" and ask S how old my parents are. Encourage them to ask in the correct form, then demonstrate writing down my answer in the "?" column. Then, tell Ss, "After you ask your partner, you will get up, walk around, and ask someone else about something else." CCQ: Ask another S about "your parents," "What do you write here?" for "Me" column. "And here?" for "?" column. "And here?" for check mark column. Tell Ss to write down their answers and then try and find a different person to ask for every box on the HO.

Tell the students, "Now we will play a game with numbers." Write on WB, "x3 = Ding." Ask for four volunteers to join you in a line in front of class. Count off "1, 2," with students, then say "Ding" for your turn. Continue counting and encouraging students to "ding" for multiples of three. If any student gets it wrong or hesitates for more than a second, everyone starts over at 1. After counting to 10 or so successfully, add "x5 = Dong" and start again, demonstrating both rules. Once students understand the rules, split them into group using A and B from earlier and encourage them to see who can count the highest before the end of class.