This lesson is also pretty straight-forward. The students should already know the numbers by now, so the lesson really just focuses on the grammar, "How many __?" and using plurals of vocabulary words, rather than the base word.

"Sunday, Monday, Tuesday" - To continue reinforcing the days of the week, I'm continuing this song for this lesson in the book. I added a little variation by having the first row sing, "Monday", the second row sing, "Tuesday", and so forth. By the end of the lesson, well over half the students have the days of the week internalized. And that's continually reinforced by asking them "What day of the week is it?" at the start of class.

Seven Steps - More to the spirit of the lesson, Seven Steps is a very simple song that practices numbers. I think it's aimed for much younger students, but it's fun to come back to this song. Additionally, they are hand gestures for the students to practice while singing the song.

Towards the end of the lesson, the students got really good at this song, so I changed it a little bit. Students had to sing the song backwards. 7, 6, 5, 4, 3, 2, 1. 7, 6, 5, 4, 3, 2, 1. 3, 2, 1. 3, 2, 1. 7, 6, 5, 4, 3, 2, 1. I think this was an extra challenge the students found interesting. :)

Once again, I ripped the images directly from the PDF of the book. I'm only using the objects on page 12 though, rather than making flashcards for classroom objects.

To make the images, I enlarged pieces of the scattered image on page 12 to get what I wanted. In some cases, I had to enlarge the page 50 times to get a good enough image. But since the PDF's images are vector format, the flashcard turned out nice and crisp.

I made 9 flashcards subtitled with the base name for the object.

For the first class, we're only going over the numbers. I'm using the same basic structure I've used in previous classes.

First, I introduce 1-10. Almost all students know this, so it goes really quick. Then I introduce the Seven Steps song, along with the gestures. Most students love this song. It's really damn easy.

Next, the Hi Friends textbook and CD have an interesting activity that the students find interesting: counting 1-10 in different languages. First, I ask the students if they know 1-10 in any other languages. Sometimes, one student might know Chinese. But this year, nobody did.

I know 1-10 in German, so I say the numbers: eins, zwei, drei, fier, funf, sechs, seiben, oct, nuen, sehn. And ask them what language this might be. After many guesses, one student will eventually guess German.

Additionally, I teach the students the english words for the countries, and their languages:
China - Chinese, USA - English, Japan - Japanese, France - French, Korea - Korea, and Spain - Spanish.

Going through all these languages takes a lot of time, so I usually race through 11-20 to finish out the lesson. Some of my classes burned through the listening quickly enough that we made it to the game.

For the game, we did the Janken Pyramid Game. Students write down 11-20 on their Janken sheet. They all walk around the room, Janken each other, and winner asks the loser for a number. If they don't have it circled, both students can circle the number. If it is already circled, nothing is circled, and the students continue on.

This game goes by really quick, so if the students can understand your instructions quick enough, the game should only take about 3 minutes to complete.

(The timing on my lesson plan is off)

First for review, we practice numbers 1-20 by playing the Janken Counting game from the Hi Friends book on page 10. Students make pairs and Janken each other 10 times, and record their winnings.

During review, I'll introduce the grammar, "How many?". Students will count their winnings. Then I'll ask the students for how many wins they've gotten. In two of my classes, students got 0 and cried. <_<

Anyway, we'll do the game a second time with a different pair. I'll ask the students again for their winnings. Then, I'll have them combine all of their winnings, so they start counting up to 20.

For the aim, I'll introduce the vocabulary first: Cat, Dog, Melon, Apple, Lemon, Banana, Soccer Ball, Baseball, and Spider. Students should already know this stuff. Then, I'll introduce their plurals, which is something they don't really know. I illustrate this by using the pattern: one cat, two cats. Also, I explain the different 's' sounds for cat versus the rest of the vocabulary.

After that, I'll combine the vocabulary and the grammar, "How many cats?" As a quick example, I'll ask the students to look at page 12, and count the cats. Then students will practice saying the grammar, and counting objects in pairs.

At the end, I'll ask individual students specific questions about the picture on page 12.

For the final class, I'm basically just practicing the grammar.

I begin with the Row/Column Question Game and ask students about the image on page 12. For this game, everyone stands up. I ask them a question, and students raise their hands if they know the answer. If correct, either the entire row or column of students will sit down. And we continue until only a couple students are left standing.

For this, I ask the students, "How many apples?" or "How many cats?". Eventually, I'll add more things, like "How many dogs and cats?", and "How many fruit?". Though, I try to do that in the middle, so it doesn't puzzle the remaining students.

For the aim, I introduce a longer version of the grammar, "How many ____ do you have?" with the answer "I have _ _____." We practice using the stationary on page 11.

Then we play the game. On page 13, there's the Apple Interview. Students will color in as many apples as they want, which is some number between 1 and 20. Students they stand up, and walk around the room, and interview each other using the grammar:

Student A: How many apples do you have?
Student B: I have _ apples. How many apples do you have?
Student A: I have _ apples.

If their totals are the same, they can write each other's names in the blanks on page 13. If not, they do nothing, and then interview another student. At the end, I ask all the students how many names they were able to find.

Since the students already knew the numbers, and the grammar was very simple, I didn't spend too much on this lesson. All the stuff in the book was also pretty good to practice the grammar, and create enough for the students to do.

Starting with the next lesson, I am continuing more practice with this grammar, too, and beginning to introduce that new grammar.