Dependents and Tax Credits

Objectives:

Duration:

    4 hours

Materials:

Activities:       

1. Teacher begins with a game to review "count" and "non-count" nouns. Roles: The most advanced students act as judge and scorekeeper. This game allows for a judging "panel" if there are more than two advanced students in the class. Lower competency learners are team spokespersons (one per team). Procedure: Teacher divides class into two teams, taking care to divide learners evenly according to competency levels. If there is an uneven number of learners, form teams whose overall strengths are equal. Teacher draws one "count" or "non-count" flashcard at a time and shows it to the teams. All team members must agree on their answer before the team spokesperson can speak for the team. Rules: To earn one point, teams must be the first to identify the noun as "count" or "non-count," and provide the correct ending in the event of a count noun. If the answer is not completely correct, the opposing team gets a try. Judges declare the winner and solve any disputes over the answer. One point is subtracted from a team if a team member shouts out the answer. One point is subtracted from a team if the spokesperson gives the answer without consulting with his/her team. If a team gives the answer and it is wrong, the judge declares the error and the opposing team gets the opportunity to answer. Teams play two rounds with the same cards; the team with the greater overall score wins. In the event of a tie, the teacher keeps a collection of random "tie-breaker" flashcards on hand (for example: "soup," "box," "oil," "tomato," "pepper," "knife," "ink," "butter," cheese," "rice," "traffic", etc.). Another tie-breaker option is for the teams to try to "stump" each other with their own count and non-count nouns. 

2. Teacher refers students to chart of regular and irregular noun plurals, pgs. 83 and 85 of Grammar in Context.  Teacher says the singular words (regular and irregular) while learners say the plural forms. 

3. Teacher reviews use of "some," "a lot of," "many," "a few" and cardinal numbers with plural count nouns, and "some," "a lot of," "much" and "a little" with non-count nouns by writing the words on the board (words are grouped together as count or non-count). Teacher says a plural count or non-count word chosen from the flashcards and points to a learner. Learner chooses any appropriate word from the correct group. Class continues until all learners have at least three turns. 

4. Teacher introduces articles "a" and "an" explaining the correct use of each with count nouns on pgs. 83 and 85 of Grammar in Context. Teacher explains when no article is used before a noun (see teacher reference sheet). 

5. Learners complete "A," "An" or Nothing worksheet. Learner pairs correct worksheet and class reviews answers. 

6. Learners complete "A," "An" or Nothing Online Quiz and report their score to the teacher.

7. Teacher introduces the Earned Income Tax Credit newspaper article and defines vocabulary. Learner pairs identify all noun/article pairs in the article. Teacher selects pairs to explain why the article appears with a given noun, or why there is no article.

8. Learners read the article individually and underline the words/passages they do not understand. Learners then meet with partners to help each other with comprehension of the article.

9. Teacher asks class, "What is the 'child care deduction?'" "How is this newspaper article like the video we saw about paying taxes (English for All, Episode Nine)?" "What will the IRS do later this summer?" "Why?" "How does the government help families with children in the country you came from?

10. At the end of class, teacher tells all the learners, "Before you leave class, each of you must tell me a 'count' or 'non-count' noun. If I ask for a count noun, you will tell me the correct "a" or "an" article that matches the noun."

Assessment:

Teacher monitors verbal and written responses of individual learners, evaluates all written work and the online quiz.