Ebrahim, TP3
Intermediate level


In this lesson, students will learn how to read for details and how to use countable and uncountable nouns to speak about food preferences.


Abc Handout
Abc Handout

Main Aims

  • Reading and speaking

Subsidiary Aims

  • Using countable and uncountable nouns to speak about food preferences.


Warm-up and Pre-reading (4-5 minutes) • to get them interested and intoduce the topic of the reading

T will start asking SS what did you eat in the morning until he elicit the word chocolate from them and then T will ask students some interesting questions to get them interested in the topic and these questions are: _Do you like chocolate?If yes, how much do you eat a day? _when you have a bar of chocolate, do you like to share it with someone or you find it painful to do that? _At what time do you usually eat chocolate? T will take answers from different students and that should be done very fast because it is a lead-in exercise overall.

Reading (4-5 minutes) • reading for details

T goes through the questions with the class and explain any unknown vocabulary. T might like to point out that chocoholic is a made-up word for someone who is addicted to chocolate. T might refer to the word (alcoholic) since it should be familiar to students.After that, T will put students in pairs, but ask them to work individually at fist to guess how they think their partner would answer the questions. ICQ: are you going to ask your partner these questions or you will guess first?

Speaking (4-5 minutes) • more practice on the topic

When the students have decided on their answers for all their questions,T will let them discuss them with their partners to see if they guessed correctly and SS will be given a limit of time to do so. When their time is up, T will take feedback from SS by asking them individually to find out who the chocoholics of the class are and to see what the students discussed. The feedback questions are : could you please tell us what you found out about your partner? Is your partner a chocoholic?

prediction (3-4 minutes) • to encourage them to speak and to guess

T will give SS handouts containing statements about chocolate and SS need to decide whether these statements are correct or not and that would be in pairs. T should not deny or confirm any answer at this stage, but encourage discussion after giving them a limited time. ICQs: are you going to decide by yourself or with your partner.

listening (5-1 minutes) • checking the students' answers

T will play the recording for the SS to check their answers. Afterwards, T will take the feedback from the whole class by nominating groups to say the answers. T will use different techniques while taking the feedback one would be by nominating groups to say the answers and letting the groups themselves nominating each other and asking them if there is any one who is bold enough to come to the board and be the teacher if no body is up to it, T will continue using the same techniques. After getting the feedback, T will find out if there is any surprising answer for students, he will clarify it.

Grammar (4-5 minutes) • how to use countable and uncountable nouns

T will write on the board the two done example in exercise three and show students how they have been done to guide SS to know how to complete the exercise. However, T will not explain the grammar of countable and uncountable nouns. T will put them in pairs and ask them to get the exercise done after giving them limited time. When the finish, T will give the answer key to the class.

speaking (4-5 minutes) • speaking using grammar of countable and uncountable nouns

T put students into pairs and ask them to discuss their statements and decide which ones they do agree on. Then, T will take feedback from the whole class by nominating and asking them what they have agreed on and what they have not.

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