Namat Abou Saed Namat Abou Saed

Teaching Practice 3b
Beginner level level


In this lesson, students will learn about determiner articles a/an. The context of the grammar will be set by engaging the students in a reading text about Colin Brodie from Dundee. Meaning, Form and Pronunciation will be clarified. The lesson will be followed up by controlled and semi-controlled practice.


Abc WB
Abc HO controlled pratice
Abc HO What do you see in the picture
Abc Actor pic
Abc Drama student pic
Abc Reading Text
Abc Reading for detail questions
Abc Flat pic
Abc Waiter Pic
Abc Colin's pic

Main Aims

  • To provide clarification, review and practice of the demonstrative articles a/an in the context of

Subsidiary Aims

  • To provide gist and scan of Colin Brodie text to set the context for the main aim of the lesson.


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

T will put up the picture of Colin Brodie on the WB. T will put S in pairs and tell them to guess some information about Colin's life. T tells S that they have 1.5 min to do this. If S need some help, T provides some questions: "Where does he work?" "What is his job?" T encourages S to use "I think he is....."

Pre-Teach Vocabulary (2-3 minutes) • To clarify blocker words that will later on be used in the context

T will use both visuals and CCQ to clarify the meaning of: -Flat -Waiter -Drama student -Actor T shows a picture of a flat and asks CCQ: Flat: - Is flat and house the same? Yes - Is a flat in the city? Yes Waiter: - Does he work in a cafe? Yes - Does he take the order in a restaurant? Yes Drama student: -Is he a student? Yes - Is he studying drama: Yes Actor: -Is he famous on television? Yes -Does he make movies? Yes

Reading for gist (3-5 minutes) • To provide context for the target language through a skimming a text and get the general idea of this context

T will ask the S to read the text alone. T will tell S that they have 2 minutes to do so. T will ask Ss to check with a partner if they predicted the right personal information about Colin. For ICQ: Will you read alone or with a partner? Alone How many minutes do you have? 2 minutes Will you read or listen? read

Reading for specific information (4-6 minutes) • To provide students with a text to scan and read to derive specific information

T chests the HO. T tells the Ss to read the text again but this time carefully. Tells tells S you have 4 minutes read and answer. T tells S to read alone and answer the questions. ICQs (if necessary) Will you read alone or in pairs? Alone Will you read quickly or carefully? carefully How many minutes do you? 4 mins T will monitor Ss. T will tell Ss to check their answers with a partner. T will stick the answer key on the wall and tell Ss to stand up and check if their answers are correct.

Highlighting (2-3 minutes) • To draw students' attention to the target language

T will choose 4 marker sentence from the reading text., one that includes (article a) and the other (article an) T will write them on the board. To check Ss knowledge about articles, T asks S if there is something missing in the sentences. Colin has ....... small flat near the centre. (a) Colin works part-time in ......... Italian restaurant. (an) He's ...... waiter and also ....... drama student. (a,a) He wants to be ...... actor (an)

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask Ss CCQs to clarify the meaning of the article a/an using the marker sentences Meaning: (Colin has a small flat near the center): "Does he have two flats?"-"No" "Does he have three flats?"-"No" "How many flats does he have?"-"One" "So, what does he have?"-"He has a flat" (Colin works part-time in an Italian restaurant): "Does he work in two restaurants?"-"No" "Does he work in three restaurants?-"No" "So where does he work in?"- "He works in a restaurant" T can provide S with more examples if necessary. Maybe something about herself or about the students. Form: T will use different colors of markers for the article a/an + the noun/adjective/job. T will then highlight that we use "a" before consonants and "an" before vowels. Pronunciation: T will also highlight the weak sound in a/an and the pronunciation link between the consonants and the vowels by choral drilling.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

T show Ss HO4. T tells S to complete the sentence with an or a. S checks with pair. Then T invites Ss to the WB to write the answers. T tells S that you have 3 minutes to complete this? ICQ: How many minutes do you have? 3 mins Will you underline or complete? complete

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

T asks S to look at a picture and say what they can see in it. T puts S in groups. T tells S to write the 6 things they see. T monitors and notice down any errors to be checked later. ICQs: Will you write a sentence with a/an? Yes with a/an How many things will you write? 6

Freer Practice (6-8 minutes) • To provide students with free practice of the target language

T puts S in groups. T tells students that they will pratice their memory . T gives each group a set of pictures and asks one S to begin with his picture by saying, I have a book, the next student says I have a book, and the student's picture, the 3rd student says I have a book, a pen and an eraser. T demonstrates this. ICQ: WIll you work in a group or alone? In a group. Will you say your picture only? No Should you remember your friend's picture? Yes

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