John Kruse John Kruse

Copy of Shopping for Food
Pre-Intermediate level

Description

In this lesson students will be exposed to countable nouns by requesting items as if they were shopping at a supermarket. By the end of the lesson students will be able to tell me when to use 'many' when to use 'much' and what makes certain nouns countable or uncountable.

Materials

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Abc May I help you. How can I help you? What would you like? May I help you? How can I help you? How may

Main Aims

  • By the end of the lesson students will be able to ask for things in a shop and making requests using uncountable and countable nouns. (Grammar)

Subsidiary Aims

  • To provide practice using the grammar with the target language:

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Elicit conversation questions with students • Where do you go to do your grocery shopping? • How often do you go grocery shopping? • Do you like going shopping? • Do you usually go grocery shopping alone or with someone else? • Do you think grocery shopping is cheap or expensive in Istanbul? • Do supermarkets stay open late in your country?

Test #1 (8-9 minutes) • To gauge students' prior knowledge of the grammar/target language

Write on board: 1. Much sandwiches is for sale. 2. My moneys are in my pocket. Work an pairs - find two mistakes in each sentence and correct them. Elicit corrections. Ask, Is sandwiches countable or uncountable? (countable) If countable, must be plural and much needs to be changed to many. Is money countable? (uncountable) Money can't be plural and must be singular. 1) Gap fill and identify HO. Check as class (and pass out key once complete?) 2) Look at #2, word box and put the words in the correct column. Emulate column on board and have students write the answers.

Teach (6-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Draw a third column 'both' and show words like coffee, glass and hair. Write two example sentences to explain how. 1. There's a hair in my soup. (countable) 2. She's got red hair. (uncountable) Ask students to write two examples each for glass and coffee. Get feedback from whole class. Do we use a/an with countable or uncountable nouns? (c) Do we use much with countable or uncountable nouns? (u) So we use a bit of with countable or uncountable nouns? (u) What word do we usually use in affirmative clauses? (some) What word do we usually use in negative clauses? (any) Pass out answer sheet.

Teach #2 (4-5 minutes) • Learning how to make requests

Set the scene by eliciting a situation where you have no food and need to go to the corner shop to buy food. Using realia and/or pictures, elicit a list of what food you want to buy. Now elicit a situation where a shopkeeper and customer interact. Do not tell the students what each person would say. Rather, elicit what each character might say. Ask your learners if there are other ways of making requests.

Test #2 (8-9 minutes) • Check students' use of the target language again and compare with the first test

Write this on the board and practice shopping dialog with pictures in a circle. I want to buy some/an ____, please. How much/many would you like? I'd like ___, please. Okay, it/they cost ____. Here you are. Thank you! Erase the model sentence bit by bit as they progress.

Free practice (10-11 minutes) • To provide students with free practice of the target language

Hand out pictures to students, have them practice shopping dialog in pairs. Once they have completed the dialog ask them to exchange pictures. Switch partners as needed.

Review (1-2 minutes) • Gauge student comprehension

Do we use a/an with countable or uncountable nouns? (c) Do we use much with countable or uncountable nouns? (u) So we use a bit of with countable or uncountable nouns? (u) What word do we usually use in affirmative clauses? (some) What word do we usually use in negative clauses? (any)

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