Humam Alfares Humam Alfares

TP6
A2 level

Description

In this lesson, ss will learn about countable and uncountable nouns in the context of food. They will go through a controlled and a semi controlled practice activity. They will then practise asking and answering questions in a freer practice activities

Materials

Abc Handout 4 - some/any/nouns ex.2.,pg 73
Abc Handout 5 - two pictures of refrigerators
Abc PDF file- phonetic elements
Abc Handout 3 - Form
Abc Handout 1- Pictures of some kinds of food
Abc Handout 2- meaning
Abc Realia, Bowl of water and some pens

Main Aims

  • To provide clarification of countable and uncountable nouns in the context of food

Subsidiary Aims

  • To provide practice of countable and uncountable nouns in the context of food

Procedure

Warmer/Lead-in (3-4 minutes) • To generate interest in the theme of the lesson

T will bring some pens and a bowl of water to use as realia. T write on the board "How do you think? In pieces? or as a whole?" Teacher ask ss "How do think when you look at the water in the bowl?" In pieces? or as a whole?" and moves to the pens and asks the same question. Ss will think and answer the question matching water with "whole" and pens with "pieces" FB: SS

Highlightening TL (5-6 minutes) • To highlight TL so that learners are focused on it.

T will stick one piece of paper with the the heading " in pieces" on right side of WB, and another piece of paper with the the heading "as a whole" on left side of WB. T divides the class into two groups. T gives each group a set of pictures of food related to vocabulary ss studied in the last lesson. The sets are in two different colours, one colour for each group. Ss discuss in their groups where to stick each picture under on of the headings " in pieces" or " as a whole". Teacher checks the correct classification by removing the wrong ones and see which team have done better. FB: Groups

Clarifying TL - Meaning (5-6 minutes) • To clarify meaning so learners know how to understand it.

T chests HO1 and clarify to the ss that there are two sentences in the HO. SS must read the sentences and answer all the questions about them individually. The lower part of HO is folded because it contains the answers so ss can't look at it at the moment. T allows 3 mins for this. SS check in pairs for 1 min. Finally ss can unfold the lower part of the paper to see the answers in 2 mins. FB: S-S, Answer key

Clarifying TL - Form (5-6 minutes) • To clarify form so learners know how to construct it better.

T will give ss HO3 (The lower parts that contains the answers is folded). T divides the class into three groups. Ss read and do the model sentences individually (2 min), Check in their groups (2). SS unfold the paper and check their answers. FB: S-SS, Answer key

Clarifying TL - Pronunciation (4-5 minutes) • To clarify pronunciation so learners know how to say it better.

T will Show the model sentence on the board. Model linking, stress, and intonation. T will go through drilling. FB: SS

Language practice- controlled written practice (7-8 minutes) • To provide controlled written practice focused on using the language accuracy

T will give HO 4 to ss which is adapted from Ex. 2., pg 73, WB. One student will have the sentence which has two gaps to fill.. The other students will have cards with "some", " any" and a"nouns". Ss must meet and fill their sentences using the correct noun and some/any. FB: listening 2.12

language practice- freer oral practice (4-5 minutes) • To provide freer oral practice and use the language productively.

T will give ss HO 5, picture of a refrigerator for each S. students A should sit with students B . T tells ss that they are going to ask about their partner's refrigerator. T elicit the question " Is there.....?/ Are there.......?" FB: S-S, Teacher monitor spotting any mistakes for DEC

language practice- (4-5 minutes) • language practice- Speaking - FB To get DEC

T tells ss that he is going to read some correct and incorrect sentences using his notes from the previous activity. If it is correct, the students cheer. If it needs to be corrected, students will boo and correct the sentence.

If-time activity (2-3 minutes) • To fill the time

SS will be standing in a circle. T throws a ball of paper to one s and says " coffee" . the student should say some/any. He/She will then through the ball to another s to add ans so on.

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