Kestutis Kestutis

YL TP3 grammar (a/an/some)
A1/A2 level


In this lesson, YLs will learn about the use of a/an/some throughout gap filling, reading, speaking and writing activities. They will also improve their pronunciation and social skills by participating in a rhythm drill and asking each other what have they got in their pockets/bags.


Abc blank pages
Abc Dinosaur's picture
Abc Rhythm drill song
Abc Realia
Abc HO 1
Abc Key grammar picture
Abc Rhythm drill picture

Main Aims

  • To provide clarification and practice of a/an/some in the context of things on Pps' bags, pockets and rooms

Subsidiary Aims

  • To improve Pps' fluency and accuracy as well as their comunication skills in the context of things in their bags/pockets/rooms


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T sits in front of the class with the bag, evokes Ss' curiosity. T- "What's this?" WC- "its a bag!!" T-" what's inside the bag?" Ss try to guess for max 1 min. T takes the stuff from the bag, one by one. Ss tell what it is, T leaves all realia on his desk. T- "how many grapes/socks are here? - we don't know, we don't care, it's not important!

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T uses a projector and the Key grammar picture, Elicits the full form of 've T nominates one of the Ss to read out each group of words in the right-hand column. After reading the second group with another S, T asks- "why do we use an?" (because the words begin with a vowel). T- "do you know any other words that begin with a vowel?" (an owl, an orange, an elephant, an oven) After reading the third group, T asks- "why do we use 'some'? (because the words are plural, they all end in 's') Ss complete the rules orally, one the Ss will in the blanks

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T shows the HO- "we have a problem here. We need to fill in the gaps with a/an or some." "Are we going to do it in groups?- No. In pairs?- No. Alone?- Yes!" T gives 3 min time, after that- peer correction in pairs. WC feedback, T nominates Ss, Ss read the sentences, T refers to the rules on the WB if needed.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice, chain game

T takes his bag: "what have I got in my bag? Wow, I've got a dinosaur in my bag! What else?! (e.g an apple) I've got an apple. I've got a dinosaur and an apple in my bag! What else? (T acts as he got some crisps, Ss guess it) So, I've got a dinosaur, an apple and some crisps in my bag! What have you got in your bag??"- WC plays a chain game

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

T writes on the WC: In my room I've got a desk, some pencils, a chair, some books, some pictures, some tissues and a lamp. What have you got in your room? Write it! T gives blank papers, Ss writes what they've got in their rooms. 2 min. T writes on the WC "what have you got in your room?" T does the demo, asks one or two Ss what they have got in their rooms, writes down the names and the things that they have in common. Everybody stands up, mingles, tries to find the same things in their rooms. 2 min. Some of the Ss give feedback to the class ( Ayse and I we've got some books, etc)

Extra activity (6-8 minutes) • To improve Ss' pronunciation

Bu using a projector T opens a rhythm drill's picture, Ss read it, 1 min, T plays the record once, Ss listen and read, T plays the record again, say the lines aloud and encourages the Ss to join in. T uses the chant to drill the words: badges, some badges, I've got some badges I've got some badges and some watches,... etc. Ss say the whole chant together with the recording, then on their own

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