Vocabulary Lesson on shopping lists
To provide clarification and practice of containers we use with the food and drinks in the context of shopping list
To provide fluency and accuracy speaking practice in a controlled and freer speaking activities expressing their shopping preferences. in the context of S
Procedure (40-47 minutes)
T focuses ss's attention to supermarket shopping with a quick story. T says she's just been to a supermarket to buy some items on a shopping list and pretends she needs to check the items to be sure if she's forgotten anything in the list.
T uses realia to focus ss's attention to the target vocabulary. T shows the items one by one telling out their names and ensures that each of the ss hears and sees the objects. 1-a bottle of lemonade 5-a jar of jam 2-a box of tissues 6-three packets of biscuits 3-a carton of milk 7-a tin of corns 4-a can of dog food 8-a tub of cream cheese
T asks ss about what they remember from the story she has told them and asks which items she bought at the supermarket.T prompts them or shows the object if they cannot remember the items.
-T picks one of the objects she used during presentation and asks some CCQs to clarify meaning Which is the container?( Jar) Which is the content ?( Jam) Why do we need a container?( to preserve the content) Can we count jam? (No) Can we count jar? ( Yes) Which nouns do we use containers with? (Uncountable) Why do we use containers with uncountable nouns? ( To make them countable) Are containers nouns or adjectives? (Nouns) -T drills the target vocabulary highlighting pronunciation of the words then writes the words and phonetic transcriptions on the WB and shows where the word stress is. -T asks how to make a phrase using containers and elicits for the form of the phrase. container of content jar +of + jam
-T gives ss a HO and asks ss to complete the phrases in exercise 1 and then check their answers with their partners. T then gets W/C FB - T asks ss to look at exercise 2 and write two more items that can go in each containers with their partners. T then gets FB from pairs.
T tells that ss will work in groups and group them. T asks ss to look at exercise 3 and asks what they can say about the family looking at the shopping list and the items in the shopping bag. (An example on the HO guides ss) T gets FB from the groups.
-T tells ss that they will work in pairs and asks to look at the questions and discuss them with their partners. T then ask ss about their partners' preferences and get some FB. -T then ends the lesson with a memory game. T shows ss a picture and asks them to look at the picture for 1 minute. When time is over, T asks ss to take turns and remember as many of the objects as they remember.