Enjy Fayek Enjy Fayek

Lesson plan TP6
Elementary A2 level

Description

In this lesson, students will learn how and when to use indefinite articles-determiners, some and any.The countable and uncountable types of food.The lesson starts with a lead-in to get students interested. In my lead-in I will try eliciting the names of the fruit and food I got with me. Then I will elicit some blocking vocab. After that I will elicit the indefinite articles a/an, and some/any as well. Followed by a controlled practice, a semi-freere, and then another controlled practice of the grammar. The last stage is a controlled speaking practice, which I will demonstrate with the students. If there's still time I will have another speaking activity or a game.

Materials

Abc A wooden or plastic spoon.
Abc Some vegetables, fruit and other food.
Abc costume
Abc Music from YouTube.
Abc Pictures on the projector.
Abc Redesigned lesson handout.
Abc Blu Tack

Main Aims

  • To provide clarification and practice of indefinite articles a/an, some/any in the context of Food and drink.

Subsidiary Aims

  • To revise food vocabulary.

Procedure

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

My lead-in as planned, before the lesson starts I will post two of my drawings(some blue-berries, an apple) on the board. Then I will be me coming in to the classroom after all students are already in the class. Carrying a bad of groceries. Set my groceries on a table, play a famous song of a famous cooking show, and then wear my cooking robe as if I was getting ready to start cooking. I will then elicit the names of fruit and vegetables or any other food I have.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of a/an/some/any

I will elicit here in this stage the rest of the food names, and the other hard vocabulary that I found. After that I will elicit the grammar as much as possible. getting them to practice their knowledge with different kinds of food which I will have as pictures on the projector.

Teach (8-10 minutes) • To clarify areas of the a/an/some/any where students had difficulty in the first test stage

In this stage I will start drilling the correct answers, also some error correction and teaching them some of the things they got wrong. Giving them the first activity where they get to stand up as groups and move to put the countable nouns in one pile and the uncountable in another one, and they write something like a shopping list of all the things they have in their pile for example: she bought some sugar and three oranges. Having then a quick feedback to get to the next stage.

Test #2 (12-15 minutes) • Check students' use of the target language again and compare with the first test

They are going to answer few exercises in this stage of the lesson, to make sure they understood and learnt how to use a/an,some/any. Which will be exercise #2-a, a speaking activity so they can have more of a safer environment to speak freely. I will demonstrate first with 2 students by asking them by asking each other up to 2 questions and answering them. Using ICQs to make sure they know what they will be doing. While I monitor I try to find any mistakes for my following error correction and feedback. After that they answer #2-b which will be answered individually and then pair-checked. Finishing all these controlled practices with exercise #2-d.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Personally I think the speaking practice in the SB is a freer practice at all. So I will be considering to get them in a role play game which will be a semi-controlled speaking practice. Where some students get to be the grocer and the other get to be a customer. After 2 minutes or so, they switch the roles. For example: customer( student 1): do you have any oranges?. Grocer: Yes I have an orange.

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