Nora Kanshaw, 09 Jan 2018, Grammar Practice / Food and drinks
Pre-Intermediate level

Materials

Abc Handout (Answer key)
Abc Handout 2
Abc Handout 1
Abc Overhead Projector
Abc Cards
Abc Cards (words and their meanings)
Abc Listening

Main Aims

  • To provide clarification of countable, uncountable nouns and expressions of quantity in the context of food and drinks

Subsidiary Aims

  • To provide students with a chance to use the target language through a speaking task

Procedure

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

The lesson starts by asking Ss what they had for breakfast, lunch and dinner. After we hear some of the answers, I ask : who had the healthiest diet?

Reading for gist (9-10 minutes) • To encourage Ss to skim for general understanding and get on overview of the text

To introduce them to the topic of the text, I am going to show them a picture of a turtle and ask them : What do you see in this picture? a turtle Does this turtle look young or old? old How old do you think is it? more than a hundred Can humans live long like turtle? If yes, how can they do this? Before Ss read the text, I am going to divide them to groups, give each group two sets of cards (words and their meanings) and ask them to match them. To make sure they understand what they need to do I ask some ICQs: How many sets of cards do you have ? 2 What are you going to do with it? match the words with the meanings While they work in groups, I will be monitoring them. After they finish, I give each group the answer key. I am going to explain that they need to read the text quickly and answer the questions, then I give them the handouts and monitor from a distance without disturbing them. After that, I ask them to check their answers in pairs then we check them together.

Test #1 (7-9 minutes) • To gauge students' prior knowledge of the target language

I explain to Ss that I am going to give them some cards that have food items and they have to divide them into two categories: Countable and Uncountable, then I ask some questions to make sure they understand. How many categories do we have ? What will you do with these words? I divide Ss to groups and give them the cards, I monitor them during their activity. After they finish, we check the answer together and write them on the board

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

I am going to use the projector to show Ss some sentences, and I am going to ask some questions about these sentences 1. I bought some apples. Is 'apples' countable or uncountable? Countable I didn't buy ........ 2. I drank some water. Is water countable or uncountable? Uncountable I didn't drink ........ Can we use some with countable nouns? Yes Can we use some with uncountable nouns? Yes 3. I have no bananas. Is 'bananas' countable or uncountable? Countable 4. I have no time. Is 'time' countable or uncountable? Uncountable Can we use 'no' with countable nouns? Yes Can we use 'no' with uncountable nouns? Yes and I do the same with the next sentences 5. I ate lots of tomatoes. 6. I drank lots of juice.

Test #2 (4-5 minutes) • Check students' use of the target language again and compare with the first test

Before giving Ss the handouts, I explain that they have to work in pairs and put the words we categorized before (countable and uncountable nouns) in the correct place. I monitor them during the activity and the we listen and check the answers.

Free practice (10-12 minutes) • To provide students with free practice of the target language

To make sure they understood the language target, we move to a longer activity to focus more on STT. I divide Ss to two groups: one works in a shop and the other individuals want to buy some things from this shop. They walk around tables and buy what they want using some quantifiers. After they finish buying, they can sit in groups and ask each other some questions about their diets. During this time, I will be monitoring them to notice if they use some quantifiers in the wrong context and I write some of their sentences and we correct them together.

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