To provide clarification of articles in the context of someone who didn't retire until he was 78.
To provide specific information listening practice using a text about my favourite kind of meal in the context of food.
Procedure (38-51 minutes)
*Ask the students: In this class who is retired already? How old were you when you got retired? What was your job before you retired? *Show the students the picture of the man in the text Look at this man CCQs What is he doing? Does he look old or young? But he still working, right? This man didn't retire until he was 78 years old. *Give the questions *Play the listening track The Ss do scan listening *Ss check in pairs
Ss will the introduced to the topic with examples extracted from the text. He lived in 'an' old village Near 'a' big industrial town In 'the' north of Ireland Ss do exercise 1 from the handout 1) My grandfather was _____ shopkeeper. 2) He lived in _____ north of England. 3) He had a fish and chip shop in _____ old village. 4) His family lived above _____ shop. 5) He made _____ best fish and chips in the area. 6) Some people came by _____ bus to the shop. 7) He closed the shop once _____ week. 8) He went to have _____ lunch with friends. 9) He liked to have _____ little whisky before bed. Answer key: 1-a/2-the/3-an/4-the/5-the/6-no article/7-a/8-no article/9-a Peer check.
Using the examples from the previous exercise the Ss are going to have the rules of use of the articles clarified. I will share the wb in two between the indefinite and definite article and together with the Ss try to elicit its rules from the context. Indefinite article E.g.: an engineer (from the warming context) a shopkeeper What are these? (Jobs/professions) Coming to the understanding that we use indefinite articles with professions. Eliciting the use of 'a' for words that begin with consonants and 'an' for the words starting with vowels. And so go on, with the other exercises trying to intercalate group discussion with T-S discussion
Ss do this second exercise to test their understanding after the explanation of the usage of the target language. 1) He’s postman, so he has breakfast at 4.00 a.m. 2) The love is more important than money. 3) I come to school by the bike. 4) I’m reading one good book at the moment. 5) ‘Where are the children?’ ‘In a kitchen.’ 6) I live in a centre of town, near the hospital. 7) My parents bought the lovely house in the country. 8) I don’t eat the bread because I don’t like it. Answer key: 1) He’s a postman, so he has breakfast at 4.00 a.m. 2) Love is more important than money. 3) I come to school by bike. 4) I’m reading a good book at the moment. 5) ‘Where are the children?’ ‘In the kitchen.’ 6) I live in the centre of town, near the hospital. 7) My parents bought a lovely house in the country. 8) I don’t eat bread because I don’t like it. Ss check the answer in pairs. Whole class feedback
The Ss are going to do a listening about four people favourite's meal. For the four people in the listening we have the following questions: What's his/her favourite meal? When does he/she have it? Why does he/she like it? What's in it? The Ss do peer checking and the T get some examples of answers from the whole group. The T gives the new activity - 'Find someone who...' where Ss need to find other Ss that like or dislike some food. The Ss gather information through mingling. The T monitors and collect examples of common mistakes while the Ss are using the TL and when the activity ends I will do a delayed correction of the sentences.