Farhad Roodi Farhad Roodi

B1 level


In this lesson, SS learn how to use different containers to count uncountable nouns when they are buying food from shopping stores.


Abc Pictures for OHP
Abc Reading text and exercise
Abc Sticky slips

Main Aims

  • To provide clarification and practice of containers for uncountable nouns in the context of shopping

Subsidiary Aims

  • To provide gist and scan reading practice using a text about shopping habits of British people


Lead-in/Building the context (5-7 minutes) • To generate interest in the topic of the text

In the lead-in, teacher projects a picture of a supermarket to set the context. He can ask two questions to engage students and make them speak. The same question can be asked at the end of the class in the free practice. SS should be able to use the TL at the end and compare with their answers at the beginning of the class. The questions are: 1. How often do you go shopping? 2. What do you usually buy?

Reading Task (7-10 minutes) • To introduce the TL that SS will work on

First, a picture of a basket will be projected and ss are asked to name the content. Then an HO will be handed including a reading text and two exercises. First, SS read the text and answer a gist question: "what is the basket?" Then, ss will read the text again to fill the blanks in the first provided exercise beside the text. To give FB on the first task, and also highlight the TL, the teacher asks ss to come to the board and stick pictures of the food items, extracted from the reading, in front of their containers and write a phrase about it, i.e. the container and the content.

Highlighting the Target Language (8-10 minutes) • To highlight the TL eliciting answers from SS

In this stage, some ss come to the WB and write the TL extracted from the text. They have already done a task on it and they may not have difficulty to write correct phrases. Teacher elicits the target language from ss and introduces some new containers as well. This stage and next one are closely related and the transition is very smooth and barely noticeable.

Clarifying Target language (8-10 minutes) • To clarify the form and pronunciation of the TL

SS write phrases on the WB and teacher use the same phrases to highlight the TL. In this part, the teacher can clarify the similarity between 'a packet' and 'a pocket'. Also, teacher clarifies the pronunciation of 'of'. Extra clarification can go to the omission of containers when they are understood by the context. For example, 'a coffee' instead of 'a cup of coffee'.

Language Practice (10-12 minutes) • To provide a controlled and less controlled written practice of the TL

The same question asked at the beginning of the class can be used in this stage as a free practice of speaking. This time ss first turn to their groups and talk about their usual shopping basket. Other questions can engage ss to talk in a more personalized way. 1. What do you usually buy? 2. What's the typical basket of Turkish people? 3. Find similar items that you and your classmates buy.

Feedback (3-5 minutes) • To establish correct answers and correct SS' errors

The teacher monitors groups and writes down their mistakes and errors. Then, the teacher can give FB to the whole class on the WB.

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