Shahrzad Parvaresh Shahrzad Parvaresh

Teaching Practice 4
Elementary level


In this lesson, students having learned grammar rules for countable/uncountable nouns (affirmative/negative/interrogative forms) will be given more opportunities to practice activities that are less controlled.


Abc The recipe game
Abc Pictures of some food items

Main Aims

  • To provide practice of countable/uncountable nouns (there's/there are, how much/how many, some/any) in the context of food

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of food


Preparatory stage (3-5 minutes) • To build up a quick link to the previous lessons and prepare them for the Recipe game

T makes a link to the previous lesson and prepares ss for the recipe game by showing some pictures of food items they will see on their Food cards later and eliciting the TL in focus as in "Imagine your are sitting in front of TV. You feel you want to eat/drink something. You are not sure you have X (picture shown on tablet).Your mom/dad... is in the kitchen. You ask: "Mom? ...." And your mom says: Yes, we have.... or No, we don't have ....."

Semi-controlled practice (20-30 minutes) • To provide ss with more fluency-oriented practice while keeping an eye on the TL.

(1) T gives instructions: A Food card is given to each student. T tells these are the items they have in their kitchen. T allows ss time to check they know the words on their cards. The related Recipe card is then given to each student. T tells ss that they are going to make the food on their Recipe card. T tells ss that to make the food, they need to get the ingredients from the other ss. T tells that ss who give their items to other should cross them from their Food card as each item can be given away once. Those who receive an item should cross it off their Recipe card. T tells that ss can get only one item at a time from each student. If necessary, they can return to them later. The first student to find all the items for their recipe is the winner. (2) Ss ask their peers if they have the food items, using 'Do you have a/any...?' and answer "Yes, I have.... or No, I don't have...." following the instructions given. T monitors and take notes of ss' problems in using the TL. (3) The student winner and all other ss are praised. (4) T provides ss with necessary corrections saying "I heard you saying.... which are all correct, bravo! But also some sentences like.... (incorrect! better not to say)" T elicits the correct form using the appropriate correction strategy like stopping at the point that should be corrected or making an alarming sound.

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