Kareem Learn English Online Kareem Learn English Online

TP6
Elementary level

Description

In this lesson, students learn about determiners (the articles a/an and the quantifiers some/any) in the context of "what does your food say about you?" through a TTT framework.

Materials

Abc Matching the sentences with the baskets
Abc pictures
Abc realia

Main Aims

  • To provide clarification of determiners (the articles a/an and the quantifies some/any) in the context of food

Subsidiary Aims

  • To provide review of food vocabulary in the context of what does your food say about you

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Show a picture of a supermarket and ask the students hat's this place? what do you buy from a supermarket? Elicit some words on the board using a mind map. Write on the board the word supermarket in a bubble. Write food and drinks. Elicit from the students different items of food and drinks and write them on the board in order to fresh their memory before they discuss some personal questions related to this. Show them the questions: How often do you go to the supermarket? Which supermarket do you go to? why? Do you look at the food other people buying? Does it say anything about them? Tell the students to discuss these questions in pairs.

Test #1 (8-12 minutes) • To revise food vocabulary and gauge students' prior knowledge of the target language

Put some food and drinks in front of the students but make sure that some of the items are countable and some are uncountable. Give them cards with the words on them and ask them to match the words with the items (group work). Monitor them and then give feedback and correct any mistakes with the students. Elicit the concepts of countable and uncountable nouns by asking about different items: Oranges or apples: can you count them? Sugar and milk: can you count them? You might give one of the students some sugar to count and look serious while asking "Would you please count those and tell me how many sugars are there?" Clarify that uncountable nouns do not have plural forms. Give the students the first test in which they have a number of cards with different determiners on them (a, an, some and any) and they have to put a suitable determiner next to each item or each word (GW). For some and any use sentences because any is only used with the question and the negative forms. Demonstrate with the students. Monitor the students during the task. Give feedback and correct any mistakes.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Divide the board into two columns countable-divide that into singular and plural to clarify some and any later- and uncountable. Put the items form test 1 in the correct column by the help of the students. The countable column should include words with the articles a and an before them. The uncountable nouns column should include words with the quantifiers some and any before them. Clarify to the students that a/an cannot be used with uncountable nouns because they mean one. Clarify that some and any can be used with countable plural nouns if you are not specifying a number but any is only used with question or negative form. Use sentences to make it more clear. Write the grammar rule on the board with missing words and let them complete it (guided discovery). "Use ___a/an____ with singular countable nouns. Use ____some____ (+) and ____any___ (- and ?) with plural nouns and uncountable nouns.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Give the students a handout in which they have pictures of three baskets with different items in them and six sentences and they have to read the sentence and decide which basket it describes according to the items mentioned. - If there's time, show pictures of three people first, (Fast food Frank, Healthy Hannah and Luxury Lucy) and ask the students to match each basket to its owner (this might help reminding the students with the context again in order to prepare them for the freer practice.) Ask the students to read the sentences and choose the right basket (demonstrate the first two with them). Monitor the Ss during the task and help the weak Ss if you find them struggling. Ask the Ss to check their answers in pairs. Give feedback (answer key) Correct and clarify any problematic sentences.

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

Pictation: Divide the students into student 1 and student 2. Give student 1 a picture of a basket with food and drinks in it. Student 2 has a pen and a paper. Student 1 starts describing the picture to student 2 who has to draw it without looking at it. Students then exchange roles and student 1 starts drawing and student 2 starts describing his picture. Make sure they have some sentences on the board to help them like: There's an apple/orange/pineapple There's some sugar/milk/juice. To make them ask questions using any, student 1 doesn't tell student 2 the last item and student 2 has to guess it by asking questions: are there any apples? are there any drinks? Monitor the students. Give language feedback. Thank the students and end the lesson.

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