Copy of TP 7 Food For Thought
To identify the difference between countable and uncountable nouns and provide practice of quantifiers by using them in the context of food.
Ss will practice and write about what they usually eat on a daily basis to achieve accurate usage of countable, uncountable nouns and quantifiers. Also, they will practice through a free writing activity the amount of food they have to buy for a specific occasion (party).
Procedure (40-52 minutes)
The fact that students know me a little bit more by now. I will start my warmer asking them to guess what my favorite food is. I expect them to get the right answer by saying sushi. I will tell them that I've been to a sushi restaurant recently, and every time when I eat sushi, I eat a lot of sushi. After that, I will ask a few Ss about the favorite food and how much they eat. This way, I will be able to condition Ss to expect that the topic will be about food and its quantity.
T: - projects pictures of different countable and uncountable nouns related to food (water, coffee, vegetables, tomatoes and so on) - elicits from Ss what these words are * what do you see? how many are these? can you count them? * do you think we can count water? (1 water, 2 waters, 3 waters) yes? no? * how many potatoes/tomatoes? what is the singular of tomatoes/potatoes? can we count vegetables? After this, Ss will notice that some words can be counted while other can not be. T writes countable and uncountable on the board and writes down the words under each category.
T: - sets the task by explaining that Ss will do this worksheet by choosing the correct answer. - reminds Ss that more than one answer is possible - gives Ss the worksheet -Ss work individually -Ss check their answers with their partners in groups of 3 T: - nominates some Ss randomly to give answers - elicits some answers from Ss to make sure they have understood the concept - asks ICQs * are you going to choose one answer all the time? (no) * Can you sometimes choose two answers? (yes) I eat a lot of chocolate ( is the sentence negative? No/ is it questions? No/ can we count chocolate? No) Note: in other grammar reference books, (many) can be used in positive sentences, there are also other exceptions.Therefore, to avoid confusion, I will follow only the rules in the book.
After the Ss finish their previous task, T - writes (I eat a lot of chocolate) - asks students to try saying the sentence - explains that a lot of is pronounced as one word and of is pronounced as /əv/ - makes Ss drill after her
T: - explains to Ss that they are going to get a task and they have to use the right quantifier - sets a specific time to do the task - actively monitors Ss and offers support to those who need help - asks Ss to check answers with their partners once they finish - nominates some Ss to give answers - writes down the answer on the WB
T: - shows an example of what she likes to eat for breakfast, lunch, and dinner, using quantifiers - asks Ss to write down what they eat for breakfast, lunch, and dinner * what are you going to write about? (meals) - encourages Ss that they have to use quantifiers while writing the sentences - keeps the example on the projector for Ss while doing this activity - monitors Ss while doing this activity - takes notes of some common mistakes - writes down some common mistakes as delayed feedback
T: - asks Ss to be in groups of 3 - asks Ss to write a shopping list about things they need to buy for a party * what are you going to do? (shopping list party) With who are you going to do this? - walks around Ss while working together If there is enough time T asks Ss to check other groups' shopping lists - continues with delayed error correction