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TP 6 - Grammar (a/an/ Some/any)
Elementary level


In this lesson, students will revise countable and uncountable nouns. They will learn a/an/some/any as a main aim.


Abc Handouts

Main Aims

  • To provide practice of a/an/some/any in the context of food

Subsidiary Aims

  • To provide review of countable and uncountable nouns in the context of food


Lead-in (2-4 minutes) • To set lesson context and engage students

T shows Ss 3 pictures of different breakfasts and asks them, "which one do you prefer? Why?". Ss discuss the questions in pairs. Then, T gets feedback.

Exposure (5-10 minutes) • To provide context for the target language through a text or situation

- T chests HO1 and tells Ss to complete the missing letters. Save only 90s to finish the task. T distributes HO1 and models numbers two. T monitors Ss and notices any errors. After they finish, T tells Ss - in groups - to answer the question about Laura in pairs and asks an open pair to model the question and answer. Ss are given 2 minutes to finish the task. Then, T gets feedback. - Next, T shows Ss two pictures (apples, rice) and elicits the meaning of the two pictures. Then asks, "Are they nouns or verbs?" 'Nouns'. So, 'What's the difference between the two nouns?," and elicits 'countable and uncountable nouns.' Next, T asks Ss to write the previous words in the correct column. Ss work alone, then they check answers with a partner. Alternative Task: Ss are divided into two teams. They are given food cards of C/U nouns. Their job is to stick them on the board under the right column.

Highlighting and Clarification (11-13 minutes) • To draw students' attention to TL. To clarify the meaning, form and pronunciation of TL.

- T tells Ss they're going to ask/answer Qs about food in pairs. T distributes HO2 and asks an open/closed pair to model the first questions. Then Ss discuss the questions. Ss are given 3 minutes to finish the task. T gets feedback eliciting 'healthy/unhealthy' food. - Next, I ask Ss - in groups of 3/4- to look at the three baskets and talk about what is in each basket. Then, Ss match the basket with the person. T gets feedback. - After that Ss look focus on the sentences in (c); T asks a student to read the example 'There's some ice cream.' I get Ss to answer the rest in pairs. - Next, Ss are given HO3(guided discovery) to complete. They work alone, then check answers in pairs. Ss are given 1/2 min to finish the task. "Use ___a/an____ with singular countable nouns. Use ____some____ (+) and ____any___ (- and ?) with plural nouns and uncountable nouns. After Ss finish, T gets O/C feedback and clarifies the TL on the board:

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

S fill in HO4 with a/an/some/any. Ss work alone, then check answers in pairs. T handouts HO4, then models number 2. After Ss finish, T gets feedback and corrects errors.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T elicits the word, 'fridge'. Then, Ss mingle and find out what food there is in their classmates' fridges. Each student is given a copy of the handout (a,b,c or d). T asks Ss to model a question and answer. They should not show their partner. Students ask and answer questions about their partner’s fridge and try to find the differences. If there is still time, T gets O/C feedback.

Delayed Correct (2-4 minutes) • To provide error correction of the TL

T writes some correct and incorrect sentences which Ss used duing activities. Then, T asks Ss if they were correct or not. Then T elicits some corrections.

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