Lesson Plan TP3 - Articles
Upper Intermediate level
Primary Aim: By the end of the lesson, the students will have been introduced to, and will have practiced using definite and indefinite articles in the context of an article about chewing gum.
Secondary Aim: The students will practice reading for gist, and using definite and indefinite articles appropriately in both conversation and in written text.
Procedure (40-10 minutes)
To start tonight’s lesson, please look at this picture and discuss the questions with your partner in the breakout rooms. You have two minutes. The questions are also in the chat window. Do you ever chew gum? Does it help you in any way? Why do you think that some people object to people chewing gum? - T presents lead-in / picture (p66) - Learners go to breakout rooms to discuss and compare answers - T conducts OCFB and writes learners’ ideas on the board.
Quickly read the paragraph, and choose the best title for the article. You can discuss with your partner via the private chat. We will just take a minute for this. Type the title you picked into the chat box. - Learners read paragraph for gist, and select the best title. - Learners compare answers in pairs via private chat - T conducts OCFB
Using the same text, I would like everyone to highlight the indefinite articles in yellow, the definite articles in green and the nouns that don’t take an article in blue. Each of you will get a link to your own copy of the slide to work on, and I will do a couple of examples with you. - Students read part-A again, and: o Mark all the indefinite articles o Mark all the definite articles o Mark all the nouns which do not have an article - Learners go to breakout rooms to discuss and compare answers. - T conducts OCFB
- Meaning: What is the difference between a definite and an indefinite article? What are the basic rules? - Learners fill in a chart to match each article to the correct rule. - Teacher uses CCQs to communicate meaning for each article: - CCQs: - At this point in the test, have we been told anything about the study? - Could there be many benefits? - Which study is being referred to here? - Do we need an article before “gum” here? Why not? - Form – Teacher displays the different forms for articles, and elicits student examples of each form. - Teacher explains rules for a/an, and elicits examples from students - Teacher covers vowel/consonant sounds vs spelling, with examples (university / umbrella, huge, hour) - Pronunciation – Weak forms are generally used for articles. Teacher practices pronunciation with learners.
In this exercise, you should fill in each blank with the correct article. Some of the nouns don’t require an article at all. For those, you should remove the blank. I will do the first couple with you. You can use the same link that you used for the other task - just click on slide #2. You have 4 minutes to do the task individually, then I will send you to the breakout rooms to compare answers. - Instructions: Learners read part-B of the text, and select the best alternative (a, an, the, nothing) - Teacher shows learners how to edit the slide. This task uses slide #2 of the existing link. - Check answers in pairs (2 min) in the breakout rooms. - T conducts OCFB
So now you probably know more about chewing gum than you ever wanted to know. But did you know that Singapore is the only country on Earth that bans the manufacture, sale and importation of most kinds of chewing gum? That’s right, you can go to jail in Singapore for bringing chewing gum into the country! - Discuss in pairs (breakout rooms) why Singapore should left the ban on chewing gum. - Write an email listing three reasons why Singapore should lift the ban. Focused on fluency and communication Done in pairs in breakout rooms
- T nominates 1-2 students to share their answers - T writes on the board samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB, DEC