Articles a/ an/ the
Upper-intermediate level


In this lesson, students will learn about articles specifically a/ an/ the in the context of food & shopping. The students will be introduced to the topic through an article about chewing gum (chicle, Mexican Spanish). Following this, students will practise the use of articles through a text based activity. MFP will be taught through guided discovery. Students will then have an opportunity to complete a controlled practise exercise which will include a fill in the blank activity, followed by freer practice which will be through means of a quiz this will develop their speaking skills too. OCFB/ DEC at the end of the class to highlight common errors.


Abc New Cutting Edge Upper-Intermediate p.66
Abc Own materials (Google slides/ Forms/ Document)

Main Aims

  • To provide knowledge and practise of articles a/ an/ the in the context of food and shopping.

Subsidiary Aims

  • To provide accuracy when using articles in writing & speaking through various activities.


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

Students will be shown a Google slide with pictures of chewing gum. They will have to discuss in the main room: "Where do you think chewing gum was made?" "When did it first start being used?" T will write on board useful vocabulary/ concepts that are linked to the class topic. This exercise will stimulate their speaking skills while using (subconsciously) articles.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

A fill in the blank activity. Students will receive a Google Form and will have to fill in the missing article through a multiple choice exercise. Instruction: "Individually, fill in the blank with the correct article". Followed by peer-peer check via chat and answer key/ OCFB. ICQ: -Are we doing this individually or collectively? Individually. -Are we filling in the blank by means of selecting the correct option? Yes.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

4x marker sentences from the text will be used throughout this stage. Meaning: True or false > Collectively. Through CCQ. Form: Text reodering > Pairs. Instruction: "In pairs, reorder the sentences to ensure that a story is formed." ICQ: Are we doing this individually or in pairs? Pairs. Are we reordering the sentences for a story? Yes. Students will need to work out the correct order of the sentences (from the text). Sentence A is in the correct order. Upon completion CCQ to enable them to think about articles: -Could B be sentence 2? Why/ why not? -Is X specific or not? -Countable or uncountable? Pronunciation: Select the correct option (pre-recording) > collectively. (sentence stress, intonation)

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Fill in the gap activity with the correct article option > individually followed by peer checking via chat & answer key/ OCFB. Instruction: "Individually, select the correct option." ICQ: -Are we doing this individually or collectively? Individually.

Free Practice (8-9 minutes) • To provide students with free practice of the target language

General knowledge quiz. >Questions on Google Slide and students will have to ask each other via BOR > pairs. >One person asks/ other replies. >There´s a blank space ... in the question this will ensure that the quizmaster also thinks about the articles. >If not enough questions, students can invent their own. >Teacher monitors BOR and takes notes of mistakes. Instructions: "In pairs, you´ll be playing a Quiz game. One person asks and the other replies. Alternate between the two. If you run out of questions, invent your own." ICQ: -Are we asking each other & replying to the questions on the slide? Yes. -Are you going to swap roles? Yes. -What happens when you run out of questions? Invent. -Are you going into BOR? Yes. DEMO TASK!!!

OCFB/ DEC (3-4 minutes) • To provide feedback on students' production and use of language

Language feedback on article use. >Common errors made in class. >Via jamboard & eliciting questions.

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