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TP3 Grammar
Upper-Intermediate level


Main Aims

  • To provide clarification and practice of articles in the context of the consumption of chewing gum.

Subsidiary Aims

  • To give students an opportunity to see how the language works; to provide speaking practice.


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

T greets Ss. T will show Ss a picture of the Millenium Bridge in London and of artist Ben Wilson. She will ask questions to elicit information from them. "What can you see?" / "Can you recognise the city?" / "Could you imagine what unusual material this artist paints on? (Chewing gum)". If time, she will ask other questions "Is this art?" / "Do you find it disgusting?" / "Do you usually chew gum?", etc.

Text work (5-6 minutes) • To provide context for the target language through a text or situation

T will share a link to a Padlet where Ss will find a short text. Activity 1. They are supposed to read it and focus on the words in bold in order to answer three questions. These questions will serve the purpose of reading for gist and to trigger Ss awareness of how articles work (2 minutes). Activity 2: Ss will read the text again and collect as many phrases with articles as possible. T reminds them of what "zero article" means. Ss write the sentences in the chatbox. (1 minute) OCFB

MFP (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T takes the questions in activity 1 to elicit the meaning of indefinite / definite / zero article. She will show the first slide of the grammar presentation. CCQ: If we say A study is this a study we already know about? (N) And when it says THE study? (Y) How many authors does the text have? (One) How do you know? (THE author) If it says "people can actually benefit", is it people in general or some people in particular? (In general). (2 minutes) T will show slide 3 for Ss to classify the phrases they took from the text, accordingly. More examples will be elicited. (3 minutes) OCFB with slide 4. T will draw students attention to how to pronounce A/AN/THE. Drilling. (3 minutes)

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

T sends Ss to BOR to solve an exercise in pairs. Activity 3: Complete the text with AN/THE/ZERO article. (5 minutes) OCFB If Ss find the task easy and/or detect exceptions to the rule in the exercise, a second language focus will be conducted (see next stage).

Language focus 2 (5-7 minutes) • To focus on the exceptions to the grammar rules provided

T will use the phrase "students at ZERO ARTICLE Northumbria University" to introduce a contradiction to the rules that Ss have worked with before. With the rest of the grammar presentation, T helps Ss deduce the most common exceptions to those rules.

Freer Practice (10-12 minutes) • To provide students with freer practice of the target language

Depending on the number of Ss, the T will either send them to BOR or do the activity with the whole class. Ss are presented with "boxes" to open in which there are personal questions. T invites student A to read and correct the question (which will have an error in connection to articles) and choose a student B to answer it. T monitors language.

Delayed error correction (2-3 minutes) • To provide delayed error correction

T focuses on mistakes / good language.

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