To provide clarification and practice of food vocabulary in the context of shopping
To provide clarification of countable and uncountable nouns in the context of food
Procedure (40-38 minutes)
I will ask the ss: "WHAT DID THE ASTRONAUT EAT?" and then play the video.
I will show the ss the food pictures and the food vocabulary on the board and I will ask them to match 1 picture with 1 word. We will do one example together, then they will do the rest alone. (ICQ??) During this process, I will monitor them closely to discover possible difficulties and take notes. Once they have finished, they will find the answer keys under their chairs. I will give them some time to check.
Then I will drill those words which were difficult for them ("false friends, difficult pronunciations, etc..). possible vocab. to drill: 1. chocolate 2. bananas 3. strawberries 4. potatoes 5. onions 6. biscuits 7. crisps 8. yoghurt
I will show them the HO on the white board and explain what they should do (put the countable nouns on the left side of the chart and the uncountable nouns on the right side) Then we will do 1 example togehter. After that, they`ll work alone. I will monitor them closeely and take notes for right and wrong answers.
I will ask the ss to come to the board and pin each 2-3 words on the chart at the board. Then I will check the answers with them.
I will divide them into 2-3 groups (beyza with kerim, selver with feyza, Ahmet with betül) project the spidergraph on the board and tell them to put the right food around each spidergraph. We will do 1 example together, then they will work alone. After that, they will find the right answers under the tables in the lobby.
I will tell them we`ll go shopping. I will pair them first and then project some useful phrases on the board. Buyer (Can I have.....please?) (Can you please give me....?) (Thank you) shop assistant (Anything else?) (Here you are!) Then I will show them the money and the lists and I`ll demonstrate with Kerim how a shopping situation would be. Then they will play a dialogue in their pairs. I will be monitoring closely and note good and bad usage of countable/uncountable words. After that they will change their roles. And then change their partners and their lists.
I will write some good examples on one and some bad examples on the other side. Together we will decide which are good/bad.