Nada Osama Fouad Nada Osama Fouad

Nada_TP6_LA
Elementary level

Description

In this lesson, students will learn how to differentiate between the countable/uncountable nouns and the usage of a/an/some/any in the context of food and drink.

Materials

Abc Handouts
Abc New English File book Elementary page 76
Abc New English File book Elementary page 77
Abc White Board
Abc PPP

Main Aims

  • To provide practice and clarification for countable/uncountable nouns and the use of a/an/some/any in the context of food and drink.

Subsidiary Aims

  • To revise food vocabulary and provide speaking practice about the usage of a/an/some/any and countable/uncountable nouns in the context of food and drink.

Procedure

Lead-in (3-5 minutes) • To generate interest in the theme/context of the target language.

1) I will start the lesson by saying a personal story about myself related to the food diary: "As you can see, I believe that I need to gain a lot of weight. So, I went to the doctor yesterday and he asked me to record and write everything that I eat to understand my eating habits. That's why i decided to buy a food ..... 'diary'". 2) I will distribute on Ss HO1 'food diary' and ask them to write and discuss in pairs what they usually eat in breakfast. (2 minutes) 3) I will monitor Ss while finishing the task. 4) After finishing, I will nominate 2 or 3 Ss for O/C feedback.

Test (6-8 minutes) • To gauge students' prior knowledge of the target language.

1) I will distribute on Ss HO2: "Look at the picture and write the missing letter, then complete the following table" + I will demo the task with them. (I will ask Ss to answer questions individually in 5 minutes, then check answers in pairs). 2) I will elicit answers from Ss + I will display answers on PPP.

Pre-teach (5-6 minutes) • To pre-teach all blocking vocabulary to make the task easier.

- I will open PPP and tell Ss: "Now let's identify the food items in the 3 following baskets", then I will let them match the people with their baskets to prepare them for the guided discovery task.

Teach (10-15 minutes) • To clarify meaning, form and pronunciation of target language, focusing more on problem areas which arise from the first test.

Stage 1: (Guided discovery) - I will distribute on them HO3 (guided discovery) and ask them to finish the two tasks individually, then to check answers in pairs. Stage 3: (Language clarification) - I will elicit from Ss the answers and at the same time I will clarify the meaning and form from the PPP. - Concerning pronunciation, I will write in a piece of paper couple of sentences and I will model each sentence, then I will ask Ss to drill orally, then in small groups, then individually.

Test (6-8 minutes) • To provide the Ss with controlled practice of the target language in order to encourage accuracy.

- I will distribute on Ss HO4 and I will ask Ss individually to complete the dialogue with a, an, some, or any + I will answer for them the first 2 questions + I will ask them to check their answers with their pairs after finishing. - I will elicit answers from Ss and I will provide the answer key on board.

Freer practice (8-10 minutes) • To provide Ss with freer practice of the target language in a more authentic context and promote fluency.

- I will distribute on Ss HO5 and I will ask them to say (+) or (-) sentences describing the baskets in pairs + I will demo the activity with them. - I will monitor Ss very carefully to detect any language errors.

Content/language feedback (3-5 minutes) • To provide Ss with some error correction and feedback on their output.

1) I will nominate 2 or 3 Ss for O/C feedback. 2) I will write on board the sentences that I found with errors in the freer practice and I will elicit the answers from them for language feedback. (I will highlight correction with red color on board)

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