To provide clarification of vegetables in the context of a local egyptian market.
To provide fluency speaking practice in a conversation in the context of a local Egyptian market.
To provide practice of language used for making requests in the context of a local Egyptian market.
Procedure (37-49 minutes)
The teacher comes to class wearing this Egyptian local vendor dress, then asks the students to guess, "Why do you think I am wearing this piece of clothing?" Give them a chance to think of an answer for a minute. Then Ask them to share thoughts in pairs for two minutes, trying to give me a suitable answer. While they speak, I will monitor their conversations. After that, I will stop the discussion and ask two random pairs to give me their opinions on this question. Then tell them that whenever you go to a local market in Egypt, you'll find the vendors wearing the same galabia. Then I will say, "So everyone, today I came to sell you some vegetables. Will you buy some?" Depending on their answer I will start introducing the new lexis items.
I will try to sell some of the vegetables with their Arabic names to the students.
Now, I will use the vegetables I brought to class. First, I will introduce the lexis items using the MPF method. Assuming that I have six lexis items, and these items are: (a carrot, a radish, a potato, a tomato, an onion, and a cucumber) Show them the carrot. (I guess that everybody knows what a carrot is, so no need to tell the students the meaning) a carrot (noun) - a tapering orange-colored root eaten as a vegetable. Ask CCQs (concept Checking Questions) in Arabic: Is it an orange-colored or a yellow-colored root? an orange-colored root Make the students listen without repetition first. Drill the word individually and in groups second. I will do the same for the rest of the lexis items.
Divide the students into five groups of three. Tell the students that they will work for five minutes. Each group consists of a vendor and two customers. Each vendor in each group has got many kinds of vegetables, and each one of the two customers will buy only one kind of vegetable. After they have finished buying and selling, I will ask the vendors about what they sold, and the customers about what they bought. Ask ICQ (Instruction Checking Questions): 1. "Are you working individually?" (No) 2. "Are you buying and selling?" (Yes) 3. "How long will you do the activity?" (Five minutes) Monitor while the students are doing the activity. When the activity has finished, I will give feedback.
(Game Time) Divide the students into three groups. Tell the students that they are going to play the "Who Am I? game. In this game, students take turns describing one of the vegetables to their friends in the group. Tell the students that they are also going to do this for five minutes. Ask ICQs: (Instruction Checking Questions): 1. "Are you playing individually?" (No) 2. "Are you selling or describing vegetables?" (Describing) 3. "How long are you going to play the game?" (5 minutes) Monitor during the activity. Give Feedback After the students have finished.
(The best cook) Ask the students about their last visit to the market and what they bought for making a salad. Give them a few pictures of the vegetables we studied together. Tell the students that they are going to make a salad with the vegetables we studied together. Tell the students that they will describe their salad to the class once they have finished. They will take five minutes. They will work individually this time. Ask ICQs (Instruction Checking Questions): 1. "Are you working in pairs?" (individually) 2. "Are you making a salad?" (Yes) 3. "How long will you do this?" (five minutes) Monitor during the activity. Give feedback once the students have finished.