New lesson plan: Going Shopping 3

Aliye Gokce Guinaudeau

Going Shopping 3 - B1 level

Going Shopping 3
B1 level

Description

In this lesson, Ss learn about determiners and they practise them through controlled and semi-controlled activities.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of determiners in the context of shopping

Subsidiary Aims

To provide review of shopping words

Procedure (39-51 minutes)

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

T writes some words related to shopping on board (clothes, shopping malls, money) and asks Ss to decide if they are countable or uncountable. T asks Ss to come up with more words related to shopping and decide if they are countable or uncountable.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

Ss read sentences in exercise 1 by paying attention to the bold words. Ss work in pairs and decide which determiners are countable and which are uncountable. T checks answers as an open class activity.

Highlighting (5-6 minutes) • To draw students' attention to the target language

Students fill in the chart in exercise 2 with determiners given in the box, then they first peer check and then they go to Grammar Reference on page 145 to check their answers again. T asks Ss for the correct answers and writes them on board.

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

T writes the same sentence on board with both positive and negative forms and asks concept check questions. T elicits the rules by asking these questions as an open class activity. There are a lot of shops in this shopping mall. (CCQ1 Is this sentence positive or negative?) (CCQ2 Is 'shops' countable or uncountable?) There aren't many shops in this shopping mall. (CCQ3 What other determiners can I use in this sentence without changing the meaning?) I have some money to go shopping. (CCQ1 Can I use several instead of some? Why not?) I have no money to go shopping. (CCQ 2 Is this sentence positive or negative? Where is the negative form?) I don't have any money to go shopping. (CCQ 3 Can I use no instead of any in this sentence? Why not?)

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

In exercise 3 Ss choose the correct option and check their answers with peers before checking them as an open class activity.

Semi-Controlled Practice 1 (5-6 minutes) • To concept check further

In exercise 4, Ss complete the conversation with the words given in the box. Ss work in pairs and T asks a volunteer pair to read the conversation aloud. If there are any incorrect answers, T elicits the correct ones by asking CCQs and completes the conversation on board.

Semi-Controlled Practice 2 (3-5 minutes) • To concept check further

In exercise Vocabulary 1, T elicits some more words with 'any' and to clarify the meaning T asks CCQs to point out positive or negative meanings of the sentences given in the exercise.

Semi-Controlled Practice 3 (6-8 minutes) • To concept check further

In exercise Vocabulary 2, Ss complete the sentences with the words given in the box. Ss peer check before they share answers with T. While T is writing their answers on board, T asks one CCQ after each sentence. e.g./ ' I don't mind about the colour- any colour will do. CCQ: Is there a specific colour I want? No, any colour will do.