Explain to ss that "Every week, my husband and I go to the grocery store. Before we go... we write down on a piece of paper, the things we need to buy at the store... do you know what this called? The thing that we take to the store and it has all the items written down on it, so we don't forget to buy something? Try to elicit from the ss... SHOPPING LIST Yes, exactly. Only this week, because I am here teaching... my husband will have to do the shopping on his own tomorrow. I don't have time to write a shopping list... so I need your help. Working in PAIRS: You will be given a shopping list and small pictures of food. You need to listen to what I need at the store and when you hear the food item, you need to stick the picture to the shopping list. When you are done - I will be able to give it to my husband so he can go to the store tomorrow. ICQ's: Are you working by yourself? no Are you listening to what I need at the store? yes Are you selecting a picture of the food when you hear it? yes Are you sticking the food to the shopping list? yes For example, "I need MILK from the store." Find the picture of milk... and stick it on the shopping list. SENTENCES: I need milk from the store. I need oranges from the store. I need cheese from the store. I need rice from the store. I need tomatoes from the store. I need sugar from the store. I need sausage from the store. FB: Have ss check with each other to see if they have the same items on their shopping lists.

The teacher will now show the pictures of the various food items (some of which were discussed on Friday, and some will be new). For each food item, the teacher will try to elicit the name of the food... to make sure the meaning is understood. Once the meanings of the vocabulary words are clear, teacher will now focus on pronunciation and form. By showing a larger picture of each vocabulary word, the teacher will take each word, one by one and model the pronunciation. Choral drilling will give the ss practice in accuracy, and a chance to master the correct pronunciation. Once the pronunciation is established, teacher will ask how many syllables each word has. A quick explanation of what syllables are (the number of vowel SOUNDS a word has) might be needed. Teacher will snap or clap the number of syllables to reinforce the meaning of what syllables are. Teacher will also focus on word stress, which syllables are stressed and which ones are not. An explanation that only vowels can be stressed, and one-syllable words do not have individual stresses may be important. Note: In Turkish, the number of syllables equals the number of vowels in a word. This is not true in English. For example, rice, cheese, bread, sausage, onion, tomatoes. Once pronunciation (syllables and word stress) is clear, the teacher will write the problem words on the board and try to elicit from the ss what part of speech they are (nouns).

Show HO to ss, and explain that need to first read each shopping list, and determine how many syllables each word has. Write the number of syllables next to each word. For example: cheese - 1 Next, they will listen to a recording. While they are listening, ss need to check to see if the syllables are correct, and figure out how the words on each list are similar. Play Recording. Have the ss check with their partners to see if they have the same answers. Ask ss if they need to listen to the recording a second time. Play recording again, if needed. FB: Which shopping list has words that are 1 syllable? Will's (his name?) Which shopping list has words that are 2 syllables? Jenny's (her name?) Which shopping list has words that are 3 syllables? Samantha's (her name?)

Set task: Have ss work in PAIRS. With their partners, you will try to figure out which words belong to which list... based on the number of syllables. ICQ's: If the word has one syllable, it should go on whose list? Will's If the word has two syllables, it should go on whose list? Jenny's If the word has three syllables, it should go on whose list? Samantha's Have ss check with other groups to see if they have the same answers. Now, ss will listen to the recording to check their answers. Play recording. If time permist: do Speaking Activity 1: Have ss read their lists to their partners. If not... skip to the next activity, or have individual ss read the lists outloud to the class.

In new PAIRS: Divide SS into A's and B's. Have one ss A sit with one ss B. Set Task: Tell ss that the HOs are SECRET (they must NOT show it to their partner). Explain that you will give a picture to ss A and a different picture to ss B. These pictures are of items that were just bought at the store. Explain that they will have 2 minutes to check and make sure they know all the words (the ss can take NOTES if needed). The object of this game is to figure out six differences between the photos. You will figure this out by asking your partner questions. DEMO: For example (ask a ss to come up to the front) Ask: Do you have any BANANAS? How many BANANAS do you have? Write the questions on the WB for their reference. ICQ's: How many questions did I ask? (2) Then, your partner has a turn, and will ask you two questions. MONITOR and take notes. FB: on content (1 minute) on accuracy (1 minute) What were some of the differences?

If time permits: Have ss get into new pairs and arrange chairs so that ss are not facing each other. Set Task: Remember you created a shopping list for me? Now, you will create a shopping list for your partner. Give ss A 5 pictures. You need to tell your partner to buy these 5 things. Your partner (ss B) will write down the food items on the shopping list. Do not show the pictures to your partner. DEMO: with one student Say: "I need TOMATOES from the store." Write on WB for ss to reference. MONITOR (write down positives and negatives) WC FB: Ask ss A what is one item that was on his/her partner's list? Ask ss B what is one item that was on his/her partner's list? Was that an easy activity? Difficult? Spend remaining time doing some error correction on the WB. FB - on content (1 min) on accuracy (1 min)