Following on from the shopping basket lesson: Ask: What was in THE shopping basket from Semra's lesson? (There was A carton of fruit juice) Was THE fruit juice apple? No, THE fruit juice was orange. Ask: Was there SOME / ANY ice-cream? Was THE ice-cream vanilla ice-cream? Yes. Ask: Was there A soft drink? Was THE soft-drink Coca Cola? Yes. Write these on the board. Say: Look at these questions and answers and discuss in pairs what you think the lesson's grammar topic might be. w/c take-up: What do you think the grammar focus today will be?

Say: This first exercise (showing handout), you will do individually. ICQ: Will you do it in pairs? (No, individually) The teacher hands out the exercise and students work individually. The teacher monitors and tries to gauge which questions were difficult. The teacher asks students to check answers with their partner. The teacher continues to monitor. The teacher hands out answers for students to check and discuss why the answers are as they are. The teacher expects some questions. The teacher should take note of which questions are problematic and tell the students we will discuss them together.

Each question that poses a problem will be addressed in a student-centred guided discovery (as per Language Analysis). The teacher will provide handouts of CCQ questions for each problem question that the students experience. The CCQ's should lead the students to the unique rule used. The students will discuss in pairs or groups to see if they can understand the concept. w/c take-up will include checking which use of article/determiner is being used. After all problem questions have been addressed, the students will attach cards to the board (all the sentences will have been written on the board by the teacher during their group work). The teacher will give a few cards to each group and ask them to attach them to the sentences. This should be done with all hand-outs turned face down on the tables. This will help consolidate (in one minute) the different uses and review the first half of the lesson. Teacher may ask students to make a table of where and when a/an/the/some/any/- can be used if sufficient time is available.

Exercise 2 will be provided to students. They work individually, then check results in pairs. An answer sheet will be provided. w/c take-up: Discussion of the exercise will be performed.

The teacher will ask for two volunteers to come to the front of the class. They will demonstrate the powerpoint conversation on the overhead that the teacher will control. The teacher will then show the handout of three conversations that they will practice in pairs. ICQ: Will you work in groups? (no, pairs) ICQ: What will you insert into the conversation? (articles or determiners) Monitor and assist with questions. If there is time after the students have gone through the exercise once, the teacher will ask them to try to add some adjectives into the sentence. The teacher will check that the students know where in the sentence the adjectives are placed. w/c take-up: Ask for any questions.