Name:

Yulia Naumenko

Level / Age:

Elementary/10-12 years

Date:

14.01.2015

Time:

Length of Lesson:

45 min

Number of students:

11

Main Aims: by the end of the lesson Students will be able to use the target structures with countable and uncountable nouns (see vocabulary) in the context of food words  while playing a guessing game .

Subsidiary Aims: to revise the vocabulary “ the names of food “,practise turn taking skills .

Personal Aims: To demonstrate more , to make smoother transition between stages.

Topic / Activities: “Food”

Role-playing , Guessing game, Writing shopping lists

Language Structures / Vocabulary:

Pronouns “ some” ,”any”

Useful language: “Names of the food “ :tomatoes ,mushrooms, sausages, eggs ketchup, cheese, meat, olives.

Structures:

How much cheese have you got?     I’ ve got  a lot of/some cheese .

I haven’t got any cheese .             How many tomatoes  have you got?

I have got some /a lot of tomatoes.    I haven’t got any tomatoe

Materials:

Pictures of the food  , self-made pictures of the fridge and the food ,hand-outs with the names of the food, cards with the names of the food , cards with the list of ingredients for making pizza .

Assumptions : I assume SS might know almost all the names of the food , as I could notice  them   using  quite a lot of “Food vocabulary” during the lessons, they may know  the verb’ t have got t’ and be able to use it in positive ,negative ,interrogative form. Although I assume they might know the meaning  of the  pronouns  “ some” and “any , they can make mistakes using them ,so that thorough practising is required .

Stage Aims

Interaction

Materials & Time

Procedure - What will the teacher be doing / saying?

Procedure – What will the students be saying?

What could go wrong?  How will I respond?

To set the scene and check if students know all the names of the food in the fridge

To introduce the TL immediately

T-Ss

A picture of the fridge with  food on the board

3-4 min

T greets students and says ;”This is my fridge . What can we see here?” , elicits Ss’ answers .”

T elicits : “A lot ? Some ?”

SS name the food on the picture

Ss might not know all the names –T provides then .

To check  Ss’ understanding of the target language

T-Ss

Ss

The model sentence and the pictures

T-S

S-s

4 min

My fridge is a bit messy , can you help me to put the things on the right shelf. On the 1^st shelf I ‘ve got “Some” and on the Second –“ A lot  of “. Ss put the things on the right shelf . Is it correct ?

I have got some eggs( model a sentence) Ss drill it chorally and in pairs .

Ss put the pictures on the  shelf

Ss repeat the sentences

Ss might have problems with the meaning of the TL –use visuals to explain

To present “ countables/ uncountables”

To drill pronunciation

To introduce the question

T –Ss

Ss

Pictures on

The WB + model sentences

4 min

Can we say 1, apple ,2 apples ,3 apples. Can  we say 1 water, 2 waters , 3 waters ?

If we can count –they are “ Countable” , If no-Uncountable .

Can you put the food on the shelves again, like this .

Ss complete the table , Teacher says : In my fridge I have got ….., elicits Ss’ answers .

T puts the structure on the board ;I have got some  tomatoes ,I have got some  water , I have got  a lot of eggs / juice /an apple and drills pronunciation

T elicits the questions : “ How much/How many…. have you got ?

SS resort the pictures in the fridge

SS drill the sentences chorally and check their partner

SS provide the answer

There might  be some problems with meaning-use visuals

If there is confusion-clarify the meaning

To present “ I haven’t got any ….” In the context

To drill Pronunciation

SS

The list of the food necessary for the party

4 min

     Ss

    WB

   3 min

I am going to have a party , so I need to buy some food . Here is my  list  of  the food I need . Look in the fridge and in the list and circle the names of the food that I  haven’t got .

Now can you help me to write the list of the things to buy ,  I haven’t got  any ( T elicits Ss answers )…Students write the names of these things on the board .

T drills pronunciation

Check in pairs

Contrast –positive /negative

SS find the names of food   that are not in the fridge and circle them .

Ss write the names of the food and make the sentences

Ss might not understand the task – demonstrate first

Controlled practice

To provide ss with the opportunity to practise the TL

S-S

New lists of the food for the party

Shopping list

5 min

So we went to the shop , but forgot our shopping list at home  :

We take our mobile and call our mums or dads who are at home and ask How many  tomatoes have you got  ? How much cheese have you got….(T elicits the question from the Ss ) Mum and Dad answers . we have a lot/some …or No, we haven’t got any ….

T divides Ss into two groups , they make two lines : One line with their backs to the board  and the other line facing  the board , opposite each other . Those Ss who are standing facing the board are Mums or Dads at home , the SS with their backs to the board are the children who  call their parents

T gives a list with   the names of food .They ask their parents and put “+” or “-“ next to the name of the food .At some point teacher asks SS to change their roles .

Students ask and answer the questions about the list in turns

Ss might difficulties with making the sentences-let them refer to the model on the board

Freer practice

To enable Ss to practise the TL

    S-S

Grids and the lists of ingredients for pizza

7-min

Now we are going to play a game “

Pizzaiolo .( Now when we have bought everything we need for the party , let’s make some pizza for our guests .)

‘ T explains that it is the person who makes pizza .

Ss are given the lists of ingredients  They have to choose only  4 ingredients from the list  and write t . Then T asks SS to put 2  “ A  Lot” and “ 2” Some” next to the names of the ingredients . The task is to “ hit the ingredients of your partner “ The battle starts : SS in turns ask each other : S 1 asks :  How many  cheese have you got any in your pizza ? If the S 2  has this ingredient he says . I have  a lot /Some  cheese  . And crosses his ingredientS 1 asks “The person whose all the  ingredients are crossed  loses the game

Ss choose the ingredients  for  pizza and create their “ recipe”

Ss ask and answer the questions in turns

Ss might have difficulties understanding the tasks-demonstrate and ask ICQ s

Feedback

To check if the SS have completed the tasks

S-S

Papers markers

4 min

SS  can be asked to draw their pizza with their ingredients .They present it to class and report to the class

Ss compare their recipes