Name: Walid Baitelmal • 23 Dec 2018 • Food and shopping lists

Description
In this lesson students will have the chance to have multiple speaking practices in the context of food and shopping lists. during these speaking activities they will improve their fluency and
accuracy using "how much/ how many " and " some/any " with countable and uncountable nouns.

Main Aims
To provide fluency and accuracy speaking practice in a conversation using "how much / how many" in the context of food and shopping

Sub Aims
To provide practice of using "how much/ how many " "some/any" with countable and uncountable nouns in the context of food and shopping

Background

Class Profile
This beginners class has 10students, men and women. they are between 20 and 60. some of them are still working while others are retired and there is one student who still studies in
university. They like games and they are visual students. Their relationship is good and they are comfortable talking to each other in English without being too shy.
The strongest student in the class is Erdogan, although he usually helps others understand the instructions or the meaning when they are puzzled, sometimes he gets carried away and
dominates the class leaving no chance for the others to participate. The teacher should make use of his knowledge in the class without giving him all the time or the attention in the class.
The weakest student in the class is Habibe. She really wants to learn and you can notice her enthusiasm, but most of the time she repeats what the teacher or other students are saying,
so the teacher has to make sure that instructions and clarifications can be understood by her.

Assumptions
We assume that students will have attended the first two parts of the lesson with Lale and Omar. where they will be introduced and get some practice of the grammar that will be used in
the speaking activities in this lesson.

Personal Aims
In this lesson I will try to control the timing of the different stages in order to give the freer practice as much time as possible. I will keep my TTT low as this is a speaking lesson and the
students will do most of the talking.

Timetable Fit
This will be the third part of the lesson. In the first part with Omar they will learn and practice the use of "some/any" with countable and uncountable nouns. In the second part with Lale
they will practice the use of "how much and how many" to ask about the countable and uncountable things. they will have fluency and accuracy practice in this lesson based on the
grammar that they will have taken in the first two parts as mentioned.

Anticipated Problems & Solutions

Students may not know that we always use " how much " to ask about the price of anything. I will provide a model conversation that will make that clear for them.
Students may find it difficult to choose between how much and how many when they speak. the controlled practice will provide a good model for them and will enhance their accuracy.
Some students may find the game at the end a little confusing . hopefully the previous controlled speaking practice will give them enough information to help them through the last activity,
in addition, I will model how to play the game in the last activity before they start.

Materials
shopping lists and money (adapted from elementary communication games , Jill Hadfield)
conversation fill in the gaps (walid 2015)
 conversation order HO (walid 2015)
Materials
picture of a shop (google image search)

Please see the following page for the lesson procedure

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Name: Walid Baitelmal • 23 Dec 2018 • Food and shopping lists

Interaction
Stage Procedure Materials Time Comment
Pattern
Lead in - Show the students a picture of a shop.
to set the context of the - Ask the students what it is T-S, S-S,
picture of a shop 4-6
lesson -Students in pairs talk about things they usually buy from the shops. PW
- Take some general feedback

useful language -Students in pairs will complete a conversation between a shop assistant and a customer
to highlight useful with.
language for the coming - clarify that they will use the words between brackets to complete the conversation.
productive tasks ask ICQs :
T-S, S-S,
will you work alone or in pairs ? ( pairs ) conversation fill
PW, S- 6-8
how much time do you have ? ( 2 min.) in the gaps
WB
- Show the conversation with the projector
- students come out and write the answers.
- have some general feedback.
- students in pairs practice the conversation.

Controlled practice - Regroups the students to let them work in new

To give the students a - Give the students cut papers with sentences from a conversation between a customer
chance to practice using and a shop assistant.
the target language - Students put the sentence in order in pairs .
T-S, S-S,
ask ICQs : conversation
PW, S- 8 - 10
will you work alone or in pairs ? ( pairs ) order HO
WB
how much time do you have ? 3 min.
( monitor and help when needed.)
- Students write the sentences in order on the WB.
- Have some general feed back

Controlled speaking
practice
To give the students a - Students in their new pairs practice the conversation and switch the roles. conversation
S-S, PW 3-5
chance to practice using - Monitor and do some error correction if it is in the TL. order HO
the target language to
enhance their accuracy

Freer speaking practice - Give each student a shopping list , some pictures of different kinds of food and drink and
To give the students a papers like 5tl bill.
chance to practice using - Students will move around and ask for their shopping list items from other students using
shopping lists S-S, PW,
the target language to the language practiced in the previous exercise. 8 - 11
and money GW
enhance their fluency students will have to ask about the price and buy the things when they find them.
along with the accuracy. - demonstrate with another teacher how to play the game before they start.
- monitor and notice any mistakes for the delayed feedback error correction.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Delayed feedback - write any mistakes you have noticed on the WB.
To highlight the mistakes - elicit the correction from students. T-S, S-
2-4
done by the students. - clarify why . WB

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