Speaking:
Find the Object
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will use articles correctly when asking for and identifying objects.
Materials
• A collection of real or picture objects (e.g., apple, orange, book, pen, elephant, egg, umbrella).
• A table with two columns: singular nouns with a/an and nouns with the (used after introduction).
Preparation
• Place all objects in a bag or on a table.
Activity Breakdown
1. The teacher models by taking an object and saying, “This is a pen.”
2. The teacher puts it down and asks, “What is this?” prompting students to reply, “It is a pen.”
3. The teacher picks it up again and says, “This is the pen.” to show how the is used when referring to something already mentioned.
4. Students take turns picking an object, describing it with a/an, then putting it down and using the in a second sentence.
Instructions
1. Pick an object. Say “This is a/an ___.”
2. Put it down. Ask, “What is this?”
3. Your partner answers, “It is a/an ___.”
4. Pick it up again. Say, “This is the ___.”
5. Switch roles.
Concept Checking Questions
• “Do we say a elephant?” (No, an elephant because ‘e’ is a vowel.)
• “When do we use the?” (When talking about something we already know.)
Examples
• “This is a book. The book is red.”
• “This is an apple. The apple is big.”
Extensions/Varations
• Easier: Teacher models more before pair work.
• Harder: Students create sentences about classroom objects instead of picking from a set.
Error Correction
• Teacher corrects a/an use and article omission.
Writing:
My Shopping List
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will write a short shopping list using a/an/the correctly.
Materials
• Worksheet with shopping items and gaps (e.g., I need __ apple, __ banana, and __ egg).
Preparation
• Prepare a worksheet with missing articles in a shopping list.
Activity Breakdown
1. Students complete the list by adding a/an/the.
2. They write two sentences using their list (e.g., I bought an apple and a banana. The apple is red.).
3. They compare answers with a partner.
4. Some students read their sentences aloud.
Instructions
1. Fill in the missing articles: a, an, or the.
2. Write two sentences about your shopping list.
3. Check your work.
4. Share with a partner.
5. Read one sentence aloud.
Concept Checking Questions
• “What do we use before ‘egg’?” (An)
• “If I talk about ‘the bread,’ do I know which bread?” (Yes)
Examples
• “I bought an apple and a banana. The banana is yellow.”
Extensions/Varations
• Harder: Students write a paragraph about their shopping trip.
Error Correction
• Teacher corrects incorrect article use in sentences.
Listening:
Listen & Choose
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will listen to sentences and identify the correct article used.
Materials
• A set of pictures showing singular objects.
• A script or recording with sentences using a/an/the.
Preparation
• Prepare a list of 10 sentences using a/an/the correctly.
• Arrange pictures so students can point to them.
Activity Breakdown
1. The teacher reads or plays a sentence (e.g., “I see an orange.”).
2. Students listen and point to the correct picture.
3. The teacher then asks, “Did I say a or an?”
4. After 5–6 sentences, students compare answers in pairs.
5. The teacher confirms answers and explains mistakes.
Instructions
1. Listen to the sentence.
2. Point to the correct picture.
3. Say which article was used: a, an, or the.
4. Check your answer with a partner.
5. The teacher gives feedback.
Concept Checking Questions
• “Why do we say an apple?” (Because ‘a’ is a vowel sound.)
• “Why do we say the door?” (Because it is a specific door.)
Examples
• “I see a cat in the garden.”
• “He has an umbrella.”
• “The book is on the table.”
Extensions/Varations
• Harder: Students listen and write the full sentence instead of choosing a picture.
Error Correction
• The teacher repeats incorrect sentences correctly and asks students to repeat.
Reading:
Article Hunt
Grouping:
Time:
Pairs
15 minutes
Aim
Students will identify and categorize articles in a short text.
Materials
• A simple paragraph using a/an/the multiple times.
• Colored pencils/highlighters.
Preparation
• Print or write a short passage with at least 10 instances of a/an/the.
Activity Breakdown
1. Students read the passage silently.
2. They underline all articles (a/an/the).
3. They categorize them into three groups in a table.
4. The teacher reviews and asks students to explain their choices.
Instructions
1. Read the text.
2. Find all the articles. Underline them.
3. Sort them into three groups: a, an, the.
4. Compare answers with a partner.
5. The teacher checks answers.
Concept Checking Questions
• “Why did you underline the apple?” (Because ‘apple’ was already introduced.)
• “Why do we say an egg but a banana?” (Egg starts with a vowel sound, banana doesn’t.)
Examples
• “She has a dog and an orange cat. The cat is very friendly.”
Extensions/Varations
• Harder: Students rewrite sentences using the correct article.
Error Correction
• Peer correction before teacher review.