Countable and uncountable nouns - Elementary level

Description

In this lesson, student will learn the rules for countable and uncountable nouns through guided discovery.
The lesson starts with projecting some food photos on the board to engage students and elicit countable and
uncountabe nouns. Then, they will complete a rule chart regarding the rules for countable and uncountable
nouns. The chart is accompanied by photos to help students discover the rules. This in followed by a
controlled practice to conept check. Finally, they will practice the language they have learned through the
pruductive skills of writing and speaking.

Materials

No materials added to this plan yet.

Main Aims

 To provide clarification of countable and uncountable nouns in the context of food

Subsidiary Aims

 To provide product writing practice through senence constuction in the context of food
 To provide accuracy and fluency speaking practice in a conversation in the context of food

Procedure

Lead-in • To set the lesson context and engage students and draw their attention to the target
language.

I project some food pictures on the board. I ask students whether they can count the food in the picture to
elicit countable and uncountable nouns. Qeustions: 1- Can you count prawns, etc? yes! How many apples,
etc. are there? 2- Can you count milk, etc? What do we call nouns that we can count? Countable nouns What
do we call nount that we can't count? Uncountable nouns I write countable nouns and uncountable nouns on
the white board. Then, I put students into five groups. I use color to group the students. Then, I give each
group a handout with the corresponding color. There are two columns on each hand-out; one for countable
nouns and one for uncountable nouns. Then, I give them cut ups with food-related which they learned in the
previous lesson written on them. I get them to put the cut-up in the correct column. I ask ICQs and
demonstrate the task by donig the first one for them. I tell them that the group that finishes first is the
winner. Finally, I ask a student from each group to write one countable and one uncountable noun on the
board to get feedback. ICQ1: Is banana countable or uncountable? Contable ICQ2: Does it go to the
countable nouns column of the uncontale nouns column? Countable nouns ICQ3: Is bread countable or
uncountable? Uncountable ICQ4: Does it go to the countable nouns column of the uncontale nouns column?
Uncountable nouns

Language Focus • To clarify the form of the target language through guided discovery.

I put students in pairs. I tell them that they will work with the students next to them. I give them handouts
and get the to fold the hand out from the line dividing the two exercises. I tell tell to match the food pictures
and the rules in he chart in the first exercise. I demonstrate the task by doing the first one. I get one student
to come and write the answers on the board so students can check their answers.Then I get the same pairs to
unfold the handouts and match the sentence halves to make three rules for countable and uncoutable nouns. I
demonstrateI the activity and if needed do the first one for them. Finally, I put the rule chart on the board
and get students to check their answers.

Controlled practice • To concept check and prepare students for more meaningful practice

I put students in new pairs and give them handouts with eight sentences written on them. I tell them to read
the sentences and circle the correct form based on the rules on the board.I demonstrate the activity by doing
the first one. While they are doing the task I monitor and take notes for delayed error correction. I get them
check with other pairs. Then, I play the recording so they can check their answers.

free writing practice • To provide students with free writing practice of the target language

I write two questions on the board and get students to write five sentences to answer the questions. I
demonstrate the activity by writing one example on the board and ask ICQs. Question1: What food do you
buy everyweek? Question2: What do you eat a lot? Example Sentence: I buy a chicken and alot of
vegetables every week. ICQ1: How many sentences? Five sentense ICQ2: Do you talk or write? Write I
monitor, get feedback and make notes for delayed error correction while they are doing the task. I get them
to read their sentences to their partners.

free speaking task • To provide an opportunity to practice the target language through the productive
skill of speaking

I put students in pairs. I give them handouts with three questions written on them. Then, I get them ask and
answe the questions with their partners. I demonstrate the the task and ask ICQs. ICQ1: Do you work alone
or with a partner? with a partner ICQ2: Do you talk or write? talk I monitor and take notes for delayed error
correction.Then, if time, I get some students to share what they have learnt about their partner with class.

Feedback and error correction • To provide feedback on students production and use of language

If any, I write some mistakes students have made on the board and have the class correct them.

Mami lesson -Quantifier - upper-intermediate level

Description

In this lesson, Ss learn about quantifiers through guided discovery based on an exercise about food. The
lesson starts by showing Ss a picture of a girl drinking water and beneath it a wrong sentence by using many
instead of much. Ss will correct the sentence and will understand that the lesson is about quantifiers. This is
followed by an exercise about food. Ss must out the appropriate quantifier in the gap. The teacher asks his
Ss to work in pairs and later they will check the answers by listening to the audio. After that, the teacher
shows his Ss a pic of burgers and salt under and ask one student to write whats in the first picture. the
student will write burgers then the teacher asks why did you add S to the burger, and the students will
answer because it is countable.The teacher writes salt and adds S to it the Ss will disagree with it since it is
uncountable, so the teacher will ask Ss to go back to exercise and point out to the food which is countable
and uncountable. In the following exercise, the teacher will divide the class into 3 groups then, he asks his
Ss if the quantifiers in the exercise used with C, U or both CU and he does the first example in front of them.
The teacher will give every group 3 piece of paper and ask them to write it on the board under the right
column. in the next activity, the teacher divides the class into A and B and he asks them to work as partners
A and B together and discuss the differences between some sentences. After 3 minutes, As must find their
matches and Bs the same and discuss their opinion about the task. After that, the teacher takes the feedback
from the WC. In the following activity Ss will work in pairs choose the best quantifiers to complete the task
then the teacher will take the feedback from them and clarify when it needs.The final activity, the teacher
divides the class into 4 groups and ask each group to pick up a paper which has a question and go back to
their groups and write advice about it by using the quantifiers after that, the teacher will take the feedback
from each group.

Materials

projector-handout

listening

Main Aims

 To provide review and practice of quantifiers in the context of food.

Subsidiary Aims

 To provide practice and review of food lexis in the context of food

Procedure (45-56 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

To engage Ss by showing a picture of a girl drinking water and beneath it a wrong sentence by using many
instead of much. Ss will correct the sentence and will understand that the lesson is about quantifiers.

Test #1 (7-8 minutes) • To gauge students' prior knowledge of the target language

T project an exercise about food on the board, then ask Ss to put the appropriate quantifier in the gap. Give
Ss the handouts and ask them to do it in 3 minutes with their partner. After that, play the audio to let the Ss
check their answers. write the answers on the board if the Ss couldn't catch all answers.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the
first test stage

To shows the Ss a pic of burgers and salt under and ask one student to write what is in the first picture. The
student will write burgers then the teacher asks why did you add S to the burger, and the students will
answer because it is countable. The teacher writes salt and adds S to it the Ss will disagree with it since it is
uncountable, so the teacher will ask Ss to work with their partner and, go back to exercise and point out to
the food which is countable and uncountable. In the following exercise, the teacher will divide the class into
3 groups then, he asks his Ss if the quantifiers in the exercise used with C, U or both CU and he does the
first example in front of them. The teacher will give every group 3 piece of paper and ask them to write it on
the board under the right column. in the next activity, the teacher divides the class into A and B and he asks
them to work as partners A and B together and discuss the differences between some sentences. After 3
minutes, As must find their matches and Bs the same and discuss their opinion about the task. After that, the
teacher takes the feedback from the WC

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first
test

To ask Ss to work in pairs and choose the best quantifiers to complete the task then take the feedback from
the students and clarify when it needs.

Free practice (13-15 minutes) • To provide students with free practice of the target language
To divide the class into 4 groups and ask each group to pick up one piece of paper which has a question and
go back to their groups and write advice about it by using the quantifiers. After that, take the feedback from
each group.