Omar Omar

Elementary level


In this lesson, ss will be introduced to the concept of countable and uncountable nouns within the realm of foodstuffs. SS will also lean new vocabulary related to breakfast.


Abc Likes / doesn't like slides
Abc Breakfast HO
Abc T/F Questions for activity

Main Aims

  • To provide a structure that students can follow to categorize countable and uncountable nouns

Subsidiary Aims

  • For students to learn vocabulary pertaining to breakfast foods.


Warmer (3-5 minutes) • To review main points of the previous lesson and to create interest in the current topic of eating and drinking

TT starts class by showing a picture of a woman eating junk food. Asks class to describe the picture. Tries to elicit: "She likes eating". continues showing pictures of people doing activities and elicits from the class, "He/she likes ___" or "He/she doesn't like". in order to review the past lesson and to introduce the concept of eating and drinking.

Pre-teach vocabulary (6-8 minutes) • To provide an opportunity to learn TL and vocab abundant in the lesson

TT puts students in pairs and hands out breakfast labeling activity. While handing out, TT asks "What type of food is this?" and tries to elicit 'Breakfast'. then instructs ss to try and find all the words in the picture. This introduces the vocabulary as well as leads into the lesson of countable and uncountable nouns. TT then brings up the HO on the board and error checks with the whole class. This opportunity should be taken to clarify the meaning and difference with the English use of "toast" and the Turkish use, as well as talk about meat and jam. CCQ's: Does this look like Turkish Toast? What is English toast? What's different? Is cow considered "meat? What about chicken and fish?

Countable and uncountable exercise (8-10 minutes) • To demonstrate the proper use of countable and uncountable nouns and put the vocab into their respective categories

The teacher will ask the students how many eggs are in the picture, then using his hands, counts out 2 eggs. TT asks if there are other things that they can count and stops after 2 answers. TT draw a table on the board consisting of two sections. First teacher will ask, "What could we use to call nouns you can count and nouns you can't?" While again, showing "counting" on fingers. Tries to elicit labels as "Countable" and "Uncountable", if ss do not speak, tt can try writing the words slowly to give ss a hint. TT then puts ss in groups and asks them to put the words from the vocab exercise into these two categories. The HO has a place for students to mark their answers and to write 'countable / uncountable' CCQ's : "Are eggs countable?" Is Milk countable? ICQ's : What words are we putting here? (points to table on whiteboard), Teacher then gives feedback by eliciting answers from the groups and writing them on the board. TT asks ss, what all the countable words have in common and tries to elicit the fact that they are all plurals ending in 's'. TT tells students that "All countable nouns have singular and plural forms, but uncountable nouns only have singular forms, so if you can't put an 's' at the end of the word, then it can't be countable' ex. Have you got a cat? Do you like cats? Do you like music? (music's' NO) Next asks ss to write 3 other countable and uncountable nouns in their groups and then they share their answers. any inconsistencies will be addressed. CCQ's : "Can uncountable nouns be plural?"

There is and There are listening activity and grammar points (8-10 minutes) • To test the correct use of 'there is' and 'there are' in terms of singular/plural/uncountable nouns

The bottom of the HO has places marked 1-8. TT will read statements about the picture and ss will mark T/F. TT will quickly go through answers with class and give any corrections needed. Then TT writes on board : Singular: There's / There are a banana Plural: There's / There are 8 eggs Uncountable: There's / There are some butter TT will ask students to come and circle the correct choice. TT explains that we can make negative sentences by adding the word "no" TT asks "Where do I put "no" to make "There are 8 eggs" a negative statement? Next tt will write: "There's an apple" and will speak the sentence emphasizing the joining point. SS Repeat Again TT writes: "There are a lot of grapes" again, tt will speak the sentence emphasizing the joining point. SS Repeat TT draws the joining points of the words.

Review and production (8-10 minutes) • To allow students to work together and review the main topics and produce

TT will ask ss to look at the picture and write 5 T/F statements about it. TT puts students in pairs and ss ask each other the questions and give answers. ICQ's: TT should demo activity with a student by asking "There are 2 eggs"(answer:true) "There's some rice" (answer: "false, there's no rice") TT writes the correct form on the board for the students to use. For FB, TT will have two students act out the a few questions.

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