Maria Alina POLAT Maria Alina POLAT

Maria Alina POLAT, July 22, 2016 - countable and uncountable nouns; use of a/an/some
Elementary level


In this lesson students learn and practice the use of a/an and some to countable and uncountable nouns in the context of food and breakfast. Students will be engaged in a variety of grammar exercises as well as conversation practice based on a model provided. They will have opportunity to activate the target language and work in pairs.


Abc HO
Abc cut ups
Abc Handout pg 47
Abc HO 4

Main Aims

  • To provide clarification and practice of the indefinite articles a/and and some with countable and uncountable nouns

Subsidiary Aims

  • To provide accuracy and practice of vocabulary including "a cup of tea", "some rise" , "an apple" "toast" etc


Stage 1 - Lead in (5-6 minutes) • To introduce the lesson and set the context of the previous lesson

Teacher establishes eye contact with students and try to have a good rapport with them. Teachere reminds them of the previous lesson (the lesson was about a full English breakfast and types of food). I will try to elicit the target language. What was your last lesson about? Was it about jobs? No Was it about types of food? Yes What types of food can you say? A cup of tea, a glass of milk, a kind of apple, bananas etc. Do British people eat these types of food at breakfast? Yes. Let’s see: In Turkey, what do we eat at breakfast? I will expect to get answers like, cheese, olives, jam, eggs, bread, tea. Do you have breakfast? Yes. Now, what do you it at breakfast? Talk with your partner - 1 min. Then the teacher nominate one student to say what foods he/she eats at breakfast. Then the student will nominate another student and so on with four, five students.

Stage 2 - Clarification of the form and meaning (4-5 minutes) • Ss to understand when the countable and uncountable nouns need a/an or some.

Teacher writes the model sentences on the board. At breakfast I eat an apple and a banana. I eat some bread with jam and a cup of tea. We eat eggs at breakfast. What do I eat at breakfast? An apple, a banana some bread, jam, a cup of tea and eggs. I underline the words. I see a banana. I see two, three, four or more bananas This is a banana. I see some bananas. Is banana a verb? No. What is banana? a noun. Can we count bananas? Yes. Can I say a bread? No. A loaf of bread or a piece of bread. I eat bread. I eat some bread. Same eliciting will be continued with bread, tea, eggs, apples. Some are countables, others are not. The teacher underlines with red color the countable nouns and with green, the uncountable ones. Plural is some for both types of nouns. To be sure they understood, Teachers points to the projection on the board the sentences.from below and asks: Marmalade --- Students say it it is countable or not. jam, oranges, people, toast, coffee.

Stage 3 - ex. 2 page47 listening and matching ex. (7-8 minutes) • to perfom the controlled practice of grammer.

Before giving the handouts, the teacher gives the instructions. Now, here it is ex.2 . Circle the right answer. Ss work first by themselves, then listen to check their answers. check in pairs then, whole class feedback (write the answers on the board). Another exercise: Match the words in the pictures. Complete the blanks with a, an, some. Ss will work first by themselves, then the paircheck then the teacher writes the correct anwers on the board.

Stage 4 - Workbook practice and speaking (14-15 minutes) • To realize the mistakes in a sentence and activate their language.

The techer gives the instruction for the grammar exercise 2B from the workbook which is cut up addapted. Then she gives the cut ups to students. Are these sentences correct? Yes. Tick it. Where is the mistake? Work by yourself. Then students check with their partner. Then the whole class feed back. The exercise will be projected on the board. The teacher is giving the students the instructions. I give you two different pictures. One partner has a different pictures than the other. Look at the picture. What do you see? Find the differences and ask: What do you have on the table? Students work in paris but in mingle activity. The classs will be divided in two grous. Each of them will receive a different picture. They canchoose one partner to talk to. It is their choice. While working in pairs, the teacher tries to notice their meaning, grammar form and pronunciation mistakes for a late error correction. How many differences have you found? Let's see. Then the teacher does the possible error corrections.

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