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Countable-Uncountable Lesson
Pre-Intermediate level


In this lesson, students practice how to use some, any and no with countable and uncountable nouns. They start with warming up introduced by the teacher. After the warm-up stage, students are to categorise the nouns under countable and uncountable. Students then practice the grammar with two different exercises, first one being an exercise on grammar, second one providing opportunity to practice the language through speaking as a sub-aim.


Main Aims

  • To provide clarification and practice of countable and uncountable nouns with some, any and no in the context of flatmates

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of flatmates


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. Ask a student to volunteer for the activity which involves coming to the board and do what you tell them to. 2. Tell the student to stand in front of you. Start throwing the bottles to the student and tell them to catch. Meanwhile, tell the students to count the bottles. 3. After this, get back all the bottles and tell the student to open their hand. Pour a little water and ask the students to count water. Send the student back to their chair. 4. Write the words "bottle" and "water" on the board and ask the students to label them as countable and uncountable nouns.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. Tell the students to work in groups. Explain to them how the exercise works. Give them the task. Let them divide the nouns into categories. Monitor while they are on the task. 2. Get the students' attention and give them the answer key. Let them peer check. 3. Ask them to think about why food and space are both countable and uncountable nouns. 4. Give them the answers.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Practice 1: 1. Write the model sentences on the board (see grammar analysis page) and make them guess the answers. 2. Tell them to work in pairs. Explain to them that they will choose the right option. Give them the task worksheet. 3. Monitor them while they are doing the exercise and interfere if necessary. 4. Show them the answer key and let them peer check. Practice 2: 1. Tell the students to work in groups. Hand out the pictures. Give them the chance to look at their pictures. 2. Ask them to speak with the other group and note down the differences. To help them, leave the model sentences written on the board for the previous task. 4. Monitor them and let them peer check.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

1. Note down some errors that students did during the Productive Tasks stage. Write them on the board and ask the students to find and correct the mistakes. 2. Give feedback about the mistakes if needed.

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