Anwer Daabouch Anwer Daabouch

Countable and non-countable nouns
Elementary level

Materials

Abc Food picture prompt
Abc Audio files from New Headway Elementary Student's Book
Abc Pictures of food
Abc Picture of food
Abc Whiteboard
Abc Projector
Abc Handouts
Abc Answer keys

Main Aims

  • To provide practice of countable and non-countable nouns in the context of food.

Subsidiary Aims

  • To revise the vocabulary of food and drink and to practice listening for specific information.

Procedure

Lead-in (2-4 minutes) • To set lesson context and engage students

T shows ss a picture of food items. T asks ss "What did you eat for breakfast or lunch today?" "What do you usually eat?"

Pre-teach (2-3 minutes) • Help ss discover or recall vocabulary items related to the subsequent tasks

T elicits the names of these food items using pictures: "strawberries" (ˈstrɔːbəriz) "peas" (piːz) "chips" (ʧɪps) For each word: T says the word and drills it, with the whole class then individually. T writes the word on the whiteboard.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Demonstrate task 1 by playing the sample audio file and writing the first correct answer on the whiteboard. T gives ss handouts of task 1. SS will then listen to the full audio file and tick the correct answers. SS will then check their answers in pairs. Monitor the pairs closely and correct when appropriate. Nominate ss to give the correct answers. Display the answer keys on the smart board.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Focus students' attention on the two lists A and B from the previous task. Ask SS if they noticed something different between the two lists. Show SS the two lists on the smart board while highlighting the "s" in the words of list B.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Elicit the meaning of countable and uncountable words: Ask ss the following questions: “Can I say three milks?” -> No “Can I say six apples?” -> Yes Write examples to clarify the form of countable and uncountable nouns. "There is an apple": There + is + an + singular countable noun "There is carrot": There + is + a + singular countable noun "There are apples": There + are + plural countables noun "There is milk": There + is + uncountable T must mention that some words have both a countable and uncountable form (coffee/coffees)...

Controlled Practice #1 (4-6 minutes) • To concept check and prepare students for free practice

T demonstrates task 2 using the first word. T will gives ss handouts of the task. After finishing the task, SS will check their answers in pairs. Monitor closely and correct when appropriate. Nominate ss to give the correct answers. Display the answer keys on the smartboard.

Controlled Practice #2 (5-7 minutes) • To concept check and prepare students for free practice

T demonstrates task 3 using the first word. T will gives ss handouts of the task. After finishing the task, SS will check their answers in pairs. Monitor closely and correct when appropriate. Nominate ss to give the correct answers. Display the answer keys on the smartboard.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Demonstrate the speaking task with one of the ss. Give the ss a picture containing many countable and uncountable food items. The ss work in pairs by asking each other which food items they like and dislike. The T monitors the discussion and notes some of the mistakes made by the ss. If the ss finish too early, ask them to write at least five sentences describing which food items can or can't be found in their fridge (e.g. "There are ten eggs in my kitchen", "There isn't any milk in my fridge") and compare their sentences with a partner. T asks ss about what they've practiced through the lesson, writes down some good language as well as sentences which require correction.

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