Paz Paz

Beginner level


In this lesson, we explore countable and uncountable nouns and the lexis of some and any


Main Aims

  • To introduce some and any and countables and uncountables in the context of foods

Subsidiary Aims

  • To talk about different foods


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

Ask the students about their favorite foods and brainstorm a list on the board. Then ask them where they like to purchase these foods. Supermarkets? Outdoor markets? Organic stores? This will prepare them for a dialogue about about uncountable and countable foods.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I explain that countable nouns can be put with a number (for example, 2 apples) and if you can't use numbers with it, it's uncountable. Then, we brainstorm a list of countable nouns, followed by a list of uncountable nouns. Then we practice with a worksheet where the students look at a shopping list and some different foods. The students write items on the shopping list with "there are some" and items not on the shopping list with "there aren't any."

Useful Language (15-20 minutes) • To highlight and clarify useful language for coming productive tasks

Now I tell the students that we're going shopping and I pretend to be a food seller. One student comes to me to practice asking if I sell their favorite foods. For example, they can ask "are there any grapes?" After we have a little conversation about what foods we have and don't have, the student becomes the shopkeeper and another student becomes the shopper. This cycle goes on until all students get to occupy both roles.

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

Then I introduce some new extensions of some and any: a lot of, few, and many. Then I put the students in groups of two or three and tell the students they are going to make a recipe together in their groups. The students will get to choose what they want to make and write down the ingredients they will need.

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

The students share their recipe to the rest of the class and share what ingredients they will buy and how much for their recipe.

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