Gözde Demirel Gözde Demirel

Gözde Demirel,TP 6b Grammar
Elementary, A2 level


In this lesson, students learn about count and non-count nouns and how to use them with determiners: some, any & a lot of. The lesson starts with teacher's telling bout foods she liked and disliked as a young child and eliciting the students'. This is followed by a matching activity where students match the food and drinks with pictures. Teacher elicits some singular and plural forms and gets them to do complete the sentences with is/are.Then, teacher presents marker examples for some,any and a lot of, asks CCQs, models, drills. In the listening activity, students listen to an audio and complete the sentences and talk about their eating habits as a child. Finally, there is freer practice through a game where students pick words out of a bag and decide whether they are count or non-count and make up a sentence with the word as a group.


Main Aims

  • To provide clarification and practice about count and non-count nouns and how to use them with ' some,any, a lot of ' in the context of food and drinks

Subsidiary Aims

  • To provide specific information listening practice (gap-filling with the grammar items) using a text about food.
  • To provide a freer pratice (speaking) for fluency & accuracy in a game in the context of count and non-count nouns


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

Teacher clarifies the meaning of " fussy" by giving examples and trying to elicit the meaning from the Ss and then tells the meaning to the class then she projects two pictures and tells the Ss about the food she liked and disliked as a child and elicits theirs.

Matching Task (10-12 minutes) • To check what the Ss already know & clarify the unknown points and to elicit the count and uncount nouns

T gives the hand out to the Ss, does one or two examples with them and tells them to match the food and drinks with the pictures and then check their answers in pairs. T monitors and picks up problematic points either about the answer or about the pronunciation of the words to clarify during WC feedback. T uses some items for examples of count and non-count; 'Broccoli is awful, Apples are good', and elicits some other singular and plural forms from the Ss. T tells the Ss to complete ex.3 in pairs, monitors and picks up points for WC feedback.When finished, nominates a student from each pair to answer.

Presentation of " some, any, a lot of " through marker examples (10-15 minutes) • To teach the use of " some, any, a lot of " with count and non-count nouns.

T projects sentences which show the use of " some, any, a lot of " and asks CCQs to check the meaning, form, models the pronunciation and drills the sentence, gives cues for substitution drilling. ( CCQs are on the language analysis sheet) " There are some apples in the fridge." " There is some milk in the bottle." " Would you like some cake?" " Can I have some water please?" " There aren't any apples in the fridge." " There isn't any milk in the bottle." " Are there any bananas?" " Is there any coffee?" " I drank a lot of orange juice." " She didn't earn a lot of money." " He reads a lot of books."

Listening & Speaking (7-10 minutes) • To develop listening skill by filling in the blanks with target grammar items & Ss' speaking about their experiences as a child

T tells the Ss to look at the listening task on their HO and first tells them to guess how to complete the lines with " some, any and a lot of ", Ss work in pairs. When done, T plays the audio and Ss fill in the blanks and check their answers. Then, T asks the Ss to continue the conversation by talking about themselves as children and now, asking whether they were and are fussy eaters.T monitors and take notes for whole class feedback.

Game with count and non-count words (10-12 minutes) • To provide students with a freer activity where they can practise the target structure they have learned.

T tells the Ss that they are going to play a game and divides the the Ss into two groups. she tells them that one person from each group is going to pick a word out of a bag, as a group they are going to decide whether it is count or non-count word and make up a sentence with the word. The group with more right choice of word and right sentence scores.If the sentence is hopeless, they pass to other team. T monitors and takes notes, and at the end of the activity, gives feedback on good use and errors.

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