Heba Heba

A2 level


By the end of this lesson, students will be able to use some, any and with countable and uncountable nouns. They start with warming up introduced by the teacher. After the warm-up stage, students are going to categorize the nouns under countable and uncountable. students will revise and learn new kinds of food and meals, fruit and vegetables, have a grammar input of How many/ How much construction together with the understanding of countable and uncountable nouns,Students will be able to recall and learn WH questions talking about food, and number and will be able to have a real example of the food they have learned about, also . In the freer practice students will be able to separate countable and uncountable food and they will create a poster.


Abc T-chart with countable and uncountable
Abc Smart board
Abc Food basket with real objects and related pictures that present each item
Abc Handouts

Main Aims

  • To provide clarification, review and practice of countable and uncountable nouns

Subsidiary Aims

  • To make SS practice reading for gist


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

Tw start the lesson by greeting students asking "Good morning dear students,How are you today?" Ready to have some fun? We are going to talk about countable and uncountable food !" And then play YouTube countable and uncountable video on smart board TW Ask a student to volunteer for the activity which involves coming to the board and do what she'll ask them to do. . TW tell the student to stand in front of her. Start throwing water bottles to the student and tell them to catch. Meanwhile,TW tell the students to count the bottles. . After this, get back all the bottles and tell the students to open their hands. Pour a little water and ask the students to count water(they will not be able to count water coz it's uncountable ). Send the students back to their chairs. TW Write the words "bottle" and "water" on the board and ask the students to label them as countable and uncountable nouns. Timed pair share: Tw repeat the same sequence with the real objects in her food basket by dividing SS into pairs (1,2) No one SS will start and in 30 seconds they're suppose to answer which object is countable and which is not . ICQs: Are you going to work in pairs or alone ? how much time each one of you have ? are you going to speak or write ?

Pre -Teach Vocabulary /blocking words (8-10 minutes) • To provide an explanation of blocking words

Tw show SS some pictures related to blocking words (market -cook- fresh ) using smart board Tw model and drill for the correct pronunciation as mentioned in analysis sheet

Gist Task (8-10 minutes) • To get SS familiar with target language

RALLY COACH Ask students to work in pairs and skim the text P40 SB to answer the following question. They have three minutes to finish this task. Student with the odd number starts. Student 1 answers the first question and student 2 coaches Then, Student 2 answers the second question and student 1 coaches. They continue doing this until they finish the whole task. Ask some ICQs to check they understand the task. SO, Are you going to work in pairs or groups? (Pairs) How much time do you have for this activity? (3 minutes) Who starts asking questions? (The one with the odd number) Are you going to complete the sentences from the text or from your mind? ( from the text ) Give the handouts. SBP.40 EXc SW look at rhe table on p.40 then add food nouns from World Market to classify them under countable /uncountable

Clarification (6-8 minutes) • To make the students absorb the form of countable and uncountable /use of some and any

TW Write the four nouns on the board and ask students which two words have plural endings. Circle the -s of vegetables, then cover the -s with your hand and say one vegetable. Next, uncover the -s and say two vegetables. Point to tomatoes and hold your pen up to the board for students to tell you to circle the -es. Again cover the plural ending, say one tomato, then uncover it and say two tomatoes. Answer Vegetables and tomatoes have plural endings. TW Pick up two pens and say to the class: I’ve got two pens. Then add another two pens, and elicit from the class how many pens you’ve got: I’ve got four pens. Finally, add various other pens, so that students can’t see the exact number, say: I’ve got [silence] pens. and elicit/teach the word some. Look at the first sentence in the Student’s Book and complete it as a class. Individually, students complete the other sentences. Check answers as a class. Answers 1 some 2 any 3 an 4 any

controlled practice (6-8 minutes) • To make the students produce the target grammar .

Sw watch a you tube video Applying Rally table ss have two minutes to fill in the table with the suitable (some or many ) TW Show the students all the pens again and say: I’ve got some pens. Ask: Positive or negative? (positive), Countable or uncountable? (countable), Singular or plural? (plural). Then look at Sentence 1 in 5a and ask the same questions. Show students how to complete the first space in the table with some. Students complete the table a pairs . Check answers by exchanging ss answers between pairs then copying the table onto the board and asking individual students to come up and complete the gaps. Answers Countable Uncountable + some potatoes some fruit – / ? an onion any onions any cheese ICQs: - Are you going to work in pairs or groups? ( pairs ) - What are you going to use to fill the table? ( some /any ) - How much time do you have? ( Two minutes )

Semi-controlled practice (6-8 minutes) • To make the students produce the target grammar focusing on it and adding some words by themselves

TW say "We are going to prepare two posters, with countable and uncountable food", Divide SS into two teams. One presents countable food and the other presents uncountable . With a pack of magazines and newspapers collected students cut out the needed food and glue these onto the posters. There can be as many or as much as they wish. After they finish, teacher sticks two posters onto the wall or board and starts asking questions including numbers and colors. "How many bananas can you see? How much rice can you see?" Teacher explains the difference between countable and countable food, drinks that we can't count and some food. Teacher keeps asking "How many bananas can you see? Four! What color is banana? Yellow!" Teacher keeps asking these until all the all items are listed. ICQs: - Are you going to act silently or you can make sounds? ( we can make sounds) - What should you use to fill in the poster ? ( pictures from magazies and pictures that teacher provide us with ) -How much time do you have? ( 3 mins )

Freer practice (5-7 minutes) • To make the students produce the target grammar in a free conversations.

TW ask SS to go and walk around the canteen and discover the countable and uncountable food. "Can you show me three bananas? Can you show me five apples?" Can you show me a bottle of milk? Then students sit around the canteen and talk to each other Do you like milk? Yes, I do. Do you like apples? No, I don't. Then teacher start with them a memory game. Teacher and students pick up around 10-15 fruits and vegetables, snacks, then they play a memory game. Teacher hides one of the fruits or foods and asks students to guess what is missing.

PACS (3-4 minutes) • to provide Correction for common mistakes

Tw provide feed back for the common mistakes students made during their speaking activities. TW elicit the correction from students on the smart board. Provide the answer if they cannot spot the mistakes.

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