Sulenur BILGIN Sulenur BILGIN

Grammar lesson
Upper-intermediate level


In this lesson students will learn about countable and uncountable nouns and to ask questions with "how much-how many" through PPP. The lesson starts with 2 pictures. This is followed by the presentation stage in which teacher presents the topic. After that,there is a contolled practice through word classification This is followed by the freer activiy where the focus will be on the student discussion. Also, there is flexi-task in case of there is extra minutes during the lesson.


Abc Freer Task
Abc Controlled Task
Abc Flexi-activity
Abc Source Book
Abc Speaking Task Slide
Abc Presentation Slides
Abc Lead-in question and activity
Abc Lead-in Picture

Main Aims

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

Subsidiary Aims

  • In order to provide feedback, SS will listen a dialogue at the end of the lesson.
  • To provide accuracy and fluency speaking practice in a discussion in the context of asking and answering questions about themselves.


Lead-in (5-7 minutes) • To set lesson context and engage students

The lesson starts with two pictures and two questions. T shows the pictures and asks SS to discuss the questions in BORs. T announces that SS will have three minutes to answer the questions. T: "How many minutes do you have?" (3) T: "Will you speak to your friend?" (Yes) When the SS finish the task, T shows a slide in which there are the same pictures with their spellings. Also, T clarifies that suitcase is countable while baggage is uncountable. T want SS to take a quick look at the slide and asks: T: "Does "baggage" mean more than one things?" (Yes) T: "Can we count the word "baggage"? (No) After the CCQs, T starts to present the topic.

Presentation (10-13 minutes) • To clarify the meaning, form and pronunciation of the target language

The presentation stage begins with the definition of countable nouns. Also, at the top of the page, T draws attention of the usage of "many" with the countable nouns. Teacher does not read aloud the definitions, rather, asks CCQs after letting SS to read the definition for 10 seconds. T: "Are countable nouns accepted as separate items?" (Yes) While presenting, T may use the finger technique while eliciting the sample sentences for SS to understand that it is missing something there. In the last example "an apple" T also clarifies that a noun starting with a vowel, the article "an" is used. T: "Does "apple" start with a vowel or consonant sound?" (Vowel, a) T: "Do we say "a apple" or "an apple"? (An apple) When countable noun stage is finished, the same procedure is applied to uncountable noun stage.

Controlled Practice (10-13 minutes) • To concept check and prepare students for more meaningful practice

In the controlled practice, SS will be sent to the BORs to find word pairs connected by meaning and also classify them as "countable" and "uncountable". One example will be provided by T before sending the SS to BORs. Lastly, T announces that SS will have eight minutes to complete the task in pairs. T: "Will you work alone?" (No, in pairs) T: "How much time do you have?" (8) After the task is completed, T gives a whole class feedback by showing the answer key and wants SS to check their answers.

Free Practice (10-13 minutes) • To provide students with free practice of the target language

In the freer practice, SS will be expected to speak in pairs and ask questions using "how much" and "how many" with given prompts. T announces that SS have eight minutes to complete task in BORs in pairs. T: "Will you ask questions to each other?" (Yes) T: "Will you also answer these questions?" (Yes) T: "How much time do you have?" (8) After the task is completed, T gives a whole class feedback by making the SS to listen the dialogue. Before listening, T asks to check their answers. At the end of the lesson, T shares the link where SS can go and write the things they remember from the lesson for one or two minutes.

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