Ginger Ginger

TP 8 Grammar
A2 pre-intermediate level


We will practice and review countable and uncountable nouns


Abc English File A1/A2 Elementary SB
Abc Google Slides -TP 8
Abc Word Wall Game choose the correct category countable/uncountable nouns

Main Aims

  • To provide practice and review of countable and uncountable nouns in the context of food

Subsidiary Aims

  • To provide reading for gist in the context of food


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

Show students slide 1. Ask them What is their favorite kind of day? Weekend? Weekday? Which day is that for you? What kinds of things do you like to do on a free day? Elicit responses. Listen for time marker words and make a list. Encourage participation by talking about a favorite day of activities as depicted in the slide photos.

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

Go to slide 2: Make sure everyone knows the meaning of the questions they will be answering for gist and exposure to the TL. Point out the title. Continue to the next slide and tell them that they will be reading it quickly to answer the questions. allow 2 minutes max. Briefly discuss the gist questions with the group. Move on to the slide that has arrows to point out the TL ask them where I can find these words and how they relate to the foods he eats.

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

Show the countable/uncountable slide. Briefly discuss the foods below in light of the TL elicit reasons why these are uncountable or countable as described in the rules using the CCQs. CCQs : for a/an: A egg or an egg? Why? When would you use ‘a’ before a noun? Does it start with a consonant ort a vowel? Is it correct to say “an cup? Why/why not? Do you remember the rule for this? When we say a cup of coffee do we mean the coffee or the cup it is in? Is coffee uncountable or countable? Why? CCQs for some/any: Is it better to say I don’t have some or I don’t have any? Why is that the best choice? Do you remember the rule? When you can’t talk about them without asking how much or how many what word do we use? A or an? Some or many? This will clarify the meanings of the TL for them and allow me to assess if they have learned them before using them in the next tasks.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I will send students a link to my wordwall game designed to narrow the meaning of countable vs. uncountable. I will show the game and do one or two of the category placements of the various foods as a model. I'll ask if anyone needs more info. I'll ask the students to please share the link so they can work together in the BORs I'll monitor to ensure clarity of directions and task understanding. I'll bring them back and check for understanding before FP

Free Practice (6-8 minutes) • To provide students with free practice of the target language

I will send each student a link to my prepared slide. I will model answering one of the questions on the slide as they will with a partner. i will ask if they have questions about the task. The slide has highlighted words to help elicit the TL. Students will discuss various questions about food with a partner in BORs. I will monitor and write things I notice that are both correct and incorrect. I'll tell them they have 6 minutes to do the task.

Open Class Feedback and Delayed Error Correction (4-5 minutes) • To provide students with an opportunity to respond to the lesson and to allow for delayed error correction

OCFB on the assignment. Provide DEC and kudos based on my notes taken during FP in BORs.

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