New lesson plan: Rice "Countable and Uncountable Nouns"

laila

Rice "Countable and Uncountable Nouns" - Elementary level

Rice "Countable and Uncountable Nouns"
Elementary level

Description

In this lesson students will learn countable and uncountable nouns through the guide discovery. The lesson starts with a story, ss 'll underlined the names of the food in the text and tell if the words are countable or un countable nouns, to activate their prior knowledge and make the target language meaningful, then ss will do matching task followed by control practice that ss 'll be able to discover the rules followed by concept check . Finally, they'll practice what they have learned through the productive skills speaking and writing.

Materials

a story, match HO . Picture cards

Main Aims

To provide clarification of countable and uncountable nouns in the context Rice.
To provide

Subsidiary Aims

To provide accuracy and fluency speaking practice in a conversation in the context of Rice.

Procedure (22-28 minutes)

Lead- in (8-10 minutes) • To set the lesson context and engage students and draw their attention to the target language .

Give students a story about food and have them work in pairs . Ask them to under line the names of the food . Ask them whether they can count the food or not to elicit countable and uncountable . e.g Can you count eggs? yes. Can you count milk? No to elicit countable and uncountable . students will be re grouped by colors . Students work in pairs and underline the correct answers. Have students check the answers with their partner . Tr. asks . Do we use some with negative or positive ? positive . Do we use we use "some,any" with countable nouns or un countable nouns ? with both. Tr . asks students to work in pairs do the task about how many ? How much? Tr. elicit do we use how many with countable or un countable? countable . Do we use how much with countable or un countable? uncountable . write the questions on the board . Drill the questions chorally and individually . add some different items e.g say apples have them ask how much or how many.

Language - Focus (8-10 minutes) • To set the lesson context and engage students to draw their attention to the target language.

Tr. gives students two pictures and strips of papers with rules and have them match the rules with the pictures. To elicit the rules of countable and un countable nouns. Tr. asks students to check the answer with their partner. Tr. elicits the meaning of countable and un countable. It is refer to separate items can be counted e.g apples. Un countable to the items can't be counted e.g water. Ccqs. can we count water? no . Can I use the indefinite article "a " with un countable noun? No .Why? It doesn't have plural. Tr . Projects the feed back "pp"

Controlled Practice • To concept check and prepare students to a meaningful practice /error correction

Tr. gives students handouts with 4 questions asks them to work in groups ,find the mistake and correct it . Tr. monitor while students doing the activity offer help when needed. Tr asks students to check the answers with their partners..Tr. gives feedback writes the answers on the board.

Free speaking task (6-8 minutes) • To provide an opportunity to practice the target language through productive skill of speaking

Tr asks students to work in pairs and asks them to role play " at a restaurant ' Tr. provide students with the menu ,gives them 2 min to prepare for the conversation .Write the question on the board . What would you like to eat or drink? Can I have a cup of coffee please. Tr . monitors , writes down notes about their error ,provides help if needed . Gives the feedback ,writes the mistakes on the board, corrects them with the students.