-Teacher writes on WB '................ is the most important meal of the day. - Elicit the word breakfast - Teacher asks students what they ate for breakfast and writes down their answers on WB to introduce 'countable and uncountable nouns'

-Students read a text about breakfast food. Underline uncountable nouns and circle countable ones. They check their answers in pairs. -Then they read a conversation about breakfast from the HO and circle the correct words. -Recording is played and students check their answers. -Students then read the dialogue together in pairs.

Desert Island Game: What would you need if you were stranded on a desert island? You will be in groups of five. Decide on what items you will need to survive on the island. You can only bring ten items and at least four of those items must be uncountable nouns. Discuss it and then give me your list. Teacher presents their final lists to the class.

The teacher explains countable and uncountable nouns by using model sentences: I eat an egg every day. I like eggs. I eat cheese every day. I like cheese. A countable noun can be singular (egg) or plural (eggs).Countable nouns are things we can count. So we can say ‘one egg’, ‘two eggs’ etc. Uncountable noun has only one form (cheese). Uncountable nouns are things we cannot count. We cannot say ‘one cheese, ‘two cheese’

Board Race Game: To practice countable uncountable nouns Teacher displays some of countable and uncountable nouns on WB. Students are divided into to teams. Some take countable nouns the others take uncountable nouns. Teacher makes columns for both on either side of the list. One person from each team has to run up to the board and write a word under the correct column then they run back to their teams and hand the marker to the next person in line who runs up to the board and does the same. We will continue until all words are categorized. The that finishes first wins provided that their answer are correct. At the end we correct them together and student make some example sentences to make sure they are able to use them correctly. Speaking practice: Students work in pairs. Each student is given a picture of a different breakfast table. Students describe their tables to their partners. (Teacher demonstrates first with a strong student.)