hait allah houda hait allah houda

countable and uncountable nouns
A1 level

Description

In this lesson, Ss will learn about countable and uncountable nouns using much many and a lot of, through guided discovery based on a reading text. The lesson will start with an activity about what they had for breakfast. Then they will be given gist and scan reading task. Following that there will be grammar based exercises. Finally, there is some controlled practice and freer practice.

Materials

Vcwth9wgq8shfc85mguo my breakfast 1 my breakfast 1.jpg
Zifrfpitqzwegxareleu my breakfast 2 my breakfast 2.jpg
Ju7q9l93rxsjwfzjjvou ho1 Ho1.docx
Qxws8jritcwjuxuqxluc ho 2 guided discovery Ho 2 guided discovery.docx
Ouxrugn1tca5nv3bzcha ho3 Ho3.docx

Main Aims

  • To provide Ss with clarification, review, and practice of “countable and uncountable nouns” using "a/an,much and many" in the context of eating habits

Subsidiary Aims

  • To provide specific information and reading practice using a text about eating habits.

Procedure

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

T will put a picture of her real breakfast from that day and will elicit some of the food in the picture. -T ask Ss what did you have for breakfast today. -for two minutes discuss with your partner what did you have for breakfast today. -have some answers from them.

Reading task (5-8 minutes) • To practice reading/listening for gist/detail/specific information

-T will give Ss (HO1) and tell them to fold the first part of it , - tell them to read fast and alone. ICQS: are we reading all words? how many answers do we need ? are we reading alone? - then they have to chose the best title for it, -T will project the Exc and ask a student to write the correct answer. - T tells them go to seconde, tell them to read again quickly for 2 minutes to answer first alone again and when finished check their answers. ICQS: are we reading slow? are we looking for some words in the text ? are we reading alone? how many minutes do we have? - project the exc and tell them to correct it on the board

Highlighting (2-6 minutes) • To draw students' attention to the target language

-T will circle their answers on the board and ask them about the food they found on the text - can we count (meat,rice,milk, cheese)? -can we (vegetables,eggs )?

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

-T will give HO3 (guided discovery), she will tell them to fold the first part of it. -Ss will work in pairs for 3 minutes when they finish they correct on the board. -T will elicti the meaning of what are countable and uncountable nouns -T will elicit the form the Ss. -T will explain that in countable singular nouns we add (a or an) while in plural we add (S) - T will explain for them when do we use (much and many) -T will drill the model sentence with the Ss for a better prounounciation

Controlled Practice (4-7 minutes) • To concept check and prepare students for more meaningful practice

-give Ss an exc Ho3 and tell them they have to put the words in their right colomn either C/ U -they will work alone they have 4 minutes -check with partner -correct it on the board.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

-T will tell Ss to go to the next exc in the same worksheet and fill in the gaps with (a/an or much/many) for 5 minutes -they will work alone first -when finished check with partner -and correct on the board

Free Practice (5-10 minutes) • To provide students with free practice of the target language

-Ask students if they know how to cook -Put the Ss in groups of 4 and tell them to designe their ideal Turkish meal using the words given. -tell them to look again at the ingredients given before in group.they have 5min ICQS: - are you going to designe any meal? -using which ingredients? -in groups or alone? -how many minutes? -T monitors if they need any help - Tell each group to tell us about their dish

Web site designed by: Nikue