New lesson plan: countable and uncountable nouns

mohammad

countable and uncountable nouns - Elementry level

countable and uncountable nouns
Elementry level

Description

In this lesson, students will start with a short discussion of their eating habits for different meals. They will then try to answer some questions using a/an or some and then errors will be covered if time allows, they will use guided discovery to clarify some functional phrases to express preference followed by speaking that allows them to discuss their eating habits.

Materials

handout

slides

handout

slides

Main Aims

To provide clarification and practice of countable and uncountable in the context of eating habits.

Subsidiary Aims

To provide review of food and drink in the context of eating habits
To provide accuracy and fluency speaking practice in a conversation in the context of eating habits

Procedure (22-31 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will show some pics of choices of food and Ss will work in pairs to discuss the question on slides. Instruction: look at the picture on the screen talk to your partner and answer the questions. you have 3 mins. ICQS: Are you going to do this alone or with a partner? how much time?

Exposure (2-3 minutes) • To provide a model of the task and highlight useful words and phrases

T will ask Ss to read the text on the screen and then underline the answers. T will monitor Ss and give help if needed. Note: there will be no vocab pre-teaching, as it is not deemed necessary ( see assumptions on the front page)

Highlighting (1-2 minutes) • To draw students' attention to the target language

T will ask early finisher to write the answer on the board

Clarification (6-8 minutes) • To clarify meaning, form and pronunciation of the target language

T will ask about the differences between a little and a few. Ask students to look at the photos on the screen and select the correct structure. T elicit the form of countable and uncountable nouns: why 2 men ? can I say 2 milk? why? Students work together to complete other forms. T highlite/drills features of phonology: connected speech in (an apple)

controlled practice (6-8 minutes) • To allow students to report on how they did the task and how it went

Ss complete blanks in the statement about eating habits

free practice (6-8 minutes) • to provide students with free practice of target language

Ss will ask and answer the Qs in a controlled part about themselves. instruction: now in a group of 2 , ask and answer the question you completed about yourself ICQS: are going to do it alone or with a partner? are going to talk about yourself?