Ashraf Abdel Rahman Abdel Rahman Felifel Ashraf Abdel Rahman Abdel Rahman Felifel

countable and uncountable nouns
Pre-Intermediate level

Description

In this lesson ,students learn about countable and uncountable nouns through guided discovery based on a productive skill about towns. The lesson starts with a discussion about home towns and visiting places, this is followed by a lead in semi controlled practice to review the previous lesson, then followed by a peer work activity to ask and answer questions about visits to other cities or countries. Finally students form questions and make freer practice via a final pair work practice

Materials

Abc White board
Kjsmwmjor1m5l2ivzrpw worksheets worksheets.docx
Icov3azdqkq4pjnsr8yz new doc 28 New Doc 28.pdf
Abc White board
Abc White board

Main Aims

  • To provide review of countable and uncountable nouns in the context of home town

Subsidiary Aims

  • To provide accuracy productive skill in a debate in the context of home town

Procedure

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

Teacher start the board game writing some countable and uncountable nouns on the board getting students into two teams to write how many or how much in front of each word this game will lead the students in to know they will continue their lesson about countable and uncountable nouns. the words the teacher uses ,will help students in the rest of the lesson.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The teacher made a quick feed back about how many and how much getting students to note that they will use the questions they have created on the board to help them answer ex.1. The teacher asks Sts to discuss in pairs the form of the question and gives them a time to tell each other what they notice after many or much. This is followed by getting students to think about a town they have visited or have been to and discuss it with each other.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher then divides the students into pairs with new partners getting them to complete column " A " with information about a town that they have already chosen or have been to Teacher make sure not to write about home town . Students then take turns to ask new partners getting as much information about the town as they can. This is followed by regrouping the students again to discuss about the towns they have written about their partners. .

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The teacher ask the students to work in pairs and write some notes about what they have discovered about each others' towns Each group choose one of them to read out what they have written about the town(s) they have been to. This is followed by getting students to move around asking each other about their partner's town and collecting information about them in the hand out column "B"then to find who has the same town and ask them in one minute to write their answers in a sheet of paper The teacher then get students to read each other's answer .

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The teacher then sets feed back using concept checking questions getting as many students to participate as possible. This can be followed by writing a semi controlled activity on the board getting students to work in pairs and check each other's work for corrections T. then make two lines saying a word , students more to the left if it;s used with countable or to the right if it's used for the uncountable or stay where they are if it's used with both countable and uncountable nouns.

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