Countable and Uncountable Nouns Lesson Plan

ŞCOALA GIMNAZIALĂ NR.
1 PANIC
LIMBA ENGLEZĂ
TAMÁS ANDREA AMÁLIA
DATA: 8.04.2019.
LESSON PLAN
DESCRIPTION OF THE CLASS:
● CLASS/ PROFIL: 5th

● NUMBER OF CLASSES PER WEEK: 2h
● NUMBER OF STUDENTS: 11
● TEXTBOOK : Limba modernă 1- Limba engleză, author Jenny Dooley
● Topic: Unit 5 All about food
● Grammar : Countable and uncountable nouns
a/an- some/any
quantifiers
partitives
wh question words: How much, How many
⮚ Vocabulary: Food and drinks
● Type: Combined / Mixed lesson
● LESSON AIMS:
• To introduce vocabulary related to food
, countable and
• To introduce grammar concerning
uncountable nouns
• To encourage speaking and comprehension skills
Objectives:
By the end of the lesson students will be able to:
● To talk about food they like
● To use a/an- some/any correctly
● to know what countable and uncountable nouns are and how to use them
correctly in a sentence
Skills: Speaking /Writing/ Reading
Aids: textbook, whiteboard, worksheets, flashcards
Time allowed: 50 minutes
Organization:
⮚ individual work
⮚ pair work
⮚ group work
Teaching techniques:
⮚ conversation
⮚ brainstorming
⮚ observation
⮚ exercise
ASSUMPTIONS: -students should know vocabulary related to food

-they have some familiarity with the use countable and uncountable nouns
ANTICIPATED PROBLEMS AND SOLUTIONS:

- Students may come across vocabulary they have not encountered before.
Solution: Drilling new vocabulary chorally and individually.
Bibliography:
✔ Harmer, Jeremy, The Practice of English Language Teaching, Longman,
2000
✔ Vizental, Adriana : Metodica predarii limbii engleze – Strategies of Teaching
and Testing English as a Foreign Language – Polirom, Iasi, 2007
✔ Abbs, Brian; Freebairn, Ingrid : Snapshot Elementary – Teacher’s Book,
Longman, 2001
DEVELOPMENT OF THE LESSON
ACTIVITY 1: WARM UP
OBJECTIVE: To be prepared for the lesson
To create a free and relaxed atmosphere for the English class.
INTERACTION: T- Ss
DIDACTIC STRATEGY: Learning by doing/ Frontal lecture
SKILLS INVOLVED: speaking

EVALUATION: - T checks pronunciation
- T supervises /supplies error correction
ESTIMATED TIME: 2’
DESCRIPTION OF THE ACTIVITY:
T asks several questions about weather and SS’ mood. By chatting in English at the beginning of the
lesson, T creates an ‘English language ‘ atmosphere , establishing contact between her and Ss, and helps
Ss to feel relaxed.
ACTIVITY 2: Checking homework and previous knowledge
OBJECTIVE:
To reinforce the Ss’ knowledge on the previous lesson.
TEACHING TECHNIQUES:conversation ,brainstorming
INTERACTION: T- Ss, S-Ss.

DIDACTIC STRATEGY: Learning by doing/Check
SKILLS INVOLVED: Reading, Speaking
ANTICIPATED PROBLEMS: Students may have difficulty recall the structures of present
perfect simple
SOLUTIONS TO PROBLEMS: We will use a commonly used method of drilling, the choral
repetition.
EVALUATION: -T makes appreciations
- T checks pronunciation
MATERIALS: flashcards
DESCRIPTION OF THE ACTIVITY: T asks the Ss about their homework, first a frontal check-
“Has everybody done the homework? Tell me, what did you have as homework?” and the Ss
answer the question, then individually by making a selection of the Ss that are about to read the
homework and while the Ss read, T checks the homework of the other Ss correcting the mistakes
if any.
ACTIVITY 3: Lead in
OBJECTIVE: to introduce the topic/to set the context
TEACHING TECHNIQUES:conversation
INTERACTION: T- Ss
DIDACTIC STRATEGY: Learning by doing/ Frontal lecture

MATERIALS: basket full of food

T asks Ss to guess what is the the basket . T elecits some ideas from the whole class and
encourages brief discussion.
T shows the Ss what the basket contains: food ( bread, butter, oil, apples, bisciuts, milk)
T asks Ss to count the foods: one apple, two apples; one banana- two bananas. Can you count the
oil? No, we can’t.
T announces the title of the new lesson and writes it on the board: Countable and
uncountable nouns
ACTIVITY 4: Presentation
OBJECTIVE: to introduce new structure
TEACHING TECHNIQUE:conversation , brainstorming
CLASS ORGANISATION: T- Ss, pair work
DIDACTIC STRATEGY: Learning by working/ Frontal lecture
SKILLS INVOLVED: speaking, writing

MATERIALS: blackboard, flashcards

T writes some examples of countable and uncountable nouns on the board. T writes the definition
of countable and uncountable nouns on the board. Once they get this basic explanation, they should
be able to brainstorm examples. T draws a line down the middle of the board to divide it into two
halves. On one side writes countable and on the other writes uncountable. Students should have no
trouble coming up with examples of countable nouns, but if they are in doubt remind them of
things they can add a number to: Can we say five children? Then children is a countable noun.
Then, T calls out nouns and has her class tell her if they’re countable or uncountable nouns. For
example:
-a glass of water and asks the students: What is it? A glass. The word “glass” is what part of
speech? A noun. Can you count glasses? Yes. What is in the glass? Water. Can we count the
water? No. Therefore, “water” is an uncountable noun.
What is in the plate? Soup. Can you count soup? No.
Continues the lesson with other examples she has brought in or finds in the classroom
environment.
T asks Ss how we can make uncountable nouns countable? We can use both uncountable nouns
and plural countable nouns after partitive such as: bag/bottle/bowl/can etc. They study some
examples by using flashcards. Ss are asked to write the examples in their notebooks.
ACTIVITY 5: Practice
OBJECTIVE: to allow Ss to practice countable and uncountable nouns
TEACHING TECHNIQUE: exercise
CLASS ORGANISATION: T- Ss, pair work
DIDACTIC STRATEGY: Learning by doing/exercising
SKILLS INVOLVED: reading, writing

EVALUATION:Systematic observation
-T monitors Ss’work.
MATERIALS: worksheet
T sets the task on the worksheet . (anexa 1)T pairs Ss and asks them to look at their worksheets
and write the exercises.
T checks with the whole class.
ACTIVITY 5: Production
OBJECTIVE: to check students’ comprehension
TEACHING TECHNIQUE:conversation, exercise, guided discovery(inductive approach)

CLASS ORGANISATION: T- Ss, group work
DIDACTIC STRATEGY: Learning by doing/exercising
SKILLS INVOLVED: reading, speaking

MATERIALS:worksheet
T groups Ss and tells each group to write a recipe of their favourite dish.
T shows them an example.
After the group work Ss have to read the whole class their recipe. T supervises the group work,
makes appretiations.
ACTIVITY 5: Finishing the lesson, assessment and assigning homework
OBJECTIVE: to consolidate the knowledge from the lesson.
TEACHING TECHNIQUE: conversation, didactic narration
CLASS ORGANISATION: T- Ss
Feed-back: T evaluates students’ activity and tells them about what they have to do for the next
time. Page 87/ ex.4. T explains what and how they have to do their tasks and wishes them a nice
day.
Anexa 1

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ŞCOALA GIMNAZIALĂ NR.

● CLASS/ PROFIL: 5th

ASSUMPTIONS: -students should know vocabulary related to food

ANTICIPATED PROBLEMS AND SOLUTIONS:

DEVELOPMENT OF THE LESSON

SKILLS INVOLVED: speaking

ACTIVITY 2: Checking homework and previous knowledge

INTERACTION: T- Ss, S-Ss.

SKILLS INVOLVED: speaking

MATERIALS: basket full of food

OBJECTIVE: to introduce new structure

TEACHING TECHNIQUE:conversation , brainstorming

CLASS ORGANISATION: T- Ss, pair work

DIDACTIC STRATEGY: Learning by working/ Frontal lecture

SKILLS INVOLVED: speaking, writing

MATERIALS: blackboard, flashcards

TEACHING TECHNIQUE: exercise

CLASS ORGANISATION: T- Ss, pair work

DIDACTIC STRATEGY: Learning by doing/exercising

SKILLS INVOLVED: reading, writing

ESTIMATED TIME: 10’

OBJECTIVE: to check students’ comprehension

TEACHING TECHNIQUE:conversation, exercise, guided discovery(inductive approach)

DIDACTIC STRATEGY: Learning by doing/exercising

SKILLS INVOLVED: reading, speaking

ACTIVITY 5: Finishing the lesson, assessment and assigning homework

OBJECTIVE: to consolidate the knowledge from the lesson.

TEACHING TECHNIQUE: conversation, didactic narration

SKILLS INVOLVED: speaking

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