Countable/ Uncountable nouns

Unit 8: Food and drink

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Use of English: Countable and uncountable nouns

Learning objectives

8.1.6.1 organize and present information clearly to others

8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics

8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

-present countable/uncountable & quantifiers

- practise using countable/uncountable & quantifiers

- present vocabulary related to food/drinks

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

What the weather like today?

What day of the week today?

What date is it taday?

How many students are there in class?

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Students of the class are listed.

Students' attention is drawn to the lesson.

Students say different words from the picture

•Learners remember previous lesson vocabulary

•Learners answer the questions

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

Learners have met the learning objectives if they can talk about twenty thousand leagues under the sea

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:90

• Go through the table with Ss and elicit the L1 equivalents for the examples. (Ss’ own answers) • Ask and elicit answers for the question in the rubric. Explain that we also use any in questions (e.g. Is there any …?).

Ex: 2 P: 90

•Explain the task.

• Ss do the task in closed pairs. Check Ss’ answers.

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Ex: 3 P: 90

• Explain/elicit the meaning of any unknown words.

• Give Ss time to copy and complete the table in their notebooks.

• Check Ss’ answers around the class. Then give Ss two minutes to add as many more words as they can.

Ex: 4 P: 90

• Explain the task.

• Give Ss time to complete it.

• Check Ss’ answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Learners read the theory and say the examples in your language. Which of the words in bold do we use in

Descriptor:

- read the theory

- answers for the question

ANSWERS

Affirmative: an, one, some, a lot/lots of, (a) few, (a) little, no

Negative: many, much, any

Questions: How many, How much, any

• Learners choose the correct words.

Descriptor:

- do the task

- answers for the question

ANSWERS

1 any

2 much

3 a few

4 a lot of

5 a little

6 much

7 much

8 no

9 a lot of

10 a few

• Learners copy the table in your notebook and list the words under the headings. In two minutes, add as many more words as you can. Then write C for countable or U for uncountable.

Descriptor:

- copy the table

- add as many more words as you can

ANSWERS

• Learners complete the dialogue. Use: much, many, a, an, some, any.

Descriptor:

- complete the dialogue.

- complete the dialogue.

ANSWERS

1 some

2 any

3 an

4 a

5 much

6 lots

7 any

8 many

9 some

Total: 2point

Self assessment

Total: 2 point

Total: 2 point

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point.

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days

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