Name: Chnour • 23 Dec 2018 • house stuff.

countable and uncountable, How much and How many

Description
In this lesson, the students are going to review countable and uncountable nouns and learn how to ask question with How many and How much. the lesson starts with a short discussion
about kitchen utilities which the teacher shows to the class and it is followed by some tasks which make the students review the Countable or Uncountable nouns and make questions with
how much and how many.

Main Aims
Grammar, the correct usage of How much and How many

Sub Aims
listening and speaking. To give a chance to students to use the Grammar in thier daily routines.

Background

Class Profile
The students in this elementary class aged between 20 and 60 and are highly motivated to learn English. the majority of the class are boys and they would like to cooperate with the girls.
Most of them are university or school students and are familiar with the Grammar. However, they need to be helped to bring the passive form of the grammar from their brain to the active
form on their tongue.

Assumptions
The students are supposed to have learned the quantifiers and Countable/Uncountable nouns. Some of the women in the class are housewife and some of them are employees. As the
class is in the evening, those who work are likely to put the class off since they are tired and in no mood. Unfortunately, some of the students are not in the true level of elementary and
they may be problematic in the process of the lesson. However, there are some quick-into-uptake students who can be good asset to the class since they are paired with the weak
students to speed them up.

Personal Aims
In this lesson, I am going to keep to the same context to the end of the lesson so as to the students learn the grammar (How many and How much) using the same words in that context
which leads to mastering all the vocabulary of the context as well.

Timetable Fit
The lesson starts between 19:15 -20:00 on Thursday July 28th.Students will practice the grammar (how many ,How much) listening in the context renting house.

Anticipated Problems & Solutions

Problem: Some of the students are elderly women and men and they may not be able to keep up with the pace of the class.
Solution: There are some young students who are in the true level of elementary.So, they are going to be paired with the weak students to speed them up with the lass.
Problem: As some of the students are employees and the lesson in the evening, they might have passed a very difficult day and have no tendency to participate in GW/PW.
Solution: The teacher puts the effort to realia so as to the students find the lesson funny and they show their interest to get involved in doing the tasks.
Problem: The students might not have learned the quantifiers (Some/Many/ any ...) properly and they may be confused how to answer the questions with How much/many.
Solution: As the teacher feels that they have problem with quantifiers, she draw up a square on the corner of the board and within 2/3 minutes writes the quantifiers in in it, elicits and
clarifies the differences..

Materials

Realia, some kitchen utilities, a picture,handouts.

 Realia, some kitchen utilities, a picture,handouts.
Materials
Please see the following page for the lesson procedure

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Name: Chnour • 23 Dec 2018 • house stuff. countable and uncountable, How much and How many
Stage
Warmer/ lead in
to provide clarification of
How many and How much
and when to use
Countable ,Uncountable
nouns.
listening for gist
To improve the skill of
listening by making the
task purposeful
Listening for details
To improve their listening
for details
Highlighting target
language.
To draw student's
attention to the target
language.
Clarifying target
language.
To provide clarification on
the grammar.
Controlled practice
To get the students to
practise and improve TL.
Interaction
Procedure Materials Time Comment
Pattern
- T puts a table in the middle of the class that there are different countable and
uncountable things on it.
- T asks them what they see.
T-S, S-S, 3-4
- Students may tell the names of objects only.
- T elicit some/any. (affirmative,negative,question).
- T asks students to work in pairs about what they see.
-T gives students a piece of paper with three questions
T-S, S-S,
-T tells students that they are going to listen to the conversation and answer the questions. 5-7
S-WB
- T asks the whole class to check their answers in pairs and share them with class.
- T tells students they are going to listen again for specific information and fill in the gaps
individually.
CCQs:
- T asks "Why do we listen?"
- T asks "do we need to understand whole conversation or just some specific information?" -
- T asks "Do we show our paper to our partner?"
- T plays the audio
-T asks students to check their answers with their partner.
-T asks some of the students to write answers on the board.
- T put students in groups of two.
- T gives students a hand out with two questions and two different answers on each.
T-S, S-S,
- T asks each group to fill in the gaps. 4-6
GW
- T asks group A to ask the question and asks group B to answer.then group B asks
question and group A answers.
- T shows the form of the grammar through projector
- T licit the rules.
- Students find out the rules. 7 - 10
- T gives two questions.( we use ........................with countable nouns .we use
.............................. with uncountable nouns).
- T asks students to make five questions on their own using How many/How much and
words they have already learnt.
- T asks them to do the activity individually.
5-7
- T asks CCQs. how many questions do you write?
-T asks CCQs .Do you make questions using how many and how much?
- T gets students to ask their partner.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Free speaking task. - T puts the students in groups of four .
To provide an oppertunity - T shows them a picture of furniture shop via projector.
to practise the target - T asks students to imagine they are in that shop and chooses on shopkeeper,one
language through the cashiers and two customers.
productive skill of - T asks students to play their roles using how many /how much and vocabulary they have Ts,SS 6-8
speaking. already learnt.
- the students ask and answer their questions in their groups.

Feedback error
correction.
If any,T writes some mistakes on the board and the students elicit the correct form and
To make the students to 1-2
meaning.
work on thier own errors
and master it

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