Foodstuffs. Countable and Uncountable Nouns

Aims and objectives: to introduce and practise new vocabulary; to present and practise the use of countable and uncountable nouns; to develop students' reading and speaking skills; to develop students' skills of giving opinions.

Sequence

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?

Phonetic exercise

Students revise sound [ез]. The twister is on the blackboard (or in the handouts):

• Sarah and Mary share their pears fairly.

introducing the topic

Teacher may use the computer presentation or prepare pictures to introduce the topic, or use the pictures from the text-book.

Students listen and repeat the words from the box (ex. 1, p. 52) and talk about food they usually have for breakfast:

• I usually have some bread, butter and a cup of tea for breakfast.

Vocabulary practice. Teacher gives students the new vocabulary in such a way: students mark the unknown words and find theirdefinitions in the text-book glossary, read them with translation. In pairs, students practise vocabulary; they tell each other which food they like/don’t like to have for breakfast using the phrases from ex. 2, p. 53.

Then students have to match words and pictures. Teacher draws students’ attention to the use of article “a” with the words.

T. Can use explain the use of article “a” with the nouns “a sand­wich”, “a piece of cake”, “a pudding”? What other words you can use with article? Do you know why?

Grammar work

Teacher draws students’ attention to the table (p. 53) and asks:

1. What nouns can we call countable / uncountable?

2. What special pronouns do we use for countable / uncountable nouns in affirmative form? Negative form? Questions?

Students answer the questions and read the examples.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

Andy Pandy, fine and dandy,

Loves plum cake and sugar candy.

Bought it from a candy shop And away did hop, hop, hop.

Listening. Reading

Teacher gives students the text for listening (ex. 3, p. 53). Stu­dents listen to the text and read it. After reading, students make the task giving their opinions and agree or disagree with the statements (ex. 4, p. 53).

Answers:

1. Agree, because they both have something for breakfast.

2. Disagree, because Ann sometimes takes her lunch box.

3. Agree. Ann’s mom sometimes gives her a banana.

4. Disagree, Ann doesn’t buy sweets.

Writing

Students look through the text (ex. 3, p. 53) and find the examples of countable and uncountable nouns. Then they write two lists into their exercise books and on the blackboard for checking.

Homework

Ех. 7, р. 54; to write vocabulary words into vocabularies, to learn them.

Summary

T. Breakfast is the most important meal of the day. Do you agree with this statement? Or can you skip breakfast?

Students’ answers.

Meal."Much/Many/Lots of/а Lot of"

Aims and objectives: to practise vocabulary; to practise the use of count- able/uncountable nouns; to present "much/many/lots of/а lot of"; to develop students' speaking and listening skills; to develop cross-cultural competence.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?

Phonetic exercise

Students revise homophones. Teacher gives the definitions of the homophones if it is necessary. The pairs of the words are on the black­board (or in the handouts):

• piece/peace

• flower / flour

• root/route

• bread/bred

What of these words are connected with the topic?

Checking on homework

Students (selectively) present their works.Game

Students chain around the class “I like ... best”/“I prefer...”/ “I don’t like...” like this:

51. For my breakfast I like cereal best.

52. For my breakfast I like cereal and crisps best.

53. For my breakfast I like cereal, crisps and toast best etc.

Continue the game until a student makes a mistake. Then teacher

starts another chain.