1. Topic-
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| Grammar Point - Counts vs. Non-Counts |
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2. Content-
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Common Vocabulary found in restaurants: Reservation; Entrance; Delicious;
Toast; Gourmet; Salt; Take-out; Lemonade. Focus on Grammatical Rules
surrounding Counts vs. Non-Counts - specifically the lack of plural
markers and proper determiner use.
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3. Goals: Aims/Outcomes-
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1. Be able to pronounce the vocabulary clearly, as well as use and
and understand them.
2. Practice Writing English Sentences; SVO structure by writing text
together.
3. Be able to use English count and non-count nouns properly - understand
the grammatical difference between them and what determiners can and
can't be used with each. |
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4. Objectives-
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1. Students should cooperate in order to compose a text about going
to a restaurant using the vocabulary I provided as well as proper
English Structure (SVO).
2. Students (with fair amount of guidance) should be making steps
to self-correct their own and each others grammar.
3. Students should understand and be able to correct/recognize a plural
(countable) noun, and should at least understand how to use non-count-nouns
that they know of properly. Furthermore, they should do so in the
text that is created during class. (Lemonade [NC], Salt [NC] vs. Reservation
[C], Entree [C]) |
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5. Materials and Aids-
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| White board, Markers, notebook, and paper. |
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6. Procedures/Methods-
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A. Introduction-
10 minutes:
1. Take attendance.
2. Ask if they had any questions about vocabulary from last week.
3. Ask if anyone like eating at a restaurant or if anyone has done
so recently. |
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B. Development-
5 minutes:
1. Give them the vocabulary words, practice pronouncing them with
them and explain the meaning of any that they don't know.
2. Tell them what they will be doing with these words - creating a
text by having each of them come up and write one sentence on the
board.
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C. Practice-
10 minutes:
1. Compose first draft by having the class write a story, using vocabulary,
about going to a restaurant.
5 minutes
2. Once finished, ask if there are any mistakes. Pair them up into
groups of two (or three) and have them work on fixing them.
5 minutes.
3. Ask them what they fixed, and correct it as they tell me (or have
someone come up and do it)
5 minutes:
4. Improvements- encourage the students to be a little more creative,
add to the story - pair them up one more time and have them try and
make the story more interesting.
15 minutes:
5. Talk about English Plurals - specifically Counts vs. Non-counts
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Closure-
5 minutes:
1. Assign homework, have them take home the text they worked on and
make it even better, more unique - paying special attentions to plurals
and non-counts.
Also, get their email addresses and email Listening Comprehension
homework Link. "How Chocolate was Made" have them answer multiple
choice, take down how many they got right, then write a short paragraph
about what they thought of what they watched. |
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