SlideShare a Scribd company logo
1 of 9
Download to read offline
Aaron W. Brown
ENG 653/Dr. Olsher
Spring 2012
Lesson Plan: Count and Non-Count Nouns
Intended Audience:
This 60-minute lesson comes directly from an observation experience I had recently at a private,
for-profit language training center. The lesson is intended for an academic-focused class which is
comprised of high-beginner students. The classes offered at this language school run the gamut
of the ESL spectrum. They include general English, Business English, EAP, TOEFL test
preparation, etc. The students come from a variety of countries, but the three most-represented
nations include Brazil, Saudi Arabia and Korea. Most of the students are in their early twenties
and stay for a minimum of two weeks, with two months seeming to be the average duration.
They attend the school on F1study visas and are fully literate in their L1. Most have attended or
are going to attend college or university either in their home countries or in the United States. As
a part-time teacher at this language school myself, I can state that most seem to be fairly
motivated, with outliers on both ends of the spectrum. There are those who show great affect and
determination and those who clearly prefer to be elsewhere. Many had issues with count/non-
count nouns during the actual lesson I observed, and I feel they can always benefit from review
and refinement of this particular grammar point.
Linguistic Description and Rationale:
This lesson will focus on a review of count and non-count nouns as well as the quantifiers that
are associated with this part of speech. Students at all levels, but high-beginners in particular, can
benefit from a review of this seemingly easy, but in fact tricky grammar focus point. According
to Celce-Murcia and Larsen-Freeman in The Grammar Book (1999), a clear summation of
countable and non-countable nouns is as follows: “Most of the strictly form-based information
about English articles depends on the English noun classification system. All English nouns are
classified as either common nouns or proper nouns. In addition, all common nouns can be further
classified as non-count nouns or count nouns. Non-count nouns are singular in number for
purposes of subject-verb agreement but cannot take the indefinite article and the plural inflection
as common nouns do” (p. 273).
Celce-Murcia and Larsen-Freeman (1999) add that: “The lexical classification of English
common nouns into count and non-count nouns is a very important preliminary to correct use of
articles. It is a conceptual distinction that accounts for many systematic patterns in article usage.
The distinction is problematic for ESL/EFL learners in that many languages make use of a
similar concept; however, what is countable and what is uncountable is somewhat arbitrary and
varies to some extent from language to language. Also, even within English itself many nouns
can be used either as count or non-count nouns” (p. 273). For a detailed description of
countable/non-countable noun rules, please see Appendix A.
Learner Objectives:
* Ss will be able to correctly categorize count and non-count nouns (without quantifiers.)
* Ss will be able to correctly categorize count and non-count nouns according to the
quantifiers/determiners which precede them:
 the definite article (the car)
 the indefinite article (a pencil, an apple)
 a possessive determiner (my dictionary, your car, etc.)
 a demonstrative pronoun (this dog, these cats, that house, those people, etc.)
* Ss will be able to correctly produce count and non-count nouns according to the
quantifiers/determiners which precede them.
To provide practice and reinforcement of this grammatical distinction, I will use four activities
which students should enjoy. In addition to teaching the count/noun count distinction, these
particular activities also teach the use of the following:
 Use of there is/are
 Use of many/much/a lot and few/little
 Use of focus questions
 Use of a rejoinder
 Use of future tense
Lesson:
Consciousness-raising work (5-10 minutes): I want to encourage beginning students to be able
to recognize and fix mistakes in this grammar focus pattern on their own, so I think it is
important to raise their consciousness about this particularly important focus point. I would first
show a few examples from students’ own writing in the hopes that they would be able to
distinguish the non-countable nouns in the left-hand column from the same (erroneously)
pluralized nouns in the right-hand column. If Ss are able to visualize the differences in chart
form, hopefully they will be able to quickly and inductively sort out the rules.
Which column is correct?
education educations
evidence evidences
luggage luggages
equipment equipments
advice advices
Explanation of Grammatical Rules (10 minutes): After first using the inductive approach, I
would next try a more deductive activity. The “Teaching Suggestions” section of The Grammar
Book (1999) provides an excellent series of suggested activities for form and/or meaning
practice. Celce-Murcia and Larsen-Freeman note that it is useful to “use a grid with count and
non-count headings and ask learners to sort the words that describe things as wholes under ‘non-
count’ and words that can be counted under ‘count.’” (p. 290). By providing a word bank with
more confusing and/or problematic words, beginning students should then be able to organize the
nouns visually according to count and non-count type. See Appendix B for further rule
presentation.
Word Bank: evidence, rice, table, book, soccer, nature, chair, information, monkey, courage,
silence, food, school, poverty, power, mother, research, joy, language, travel, boy, girl, growth
Put words that describe things as wholes under “non-count” and put words
that can be counted under “count”
Non-count Count
Focused Practice (10 minutes): This activity will allow the Ss to review count/non-count nouns
while practicing the expression “a lot of.” I would remind the Ss that “a lot of” can occur with
plural count nouns and with non-count nouns. I would have the Ss complete this activity in small
groups. Instructions: Use the following noun cues to make true statements telling where a large
quantity of these things can be found. Change the noun to the plural form if necessary. Your
sentence should begin: There (is/are) a lot of…
EXAMPLES high mountain
There are lot of high mountains in Nepal.
hot weather
There is a lot of hot weather in Texas.
Ss then will construct sentences using farm, farming, agriculture, heavy industry, traffic, modern
highway, shopping center and rice field.
The activity closes in a more communicative way by asking Ss to think about their hometown.
What is there a lot of there? A: There is a lot of… B: There are a lot of…
(adapted from Robinson, 1995)
Controlled practice (15 minutes): For this activity, I would use a fun and engaging practice
exercise I have used in the past to great effect with other students. Called the “Shopping List
Game,” students sit or stand in a circle. The teacher starts by saying: “Let's go shopping! Do you
like shopping?” (Let students respond.) “I'm going to buy some _______.” The teacher says
something like "some apples" or "some rice" or another count noun or non-count noun. The
student to the left of the teacher has to continue the shopping by saying "I'm going to buy some
______ (what the teacher just said) and some ______ (something new).” Then the next student
continues by adding another item to the list. "I'm going to buy some ______ and some ______
and some ______.” After about three or four students or when memories begin to falter, the next
student can start with a new single item.
This game reinforces the use of count or non-count items related to food or products bought at a
store. The teacher's role is to correct the student's grammar. If a student says, "I'm going to buy
some egg," the teacher should repeat the correct sentence and have the same student repeat it
correctly again. (adapted from Belisle 2004)
Communicative Practice (20 minutes): Students will sit in groups of four. They are to discuss
the strengths and weaknesses of one particular city or town as a place to live or study. They
should consider, for example, cultural, educational and recreational opportunities. Climate,
environment, transportation, housing, cost of living, etc. are also important factors. Ss should
choose a place they are familiar with, such as a famous city in their home country or where they
are living right now. They need to pay close attention to correct usage of count and non-count
nouns during the discussions. Teacher will take detailed notes of errors/mistakes and a whole-
class discussion and error-correction session will begin the next day’s lesson. (This activity is
perhaps better suited for an intermediate-level class, but could easily be modified for beginners
as well.)
Follow-up communicative activity for next lesson(s): I would ask Ss to write their own short
narrative about an abstract noun (such as love, success or health) and read it for the class during
a subsequent meeting (underlining all the nouns.) The focus, however, would be on proper use of
countable and non-countable noun differentiation. I would provide the Ss with guiding questions
to help with the writing process. For example: Where does the story take place? When does it
take place? Who are the main characters? I would tell them, “the story could begin something
like this: Long, long ago a young girl named Rose was full of love for a handsome boy named
Jack. Rose was a real beauty herself. The often met at a…”
Evaluation: Correct usage of count and non-count nouns and their accurate production
according to quantifiers are skills that should be reviewed at every level of the language learning
process. Though this lesson is targeted at beginners, it could be of use to practically any level (as
a short warm-up or review.) In addition, story writing and descriptive tasks are an excellent way
to practice correct usage of noun forms (as well as practically any grammar point on which the
instructor intends to focus.)
Appendix A
The Longman Student Grammar of Spoken English (2002) includes a number of relevant and
useful guidelines for count/non-count noun formation (viz. 1-3) and Read, Write and Edit (2004)
incorporates even more rules, as well as an extensive list of common count/non-count nouns (4-
5.)
1. Countable common nouns refer to entities which can be counted: they have both a singular
and a plural form (a cow, two cows). Both in the singular and in the plural there is a contrast
between indefinite and definite, signaled by articles (a cow vs. the cow; cows vs. the cows).
2. Uncountable common nouns refer to something which cannot be counted and they do not vary
for number. They cannot occur with the indefinite article a/an, but they allow a contrast between
definite and indefinite (the milk vs. milk).
3. The ability to count nouns is partly a matter of how we view the world, rather than how the
world really is. For example, furniture and traffic are uncountable nouns in English. Although
they refer to separate items (e.g. chairs, cars), the English language ‘sees’ these items as a mass.
4. Non-count nouns have only one form (plural). They can refer to concrete or abstract entities.
Having no paper to print out his composition, he saved his work on the hard disk. (paper
is concrete; work is abstract)
If he had a little paper, he could have printed out a great deal of work.
5. Many non-count nouns can also be used as count nouns.
Non-count (substance, material, abstraction) Count (an individual instance or unit)
Education can help us learn about good
communication
Experience teaches us about language use.
One can get a good education in school or on
the job.
I have had several bad experiences
concerning misunderstandings.
Life can seem very difficult when we don’t
communicate well with others.
Doing business with strangers can lead to
misunderstandings.
No one leads a life that is free of all problems
in communication.
Those who run a business should consider
training their employees regarding
communication skills.
Appendix B
Remember It
How much ....? = uncountable nouns
For example: How much coffee do you drink?
How many ....? = countable nouns
For example: How many cups of coffee do you drink?
How much? How many?
Countable Nouns Uncountable Nouns
In
questions:
We use how many with plural
countable nouns:-
We use how much with
uncountable nouns:-
"How many newspapers do you read
every day?"
"How much paper is in the
printer?"
"How many Euros have you got?" "How much money have you got?"
Learn It
Some, Any
Countable Uncountable
There are some
people.
cups.
books.
newspapers.
chairs.
shoes.
Euros.
There is some
money.
traffic.
paper.
time.
coffee.
food.
Countable Uncountable
Statements:
We can use some in positive
sentences with plural countable
nouns:-
We can use some in positive
sentences with uncountable nouns:-
Positive: I read some books. I would like some coffee.
Countable Uncountable
There aren't any
people.
cups.
There isn't any
money.
traffic.
books.
newspapers.
chairs.
shoes.
Euros.
paper.
time.
coffee.
food.
Statement:
We can use any in negative
sentences with plural countable
nouns:-
We can use any in negative
sentences with uncountable nouns:-
Negative: I don't read any books. I don't want any coffee.
Countable Uncountable
Are(n't) there any
people?
cups?
books?
newspapers?
chairs?
shoes?
Euros?
Is(n't) there any
money?
traffic?
paper?
time?
coffee?
food?
Questions:
We can use any in questions with
plural countable nouns:-
We can use any in questions with
plural uncountable nouns:-
Positive Q: Are there any books? Do you need any coffee?
Negative
Q:
Aren't there any books? Don't you need any coffee?
!Note! When you expect the answer to be "Yes." to an offer or polite request, you
can ask a question using some.
Countable Uncountable
Question: Can I have some books, please? Would you like some coffee?
A few, A little
There are a few
people
cups
books
newspapers
chairs
shoes
Euros
There is a little
money
traffic
paper
time
coffee
food
Countable Uncountable
Statements:
Positive: "I meet a few people every day."
"There is a little paper in the
printer."
"I only have a few Euros." "I only have a little money."
Many, Much
There aren't many
people
cups
books
newspapers
chairs
shoes
There isn't much
money
traffic
paper
time
coffee
food
Countable Uncountable
Statements:
Negative: I don't read many books. I don't drink much coffee.
Questions:
Positive Q: Are there many books? Do you need much coffee?
Negative Q: Aren't there many books? Don't you need much coffee?
Source: http://www.learn-english-online.org/Lesson38/Lesson38.htm
References
Belisle, R. (2004, March). Activities to Teach the Count and Non-count Noun Distinction.
Retrieved April 18, 2012, from The Internet TESL Journal, Vol. X, No. 4, April 2004:
http://iteslj.org/Lessons/Belisle-CountAndNoncount.html
Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written
English. Harlow, Essex: Pearson Education Limited.
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s
course (2nd
ed.). Boston: Heinle & Heinle.
Porter, P. & VanDommelen, D. (2004). Read, write, edit: Grammar for college writers. New
York: Houghton Mifflin.
Robinson, B. (1995). Focus: Interactive grammar for students of ESL (2nd
ed.). New York: St.
Martin’s Press.

More Related Content

What's hot

Whatever happened to the 3rd P?
Whatever happened to the 3rd P?Whatever happened to the 3rd P?
Whatever happened to the 3rd P?Paul Emmerson
 
Once Is Not Enough
Once Is Not EnoughOnce Is Not Enough
Once Is Not Enoughwalklea
 
English grammar teaching
English grammar teachingEnglish grammar teaching
English grammar teachingAhmed Hussein
 
Gepik.workshop.ppt.oct.2010
Gepik.workshop.ppt.oct.2010Gepik.workshop.ppt.oct.2010
Gepik.workshop.ppt.oct.2010Aaron Jolly
 
Taller de aprendizaje_no._1
Taller de aprendizaje_no._1Taller de aprendizaje_no._1
Taller de aprendizaje_no._1jorge herrera
 
Teaching Methodology " Teaching Grammar"
Teaching Methodology " Teaching Grammar"Teaching Methodology " Teaching Grammar"
Teaching Methodology " Teaching Grammar"Kum Visal
 
Writing Vocabulary
Writing VocabularyWriting Vocabulary
Writing VocabularyLuchi Cuison
 
12 ESL Activities for the Classroom
12 ESL Activities for the Classroom12 ESL Activities for the Classroom
12 ESL Activities for the ClassroomTara Lockhart
 
DIFFERENT KINDS OF SENTENCE (Punctuation marks)
DIFFERENT KINDS OF SENTENCE (Punctuation marks) DIFFERENT KINDS OF SENTENCE (Punctuation marks)
DIFFERENT KINDS OF SENTENCE (Punctuation marks) Jefferyl Bagalayos
 
Tk terrorcorrection
Tk terrorcorrectionTk terrorcorrection
Tk terrorcorrectionS MD
 
Alternative ways of teaching grammar
Alternative ways of teaching grammarAlternative ways of teaching grammar
Alternative ways of teaching grammarIrina K
 
Lesson plan 20
Lesson plan 20Lesson plan 20
Lesson plan 20tasneem2b
 

What's hot (20)

Whatever happened to the 3rd P?
Whatever happened to the 3rd P?Whatever happened to the 3rd P?
Whatever happened to the 3rd P?
 
Language Arts LP
Language Arts LPLanguage Arts LP
Language Arts LP
 
Once Is Not Enough
Once Is Not EnoughOnce Is Not Enough
Once Is Not Enough
 
B10.docx
B10.docxB10.docx
B10.docx
 
B05.docx
B05.docxB05.docx
B05.docx
 
English grammar teaching
English grammar teachingEnglish grammar teaching
English grammar teaching
 
TSU English 1 HRI
TSU English 1 HRITSU English 1 HRI
TSU English 1 HRI
 
Gepik.workshop.ppt.oct.2010
Gepik.workshop.ppt.oct.2010Gepik.workshop.ppt.oct.2010
Gepik.workshop.ppt.oct.2010
 
I03 - W.docx
I03 - W.docxI03 - W.docx
I03 - W.docx
 
About communication humans and animals and its process
About communication humans and animals and its processAbout communication humans and animals and its process
About communication humans and animals and its process
 
Taller de aprendizaje_no._1
Taller de aprendizaje_no._1Taller de aprendizaje_no._1
Taller de aprendizaje_no._1
 
Teaching Methodology " Teaching Grammar"
Teaching Methodology " Teaching Grammar"Teaching Methodology " Teaching Grammar"
Teaching Methodology " Teaching Grammar"
 
Writing Vocabulary
Writing VocabularyWriting Vocabulary
Writing Vocabulary
 
Teaching Techniques
Teaching TechniquesTeaching Techniques
Teaching Techniques
 
12 ESL Activities for the Classroom
12 ESL Activities for the Classroom12 ESL Activities for the Classroom
12 ESL Activities for the Classroom
 
DIFFERENT KINDS OF SENTENCE (Punctuation marks)
DIFFERENT KINDS OF SENTENCE (Punctuation marks) DIFFERENT KINDS OF SENTENCE (Punctuation marks)
DIFFERENT KINDS OF SENTENCE (Punctuation marks)
 
Tk terrorcorrection
Tk terrorcorrectionTk terrorcorrection
Tk terrorcorrection
 
Breakthrough plus-level-3-teachers-book-unit-10
Breakthrough plus-level-3-teachers-book-unit-10Breakthrough plus-level-3-teachers-book-unit-10
Breakthrough plus-level-3-teachers-book-unit-10
 
Alternative ways of teaching grammar
Alternative ways of teaching grammarAlternative ways of teaching grammar
Alternative ways of teaching grammar
 
Lesson plan 20
Lesson plan 20Lesson plan 20
Lesson plan 20
 

Viewers also liked

Viewers also liked (9)

Consulative group
Consulative group Consulative group
Consulative group
 
Kamila preguntas
Kamila preguntasKamila preguntas
Kamila preguntas
 
Omar senih
Omar senihOmar senih
Omar senih
 
NMMU BTECH QS
NMMU BTECH QSNMMU BTECH QS
NMMU BTECH QS
 
Ernst and Yong
Ernst and Yong Ernst and Yong
Ernst and Yong
 
іV. тваринний світ
іV. тваринний світіV. тваринний світ
іV. тваринний світ
 
волинь
волиньволинь
волинь
 
житомирська область
житомирська областьжитомирська область
житомирська область
 
성준영 소프트콘 발표
성준영 소프트콘 발표성준영 소프트콘 발표
성준영 소프트콘 발표
 

Similar to prueba

Creative writing, like any other writing skill, takes time and pra.docx
Creative writing, like any other writing skill, takes time and pra.docxCreative writing, like any other writing skill, takes time and pra.docx
Creative writing, like any other writing skill, takes time and pra.docxwillcoxjanay
 
Newspapers and esl
Newspapers and eslNewspapers and esl
Newspapers and eslvickytg123
 
Assessment in primary foreign languages
Assessment in primary foreign languagesAssessment in primary foreign languages
Assessment in primary foreign languagesWitold Wozniak
 
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez RocíoPractical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez RocíoRoMartnez1
 
a first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some commentsa first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some commentsJoel Wayne Ganibe, MBA
 
Differentiation in PMFL
Differentiation in PMFLDifferentiation in PMFL
Differentiation in PMFLWitold Wozniak
 
OLICO Youth facilitators' handbook
OLICO Youth facilitators' handbookOLICO Youth facilitators' handbook
OLICO Youth facilitators' handbookNathalia von Witt
 
sentence error (sva) & tenses
sentence error (sva) & tensessentence error (sva) & tenses
sentence error (sva) & tensesKhairiyah Sulaiman
 
Vocabulary teaching
Vocabulary teachingVocabulary teaching
Vocabulary teachingUğur Sever
 
Teacher, I need more words!
Teacher, I need more words!Teacher, I need more words!
Teacher, I need more words!Hugo Loyola
 
Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)bambam242
 
Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)bambam242
 
What Is Language And How Do We Learn It?
What Is Language And How Do We Learn It?What Is Language And How Do We Learn It?
What Is Language And How Do We Learn It?noblex1
 
ESL Students in a Regular Classroom- Kala Cole
ESL Students in a Regular Classroom- Kala ColeESL Students in a Regular Classroom- Kala Cole
ESL Students in a Regular Classroom- Kala Coleguest23496a
 

Similar to prueba (20)

SNAP Vocabulary
SNAP VocabularySNAP Vocabulary
SNAP Vocabulary
 
Creative writing, like any other writing skill, takes time and pra.docx
Creative writing, like any other writing skill, takes time and pra.docxCreative writing, like any other writing skill, takes time and pra.docx
Creative writing, like any other writing skill, takes time and pra.docx
 
Newspapers and esl
Newspapers and eslNewspapers and esl
Newspapers and esl
 
Assessment in primary foreign languages
Assessment in primary foreign languagesAssessment in primary foreign languages
Assessment in primary foreign languages
 
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez RocíoPractical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
Practical 7 - Second Language Acquisition: Balari Oriana - Martínez Rocío
 
Grammar Structure.ppt
Grammar Structure.pptGrammar Structure.ppt
Grammar Structure.ppt
 
a first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some commentsa first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some comments
 
Differentiation in PMFL
Differentiation in PMFLDifferentiation in PMFL
Differentiation in PMFL
 
OLICO Youth facilitators' handbook
OLICO Youth facilitators' handbookOLICO Youth facilitators' handbook
OLICO Youth facilitators' handbook
 
sentence error (sva) & tenses
sentence error (sva) & tensessentence error (sva) & tenses
sentence error (sva) & tenses
 
Vocabulary teaching
Vocabulary teachingVocabulary teaching
Vocabulary teaching
 
Teacher, I need more words!
Teacher, I need more words!Teacher, I need more words!
Teacher, I need more words!
 
Marzo
MarzoMarzo
Marzo
 
TSU English 1 SBP
TSU English 1 SBPTSU English 1 SBP
TSU English 1 SBP
 
Reading to Learn
Reading to LearnReading to Learn
Reading to Learn
 
Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)
 
Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)Madeline Hunters Lesson Design (Latest)
Madeline Hunters Lesson Design (Latest)
 
Articles en silent way_13
Articles en silent way_13Articles en silent way_13
Articles en silent way_13
 
What Is Language And How Do We Learn It?
What Is Language And How Do We Learn It?What Is Language And How Do We Learn It?
What Is Language And How Do We Learn It?
 
ESL Students in a Regular Classroom- Kala Cole
ESL Students in a Regular Classroom- Kala ColeESL Students in a Regular Classroom- Kala Cole
ESL Students in a Regular Classroom- Kala Cole
 

Recently uploaded

wiley-cpa-review-focus-notes revieww.pdf
wiley-cpa-review-focus-notes revieww.pdfwiley-cpa-review-focus-notes revieww.pdf
wiley-cpa-review-focus-notes revieww.pdfallysaamping
 
Indirect tax .pptx Supply under GST, Charges of GST
Indirect tax .pptx  Supply under GST, Charges of GSTIndirect tax .pptx  Supply under GST, Charges of GST
Indirect tax .pptx Supply under GST, Charges of GSTmeghnagandhi5574
 
Bahawalpur Culture.pptx pptx pptx pttx pttx
Bahawalpur Culture.pptx pptx pptx pttx pttxBahawalpur Culture.pptx pptx pptx pttx pttx
Bahawalpur Culture.pptx pptx pptx pttx pttxAbdulNasirNichari
 
DSP Gold ETF Fund of Fund PPT - April'2024
DSP Gold ETF Fund of Fund PPT - April'2024DSP Gold ETF Fund of Fund PPT - April'2024
DSP Gold ETF Fund of Fund PPT - April'2024DSP Mutual Fund
 
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdf
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdfTop 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdf
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdfcoingabbar
 
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdfAdnet Communications
 
How can I withdraw my pi coins to real money in India.
How can I withdraw my pi coins to real money in India.How can I withdraw my pi coins to real money in India.
How can I withdraw my pi coins to real money in India.DOT TECH
 
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书atedyxc
 
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书atedyxc
 
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...aadhyam195
 
Economics - Development 01 _ Handwritten Notes.pdf
Economics - Development 01 _ Handwritten Notes.pdfEconomics - Development 01 _ Handwritten Notes.pdf
Economics - Development 01 _ Handwritten Notes.pdfiambd3303
 
is pi Network coin available for sale in 2024
is pi Network coin available for sale in 2024is pi Network coin available for sale in 2024
is pi Network coin available for sale in 2024DOT TECH
 
State Space Tutorial.pptxjjjjjjjjjjjjjjj
State Space Tutorial.pptxjjjjjjjjjjjjjjjState Space Tutorial.pptxjjjjjjjjjjjjjjj
State Space Tutorial.pptxjjjjjjjjjjjjjjjjoshuaclack73
 
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...dembeshamira9
 
How do I sell my Pi Network currency in 2024?
How do I sell my Pi Network currency in 2024?How do I sell my Pi Network currency in 2024?
How do I sell my Pi Network currency in 2024?DOT TECH
 
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书atedyxc
 
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书atedyxc
 
Consumer rights and its importance and value
Consumer rights and its importance and valueConsumer rights and its importance and value
Consumer rights and its importance and valuehemalella
 
Zepto Case study(On Track to Profitability).pptx
Zepto Case study(On Track to Profitability).pptxZepto Case study(On Track to Profitability).pptx
Zepto Case study(On Track to Profitability).pptxaryan963438
 
What is an ecosystem in crypto .pdf
What  is  an  ecosystem  in  crypto .pdfWhat  is  an  ecosystem  in  crypto .pdf
What is an ecosystem in crypto .pdfKezex (KZX)
 

Recently uploaded (20)

wiley-cpa-review-focus-notes revieww.pdf
wiley-cpa-review-focus-notes revieww.pdfwiley-cpa-review-focus-notes revieww.pdf
wiley-cpa-review-focus-notes revieww.pdf
 
Indirect tax .pptx Supply under GST, Charges of GST
Indirect tax .pptx  Supply under GST, Charges of GSTIndirect tax .pptx  Supply under GST, Charges of GST
Indirect tax .pptx Supply under GST, Charges of GST
 
Bahawalpur Culture.pptx pptx pptx pttx pttx
Bahawalpur Culture.pptx pptx pptx pttx pttxBahawalpur Culture.pptx pptx pptx pttx pttx
Bahawalpur Culture.pptx pptx pptx pttx pttx
 
DSP Gold ETF Fund of Fund PPT - April'2024
DSP Gold ETF Fund of Fund PPT - April'2024DSP Gold ETF Fund of Fund PPT - April'2024
DSP Gold ETF Fund of Fund PPT - April'2024
 
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdf
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdfTop 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdf
Top 5 Asset Baked Tokens (ABT) to Invest in the Year 2024.pdf
 
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf
20240514-Calibre-Q1-2024-Conference-Call-Presentation.pdf
 
How can I withdraw my pi coins to real money in India.
How can I withdraw my pi coins to real money in India.How can I withdraw my pi coins to real money in India.
How can I withdraw my pi coins to real money in India.
 
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书
一比一原版(BU毕业证书)波士顿大学毕业证成绩单学位证书
 
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书
一比一原版(SFU毕业证书)西蒙菲莎大学毕业证成绩单学位证书
 
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...
Vip ℂall Girls Safdarjung Phone No 9999965857 High Profile ℂall Girl Delhi No...
 
Economics - Development 01 _ Handwritten Notes.pdf
Economics - Development 01 _ Handwritten Notes.pdfEconomics - Development 01 _ Handwritten Notes.pdf
Economics - Development 01 _ Handwritten Notes.pdf
 
is pi Network coin available for sale in 2024
is pi Network coin available for sale in 2024is pi Network coin available for sale in 2024
is pi Network coin available for sale in 2024
 
State Space Tutorial.pptxjjjjjjjjjjjjjjj
State Space Tutorial.pptxjjjjjjjjjjjjjjjState Space Tutorial.pptxjjjjjjjjjjjjjjj
State Space Tutorial.pptxjjjjjjjjjjjjjjj
 
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...
Abortion pills in Bahrain(+27737758557)Mifepristone and Misoprostol kit avail...
 
How do I sell my Pi Network currency in 2024?
How do I sell my Pi Network currency in 2024?How do I sell my Pi Network currency in 2024?
How do I sell my Pi Network currency in 2024?
 
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书
一比一原版(UC Davis毕业证书)加州大学戴维斯分校毕业证成绩单学位证书
 
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书
一比一原版(KPU毕业证书)昆特兰理工大学毕业证成绩单学位证书
 
Consumer rights and its importance and value
Consumer rights and its importance and valueConsumer rights and its importance and value
Consumer rights and its importance and value
 
Zepto Case study(On Track to Profitability).pptx
Zepto Case study(On Track to Profitability).pptxZepto Case study(On Track to Profitability).pptx
Zepto Case study(On Track to Profitability).pptx
 
What is an ecosystem in crypto .pdf
What  is  an  ecosystem  in  crypto .pdfWhat  is  an  ecosystem  in  crypto .pdf
What is an ecosystem in crypto .pdf
 

prueba

  • 1. Aaron W. Brown ENG 653/Dr. Olsher Spring 2012 Lesson Plan: Count and Non-Count Nouns Intended Audience: This 60-minute lesson comes directly from an observation experience I had recently at a private, for-profit language training center. The lesson is intended for an academic-focused class which is comprised of high-beginner students. The classes offered at this language school run the gamut of the ESL spectrum. They include general English, Business English, EAP, TOEFL test preparation, etc. The students come from a variety of countries, but the three most-represented nations include Brazil, Saudi Arabia and Korea. Most of the students are in their early twenties and stay for a minimum of two weeks, with two months seeming to be the average duration. They attend the school on F1study visas and are fully literate in their L1. Most have attended or are going to attend college or university either in their home countries or in the United States. As a part-time teacher at this language school myself, I can state that most seem to be fairly motivated, with outliers on both ends of the spectrum. There are those who show great affect and determination and those who clearly prefer to be elsewhere. Many had issues with count/non- count nouns during the actual lesson I observed, and I feel they can always benefit from review and refinement of this particular grammar point. Linguistic Description and Rationale: This lesson will focus on a review of count and non-count nouns as well as the quantifiers that are associated with this part of speech. Students at all levels, but high-beginners in particular, can benefit from a review of this seemingly easy, but in fact tricky grammar focus point. According to Celce-Murcia and Larsen-Freeman in The Grammar Book (1999), a clear summation of countable and non-countable nouns is as follows: “Most of the strictly form-based information about English articles depends on the English noun classification system. All English nouns are classified as either common nouns or proper nouns. In addition, all common nouns can be further classified as non-count nouns or count nouns. Non-count nouns are singular in number for purposes of subject-verb agreement but cannot take the indefinite article and the plural inflection as common nouns do” (p. 273). Celce-Murcia and Larsen-Freeman (1999) add that: “The lexical classification of English common nouns into count and non-count nouns is a very important preliminary to correct use of articles. It is a conceptual distinction that accounts for many systematic patterns in article usage. The distinction is problematic for ESL/EFL learners in that many languages make use of a similar concept; however, what is countable and what is uncountable is somewhat arbitrary and varies to some extent from language to language. Also, even within English itself many nouns can be used either as count or non-count nouns” (p. 273). For a detailed description of countable/non-countable noun rules, please see Appendix A.
  • 2. Learner Objectives: * Ss will be able to correctly categorize count and non-count nouns (without quantifiers.) * Ss will be able to correctly categorize count and non-count nouns according to the quantifiers/determiners which precede them:  the definite article (the car)  the indefinite article (a pencil, an apple)  a possessive determiner (my dictionary, your car, etc.)  a demonstrative pronoun (this dog, these cats, that house, those people, etc.) * Ss will be able to correctly produce count and non-count nouns according to the quantifiers/determiners which precede them. To provide practice and reinforcement of this grammatical distinction, I will use four activities which students should enjoy. In addition to teaching the count/noun count distinction, these particular activities also teach the use of the following:  Use of there is/are  Use of many/much/a lot and few/little  Use of focus questions  Use of a rejoinder  Use of future tense Lesson: Consciousness-raising work (5-10 minutes): I want to encourage beginning students to be able to recognize and fix mistakes in this grammar focus pattern on their own, so I think it is important to raise their consciousness about this particularly important focus point. I would first show a few examples from students’ own writing in the hopes that they would be able to distinguish the non-countable nouns in the left-hand column from the same (erroneously) pluralized nouns in the right-hand column. If Ss are able to visualize the differences in chart form, hopefully they will be able to quickly and inductively sort out the rules. Which column is correct? education educations evidence evidences luggage luggages equipment equipments advice advices Explanation of Grammatical Rules (10 minutes): After first using the inductive approach, I would next try a more deductive activity. The “Teaching Suggestions” section of The Grammar
  • 3. Book (1999) provides an excellent series of suggested activities for form and/or meaning practice. Celce-Murcia and Larsen-Freeman note that it is useful to “use a grid with count and non-count headings and ask learners to sort the words that describe things as wholes under ‘non- count’ and words that can be counted under ‘count.’” (p. 290). By providing a word bank with more confusing and/or problematic words, beginning students should then be able to organize the nouns visually according to count and non-count type. See Appendix B for further rule presentation. Word Bank: evidence, rice, table, book, soccer, nature, chair, information, monkey, courage, silence, food, school, poverty, power, mother, research, joy, language, travel, boy, girl, growth Put words that describe things as wholes under “non-count” and put words that can be counted under “count” Non-count Count Focused Practice (10 minutes): This activity will allow the Ss to review count/non-count nouns while practicing the expression “a lot of.” I would remind the Ss that “a lot of” can occur with plural count nouns and with non-count nouns. I would have the Ss complete this activity in small groups. Instructions: Use the following noun cues to make true statements telling where a large quantity of these things can be found. Change the noun to the plural form if necessary. Your sentence should begin: There (is/are) a lot of… EXAMPLES high mountain There are lot of high mountains in Nepal. hot weather There is a lot of hot weather in Texas. Ss then will construct sentences using farm, farming, agriculture, heavy industry, traffic, modern highway, shopping center and rice field. The activity closes in a more communicative way by asking Ss to think about their hometown. What is there a lot of there? A: There is a lot of… B: There are a lot of… (adapted from Robinson, 1995) Controlled practice (15 minutes): For this activity, I would use a fun and engaging practice exercise I have used in the past to great effect with other students. Called the “Shopping List Game,” students sit or stand in a circle. The teacher starts by saying: “Let's go shopping! Do you like shopping?” (Let students respond.) “I'm going to buy some _______.” The teacher says something like "some apples" or "some rice" or another count noun or non-count noun. The student to the left of the teacher has to continue the shopping by saying "I'm going to buy some ______ (what the teacher just said) and some ______ (something new).” Then the next student continues by adding another item to the list. "I'm going to buy some ______ and some ______
  • 4. and some ______.” After about three or four students or when memories begin to falter, the next student can start with a new single item. This game reinforces the use of count or non-count items related to food or products bought at a store. The teacher's role is to correct the student's grammar. If a student says, "I'm going to buy some egg," the teacher should repeat the correct sentence and have the same student repeat it correctly again. (adapted from Belisle 2004) Communicative Practice (20 minutes): Students will sit in groups of four. They are to discuss the strengths and weaknesses of one particular city or town as a place to live or study. They should consider, for example, cultural, educational and recreational opportunities. Climate, environment, transportation, housing, cost of living, etc. are also important factors. Ss should choose a place they are familiar with, such as a famous city in their home country or where they are living right now. They need to pay close attention to correct usage of count and non-count nouns during the discussions. Teacher will take detailed notes of errors/mistakes and a whole- class discussion and error-correction session will begin the next day’s lesson. (This activity is perhaps better suited for an intermediate-level class, but could easily be modified for beginners as well.) Follow-up communicative activity for next lesson(s): I would ask Ss to write their own short narrative about an abstract noun (such as love, success or health) and read it for the class during a subsequent meeting (underlining all the nouns.) The focus, however, would be on proper use of countable and non-countable noun differentiation. I would provide the Ss with guiding questions to help with the writing process. For example: Where does the story take place? When does it take place? Who are the main characters? I would tell them, “the story could begin something like this: Long, long ago a young girl named Rose was full of love for a handsome boy named Jack. Rose was a real beauty herself. The often met at a…” Evaluation: Correct usage of count and non-count nouns and their accurate production according to quantifiers are skills that should be reviewed at every level of the language learning process. Though this lesson is targeted at beginners, it could be of use to practically any level (as a short warm-up or review.) In addition, story writing and descriptive tasks are an excellent way to practice correct usage of noun forms (as well as practically any grammar point on which the instructor intends to focus.)
  • 5. Appendix A The Longman Student Grammar of Spoken English (2002) includes a number of relevant and useful guidelines for count/non-count noun formation (viz. 1-3) and Read, Write and Edit (2004) incorporates even more rules, as well as an extensive list of common count/non-count nouns (4- 5.) 1. Countable common nouns refer to entities which can be counted: they have both a singular and a plural form (a cow, two cows). Both in the singular and in the plural there is a contrast between indefinite and definite, signaled by articles (a cow vs. the cow; cows vs. the cows). 2. Uncountable common nouns refer to something which cannot be counted and they do not vary for number. They cannot occur with the indefinite article a/an, but they allow a contrast between definite and indefinite (the milk vs. milk). 3. The ability to count nouns is partly a matter of how we view the world, rather than how the world really is. For example, furniture and traffic are uncountable nouns in English. Although they refer to separate items (e.g. chairs, cars), the English language ‘sees’ these items as a mass. 4. Non-count nouns have only one form (plural). They can refer to concrete or abstract entities. Having no paper to print out his composition, he saved his work on the hard disk. (paper is concrete; work is abstract) If he had a little paper, he could have printed out a great deal of work. 5. Many non-count nouns can also be used as count nouns. Non-count (substance, material, abstraction) Count (an individual instance or unit) Education can help us learn about good communication Experience teaches us about language use. One can get a good education in school or on the job. I have had several bad experiences concerning misunderstandings. Life can seem very difficult when we don’t communicate well with others. Doing business with strangers can lead to misunderstandings. No one leads a life that is free of all problems in communication. Those who run a business should consider training their employees regarding communication skills.
  • 6. Appendix B Remember It How much ....? = uncountable nouns For example: How much coffee do you drink? How many ....? = countable nouns For example: How many cups of coffee do you drink? How much? How many? Countable Nouns Uncountable Nouns In questions: We use how many with plural countable nouns:- We use how much with uncountable nouns:- "How many newspapers do you read every day?" "How much paper is in the printer?" "How many Euros have you got?" "How much money have you got?" Learn It Some, Any Countable Uncountable There are some people. cups. books. newspapers. chairs. shoes. Euros. There is some money. traffic. paper. time. coffee. food. Countable Uncountable Statements: We can use some in positive sentences with plural countable nouns:- We can use some in positive sentences with uncountable nouns:- Positive: I read some books. I would like some coffee. Countable Uncountable There aren't any people. cups. There isn't any money. traffic.
  • 7. books. newspapers. chairs. shoes. Euros. paper. time. coffee. food. Statement: We can use any in negative sentences with plural countable nouns:- We can use any in negative sentences with uncountable nouns:- Negative: I don't read any books. I don't want any coffee. Countable Uncountable Are(n't) there any people? cups? books? newspapers? chairs? shoes? Euros? Is(n't) there any money? traffic? paper? time? coffee? food? Questions: We can use any in questions with plural countable nouns:- We can use any in questions with plural uncountable nouns:- Positive Q: Are there any books? Do you need any coffee? Negative Q: Aren't there any books? Don't you need any coffee? !Note! When you expect the answer to be "Yes." to an offer or polite request, you can ask a question using some. Countable Uncountable Question: Can I have some books, please? Would you like some coffee? A few, A little There are a few people cups books newspapers chairs shoes Euros There is a little money traffic paper time coffee food Countable Uncountable Statements:
  • 8. Positive: "I meet a few people every day." "There is a little paper in the printer." "I only have a few Euros." "I only have a little money." Many, Much There aren't many people cups books newspapers chairs shoes There isn't much money traffic paper time coffee food Countable Uncountable Statements: Negative: I don't read many books. I don't drink much coffee. Questions: Positive Q: Are there many books? Do you need much coffee? Negative Q: Aren't there many books? Don't you need much coffee? Source: http://www.learn-english-online.org/Lesson38/Lesson38.htm References Belisle, R. (2004, March). Activities to Teach the Count and Non-count Noun Distinction. Retrieved April 18, 2012, from The Internet TESL Journal, Vol. X, No. 4, April 2004: http://iteslj.org/Lessons/Belisle-CountAndNoncount.html Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. Harlow, Essex: Pearson Education Limited. Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston: Heinle & Heinle.
  • 9. Porter, P. & VanDommelen, D. (2004). Read, write, edit: Grammar for college writers. New York: Houghton Mifflin. Robinson, B. (1995). Focus: Interactive grammar for students of ESL (2nd ed.). New York: St. Martin’s Press.