Katholieke Hogeschool Kempen – Departement Lerarenopleiding Vorselaar
Bachelor in het onderwijs: secundair onderwijs
Lepelstraat 2 – B 2290 Vorselaar
Tel +32 (0)14 50 93 42 - Fax +32 (0)14 50 93 44 - E-mail: kvr@khk.be
Lesvoorbereiding
Student: Kristina Corneillie
1 ILSO c tel. 014/262738
E-mail: kristina.corneillie@edu.khk.be
Datum stage:
School:
Klassengroep:
Lokaal:
Mentor:
Stage-oefenles
Proefles
Uur:
Aantal lln.:
Vak: Engels
Docent: Jen Van Loock
Lesonderwerp
(SUBJECT)
Countables – Uncountables
Bronnen
(SOURCES)
-Stairway to English 3: Student’s book, Student’s workbook, Teacher’s notes, Simonne
Claessens, Mary Jane Farren, Eric Lee, Paul Massant, Uitgeverij De Sikkel NV, Oostmalle,
2000.
-Beyond Measure, Grammar Review and exercises, E. Craenhals, R. Vanherreweghe,
Uitgeverij Van In Lier, 1994.
-Contact 3 An intermediate English Course, Jef Vanden Borre, Geert Claeys, Uitgeverij
Wolters Plantijn, Deurne, 2000.
-All Aboard 3, Textbook, Nadine Corbeels, Marc Meulemans, Guido Valée, Uitgeverij Van
In Lier, 2000.
-Grammar Practice Activities, A practical guide for teachers, Penny Ur, Cambridge
University Press, Cambridge, 1993.
-New English Grammar in Use Supplementary Exercises with answers, Louise Hashemi
with Raymond Murphy, Cambridge University Press, 2001.
-Teaching and Learning Grammar, Longman keys to language teaching, Jeremy Harmer,
Longman New York, 1989.
-Cognitive Grammar for Schools, Eugeen Hermans, De Nederlandsche Boekhandel
Uitgeverij Pelckmans 1990.
-Cognition and communication, Grammar, D. Benson, E. Hermans, Uitgeverij Pelckmans,
1995.
-The internet.
-Methodology Course.
Beginsituatie
(INITIAL SITUATION)
It’s their second year of English (3 ASO/TSO).
1
Vakoverschrijdende eindtermen
(FINAL ATTAINMENT LEVELS)
1. Listening: 1, 2, 4, 5, 6.
2. Reading: 7.
3. Speaking: 16.
4. Writing: 19, 20, 21.
Leerplan
(CURRICULUM)
Vormingsdoelen
(FORMATION OBJECTIVES)
1. Language
Pupils are able to use the correct expression of quantity in oral and written language.
Pupils are able to make a distinction between countables and uncountables.
Pupils are able to form sentences while using the right expression of quantity.
Pupils realize the importance of knowing the difference between countables and
uncountables in order to express….
The pupils are able to express themselves fluently in their free speech
2. Learning Strategies
The pupils are able to discover grammar rules themselves by studying, comparing and
analysing examples.
The pupils are able to plan their time in order to select the needed information. The pupils
are able to work together on a task in order to get the correct solution.
The pupils are able to adjust their pronunciation by listening to the teacher.
The pupils are able to find memory tricks to remember/study the subject of a lesson.
The pupils are able to consult their knowledge of the English language in order to do
exercises.
The pupils should be able to compare different (foreign) languages and discover
similarities and differences. This will help them to understand the foreign language
(meaning of difficult words and typical grammar rules) better.
The pupils become aware of the fact that repetition is all important in language
acquisition.
3. Personality Formation
The pupils are able (willing) to ask the teacher/their classmates for help.
The pupils are willing to listen and practise their pronunciation (by imitating teacher) and
aim at accuracy.
The pupils are willing to listen to each other and respect each other’s opinion.
4. World View
The pupils are willing to see that every language in the world is different from another.
The pupils can use expressions of quantity correctly when they want to express
themselves on a journey to England/America.
Concrete doelen
(SHORT RANGE OBJECTIVES)
Knowledge, insight, application, pronunciation, rousing interest enthusiasm pleasure
The pupils are able to look at pictures and say in English what they see in the picture (s).
The pupils are able to discover a grammatical problem themselves after the teacher has
pointed their attention on it. Pupils are able to make a distinction between countables and
uncountables (l-r).
The pupils are able to ask each other questions and are able to formulate answers to
questions(s).
The pupils are able to read an English text out loud and use the right intonation and
pronunciation(r).
The pupils are able to do exercises correctly after learning a new grammar topic (s-w).
The pupils are able to listen to each other in order to get the right solutions to an exercise (l-s).
The pupils are able to use a dictionary in an effective way (r).
The pupils are able to use the grammar they have just learned in a creative way (dialogue and
card game) (l-s).
Werkpunten
(PRACTICE AIMS)
I’m going to use Stairway to English 3.
Inhoud
Content
Methode
Method
Materiaal
Teaching Aids
Initial Stage (8 min)
Introduction
Teacher introduces herself
I would like to show you a few pictures. What I
want you to do is tell me what you see in these
pictures.
(answers: milk, beer, butter, bread, beer, chocolate,
jam , perfume, pepper and salt, sugar, toothpaste,
tea, soup, water, wine)
Teacher shows pictures
Pupils answer
Teacher writes answers on the BB
Pictures
BB
All these words have something in common, do you Teacher asks question
know what? Can you count milk?
Pupil answer
(answer: No, only the bottles of milk)
So, we can call them UNCOUNTABLES
Picture with 3 bottles
(C) of milk (U)
These are uncountbles (or uncountable nouns) and
that’s the topic of our lesson today.
You can take your diaries and fill in for this lesson
“Countables-uncountables, suitable words and
expressions”
BB
Teacher explains the topic of the lesson + writes diary on the
BB
Development stage (30 min)
Presentation
Can you all take your books at page 52 ex 17. I’m
Teachers asks to take TB
going to indicate one pupil who is going to ask one Pupils take TB
of these questions to another pupil in the class. That Pupils do exercise in turns
pupils is going to answer the question. And
afterwards he is going to ask a new question to
someone else in the classroom. You can’t pick the
TB
same pupil twice.
(Not all sentences, just a few)
Were there any difficulties while answering these
questions?
(answer: you don’t always know the right
expressions to answer)
Integration
On the next page, you find some expressions to
specify these words. They are called uncountables.
Who wants to read the instruction and the
examples?
(pupil reads the instruction + examples)
Teacher asks question
Pupil answer
TB
Pupil reads instruction + examples
Let’s take our workbooks and try to do exercise 10. Pupils take WB
WB
A pupil reads the instruction
Class in three groups, every group takes one column
Individual preparation
Afterwards: oral correction (pupils take turns answering, they
say whether the noun is countable or uncountable, start in
front of the class)
Now let’s do exercise 11. The idea of this exercise
is that you try to find out which of the words in
italics are wrong and that you cross them out. Oke?
(Division of the class in three groups, every group
takes 5 sentences (a-e, f-j, k-o)
Afterwards correction (pupils take turns answering,
start last pupil of the row)
Presentation + Integration
(Division of the class in three groups, every group takes 5
sentences (a-e, f-j, k-o)
Afterwards correction (pupils take turns answering, start last
pupil of the row)
WB
Oke, take your textbooks again at page 53, number
19. I’m going to indicate someone who’s going to
take the first sentence and try to complete it. And he
is also going to indicate the next one to do the next
sentence.
If someone thinks he/she hears a mistake, raise your
finger and help your fellow students.
Well Done
Pupils take TB
Pupils do exercise orally
Pupils have to listen to each other and correct themselves if
necessary
Presentation + Integration
There are also more specific words to express a
Pupils take TB
certain quantity, in your textbook (p53 nr 20), you Pupils read words in silence and search in a dictionary in
can find some of these words. I want you all to read order to find the right explanation for some unknown words
these words in silence. If there are words you don’t
understand I want you to look them up in your
dictionary.
TB
TB
Now let’s take our WB again and do exercise 12 A. (Class in three groups, each group one column, individually)
Who wants to read the instructions?
Afterwards oral correction (start in front of the class).
Indicated pupil reads instruction.
WB
BB
And let us also do exercise 12 D.
WB
BB
(class in three groups)
Afterwards correction (start at the back)
Oral correction
Teacher (or indicated pupil) writes solutions on the BB
Presentation + Integration
Oke, take your textbooks at page 54 number 22.
Pupils take TB
There are two fixed structures when you use
Teacher explain the rules
countables or uncountables:
Countables are always used with a plural verb form
and uncountable with a singular verb form.
TB
In this exercise you are being asked to create a
dialogue using the new vocabulary from numbers
18 an 20 in your textbook.
You can do this in pairs.
I’ll give you 2 min. preparation time.
Pupils create a short dialogue using the new vocabulary +
grammar
Some couples read their dialogues out loud.
Pupils act their dialogue.
TB
Evaluation stage (10 min)
Card game:
Asking and giving information about quantities,
degrees of quantities, speaking about containers,
places where things are put.
The class is divided into small groups( 4 to 6
pupils). The teacher hands out cards. (and makes a
pile of cards in the middle of the circle)The aim of
the game is that the students decide whether they
want cards with only countables or only
uncountables on them. If they have cards they don’t
want to have, they have to pass them to the next
pupil. From the moment one pupil thinks he or she
only has countables or uncountables he has to take a
match from the middle of the table (best without
any noise) the other members of the group have to
do the same thing as quickly as possible (but there
is one card short, so one player doesn’t get a match,
this is the ‘loser’). The ‘winner’ has to put his cards
on the table so everyone can check whether the
‘winner’ actually has got only countables or
Teacher gives instruction + hands out cards
Pupils play the game.
Teacher walks around and looks and listens to each group.
Cards
Paper with possible
structures
uncountables. And the ‘loser’ of the game has to
make sentences using the words of the winner. (If
there is a mistake in the pile of the winner, he or she
has got to make the sentences)
(possible structures:
-is/are there any…
-how much/many…
-There isn’t/aren’t…
-there’s a little…
-there are a few…
-there is/are a lot of…
-there isn’t much…
-there aren’t many…
-…)
Card Game
Possible structures:
-is/are there any…
-how much/many…
-there isn’t/aren’t…
-there is a little…
-there are a few…
-there is/are a lot of…
-there isn’t much…
-there aren’t many…
…
Apple
Apple
Bottle
Bottle
Chicken
Chicken
Cup
Cup
Plastic
Plastic
Pint
Pint
Soup
Soup
Jar
Jar
Jam
Jam
Tube
Tube
Honey
Honey
Loaf
Loaf
Cheese
Cheese
Coin
Coin
Advice
Advice
Tin
Tin
Paint
Paint
Pinch
Pinch
Furniture
Furniture
Pig
Pig
Salade
Salade
Lettuce
Lettuce
Pork
Pork
Tourist
Tourist
Bread
Bread
Source
Source
Money
Money
Egg
Egg
Sugar
Sugar
Suitcase
Suitcase
Music
Music
Chair
Chair
Luggage
Luggage
Table
Table
Work
Work
Drink
Drink
Chalk
Chalk
Crash
Crash
Pen
Pen
Information Information
Blackboard Scheme
Milk, beer, butter,
bread, beer, jam,
perfume,...
Diff: how can we
express quantity in a
correct way?
Ex 12A: correction.
Ex 12D: correction
-milk - a bottle of milk
-perfume - 3 bottles of perfume
UNCOUNT
-no plural
-no ‘a’
-much
-a little
-sg verb
Diary: “Countables –
uncountables,
suitable words and
expressions”
Ex 12A: correction.
Ex 12D: correction
-
COUNTABLE
-many
-a few
-plural verb