Year 7
Lesson 30
Can you remember?
Keywords
Using countable and uncountable nouns
and their determiners have/haven't got,
some and any
Using past simple and contrasting it with
past continuous and their question forms
Contents
Aims
Learning goals:
Revision
Revision of:
food and restaurant vocabulary
school vocabulary
Language Analysis
We use the past simple to express the idea that an action started and finished at a specific time in the
past.
Yesterday at five o’clock I was reading a book.
We use the past continuous to indicate that a longer action in the past was interrupted. The interruption
is usually expressed by a shorter action in the past simple.
I was sleeping when the telephone rang.
We use the past simple to express the idea that an action started and finished at a specific time in the
past.
I saw a movie yesterday.
Countable nouns are things that we can count. They can be singular or plural: one pen / two pens
We can use the indefinite article a/an with singular countable nouns: a banana, an orange.
Uncountable nouns are things that we cannot be divided into separate elements. We cannot count them.
Uncountable nouns include things such as liquids, powders and abstract ideas.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Lead-in
Audio:
Harry: OK mum, what do we need?
Mum: Well I’m going to make a cake, so I need
some butter and some eggs. Then I need some
sugar, too.
Harry: OK, we’ve got those, do we need any
apples?
Mum: No we don’t, not today. What do you want
to eat for dinner tonight?
Harry: A burger!
Mum: You had a burger last night! Why don’t you
get a pizza for yourself instead? And we haven’t
got any salt and pepper, so get some of that, too.
Harry: OK mum. Do we need anything else?
Mum: Yes, I’m going to make some biscuits so I
need more flour. Can you get that for me?
Ask students to watch the presentation and select
Harry’s shopping trolley.
Harry: Done!
Extension
Mum: And have we got any milk at home?
Ask a few students about the contents of the
three shopping trollies.
Harry: Yes we have, but we haven’t got any juice.
Mum: OK, get some of that, and I just need some
bread and some jam, then we’re finished.
What is there in the first shopping trolley?
Harry: Here you are!
To further practice using some and any ask
students about products not present in the trollies:
Mum: We’ve got butter ... eggs... salt... pepper...
Wait a minute! Chocolate!! And sweets!! How did
these get in here?!
Key:
There is a / some … There are some …
Are there any bananas?
Make sure to get your students to respond in full
sentences:
No, There aren’t any bananas.
Students should select picture number three
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Main input
Audio:
Harry: OK mum, what do we need?
Mum: Well I’m going to make a cake, so I need
some butter and some eggs. Then I need some
sugar, too.
Harry: OK we’ve got those, do we need any
apples?
Mum: No we don’t, not today. What do you want
to eat for dinner tonight?
Harry: A burger!
Mum: You had a burger last night! Why don’t you
get a pizza for yourself instead? And we haven’t
got any salt and pepper, so get some of that, too.
Harry: OK mum. Do we need anything else?
Mum: Yes, I’m going to make some biscuits so I
need more flour. Can you get that for me?
Harry: Done!
Mum: And have we got any milk at home?
Harry: Yes we have, but we haven’t got any juice.
Mum: OK, get some of that, and I just need some
bread and some jam, then we’re finished.
Harry: Here you are!
Mum: We’ve got butter ... eggs ... salt ... pepper
... Wait a minute! Chocolate!! And sweets!! How
did these get in here?!
Ask students to listen and complete using some,
any or a.
Key:
Words to be entered are in the brackets below:
Harry: OK Mum, what do we need?
Mum: Well I’m going to make [a] cake, so I need
[some] butter and [some] eggs. Then I need some
sugar, too.
Harry: OK we’ve got those, do we need [any]
apples?
Mum: No we don’t, not today. What do you want
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
to eat for dinner tonight?
Harry: [A] burger!
Mum: You had [a] burger last night! Why don’t
you get [a] pizza for yourself instead? And we
haven’t got [any] salt and pepper, so get [some]
of that, too.
Harry: OK Mum. Do we need [any]thing else?
Mum: Yes, I’m going to make [some] biscuits so I
need more flour. Can you get that for me?
Harry: Done!
Mum: And have we got [any] milk at home?
Harry: Yes we have, but we haven’t got [any]
juice.
Mum: OK, get [some] of that, and I just need
[some] bread and [some] jam, then we’re finished.
Harry: Here you are!
Mum: We’ve got butter ... eggs ... salt ... pepper
... Wait a minute! Chocolate!! And sweets!! How
did these get in here?!
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 1
Key:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
biscuit
butter
sweets
chocolate
salt
pepper
pizza
knife
fork
spoon
menu
waiter
jam
sugar
Ask students to complete the crossword puzzle
by dragging letters into appropriate spaces in the
grid.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 2
Key:
[Some…]
butter / flour / sugar / salt / pepper / chocolate /
sweets / bread /
[A…]
biscuit / pizza / burger / sandwich / banana /
[An…]
egg / orange / apple /
Ask students to put the words in the right place.
Explain that the selection should be based on the
countability of the given words. Singular
countable words beginning with a consonant
sound should be proceeded by a. Singular
countable nouns beginning with a vowel sound
should be preceded by an. Uncountable nouns
should be proceeded by some.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practise 3
Key:
Correct answers in bold below:
1. Emma woke up early. [True / False]
2. Emma arrived at school after Ms Green
started her lesson. [True / False]
3. Emma forgot to bring her homework to
school. [True / False]
4. Emma cried because she didn’t have her
lunch money. [True / False]
5. Kate made Emma feel better. [True / False]
Ask students to read the text and mark sentences
below as either true or false.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 4
Key:
Answers in bold below:
Emma [didn’t have / wasn’t having] a good day.
First of all, she [woke / was waking] up late, and
missed her bus. When she [got / was getting] to
school Ms Green [taught / was teaching], so she
[shouted / was shouting] at Emma for being late.
That was bad enough, but then Emma had her
science lesson. She [sat / was sitting] down in
the class when she [remembered / was
remembering] that she didn’t have her homework!
It was at home on her desk! Mr Campbell wasn’t
happy, and he [decided / was deciding] that
Emma would have an extra exam the next day!
After all this bad news, the lunch bell rang, and
Emma went to the canteen to buy her lunch. She
[stood / was standing] in the line, waiting to
order, when she [found / was finding] that she
didn’t have her lunch money! It was at home, in
her other bag! Emma [felt / was feeling] like
crying. She [had / was having] such a bad day,
and now she couldn’t even buy lunch!
She [thought / was thinking] about what to do
when suddenly she [heard / was hearing] a voice
behind her. ‘What’s wrong, Emma?’ It was Kate!
Emma told her about her bad day, and Kate [paid
/ was paying] for Emma’s lunch.
Ask students to read and select proper forms. At
this stage remind students about the difference in
use between the past simple and the past
continuous tenses. Focus on completed actions in
the past simple and the duration of the action in
the past continuous.
‘I don’t feel so bad now,’ Emma said. ‘But I’ll
make sure I wake up earlier tomorrow!’
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 5
Key:
Gaps to be completed in brackets below.
Emma wasn’t having a good day. First of all, she
w[oke] up late, and m[issed] her bus. When she
got to school Ms Green was teaching, so she
s[houted] at Emma for being late.
That was bad enough, but then Emma had her
science lesson. She was sitting down in the class
when she r[emembered] that she d[idn’t] h[ave]
her homework! It was at home on her desk! Mr
Campbell w[asn’t] happy, and he d[ecided] that
Emma would have an extra exam the next day!
After all this bad news, the lunch bell rang, and
Emma w[ent] to the canteen to buy her lunch.
She w[as] s[tanding] in the line, waiting to order,
when she found that she didn’t have her lunch
money! It was at home, in her other bag! Emma
f[elt] like crying. She was having such a bad day,
and now she c[ouldn’t] even buy lunch!
She was thinking about what to do when suddenly
she h[eard] a voice behind her. ‘What’s wrong,
Emma?’ It was Kate! Emma t[old] her about her
bad day, and Kate p[aid] for Emma’s lunch.
Ask students to recall the verbs used in the story
and complete the blanks. First letters of the
missing words are given.
‘I don’t feel so bad now,’ Emma said. ‘But I’ll
make sure I wake up earlier tomorrow!’
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 6
Key:
Students’ own answers.
Ask students to read and write a short description
based on the prompt questions. Alternatively,
have the students answer the questions orally in
pairs.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 7
Key:
/ Good afternoon, what would you like to drink? /
/ We’d like a lemonade and a glass of water,
please. /
/ OK, and for your starter? /
/ We’d like one salad, and one tomato soup,
please. /
/ Great. What would you like for your main
course? /
/ For our main course we’d like pasta with
chicken, and a pizza, please. /
/ All right. Would you like anything else? /
/ No, that’s all thanks! /
Ask students to read and put the sentences in
order. Explain that the conversation is what they
might hear in a restaurant.
Extension
See handout 1
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 8
Audio 1:
What would you like to drink?
Audio 2:
What would you like to eat?
Audio 3:
What would you like for your main course?
Audio 4:
What’s your favourite subject?
Audio 5:
Which subject don’t you like?
Key:
Intonation at the end of these questions is
downward.
Have students listen to the questions. Ask them
about the intonation pattern (raising or falling). To
further illustrate the idea ask students to illustrate
the intonation pattern by drawing a line. ∕ ˉ\
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 9
Key:
Text 1
/ What / were / you / doing / yesterday / morning? /
Text 2
/ What / was / the / teacher / doing / when / this /
lesson / started? /
Text 3
/ What / were / you / doing / on / Saturday /
morning? /
Text 4
/ What / were / your / parents / doing / yesterday /
evening? /
Text 5
/ What / were / you / doing / at / eight / o’clock /
this / morning? /
Ask students to work in pairs listening and putting
the words in order. They should then take turns
asking and answering the questions.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Self evaluation
Key:
Students’ own answers:
Talk about food
Say what I have and haven’t got
Tell the difference between countable and
uncountable nouns and use some and any with
them
Order a meal
Talk about school
Ask and say what people were doing at a time in
the past
Talk about events and actions in the past
Describe a sequence of events
Choose between past continuous and past simple
Ask students to self-assess the skills reviewed in
the lesson by selecting one of the answers to the
questions.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Handout
Work in pairs. One person is a waiter, the other is a customer in a restaurant.
Customer: Using the menu below order a three course meal at the restaurant.
Waiter: greet the customer and take his/her order.
Take turns and act out both roles.
Menu
Starters
Mozzarella sticks with marinara sauce
Mushrooms with goat cheese
French onion soup
Main courses
Steak
Risotto
Shrimp scampi
Desserts
Tiramisu
Ice cream
Fruit salad
Drinks
Coffee
Mineral water
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide