CLASS: Intermediate / CareerLink North TOPIC: Going to a Restaurant

Teaching Context: Online DATE: 9/25

Lesson Objectives:
● Students will be able to distinguish between countable and uncountable nouns by reading a short article and identifying the countable
and uncountable nouns by underlining them on the textbook individually.
● Students will be able to construct sentences with compatible quantifiers for both countable and uncountable nouns in written form
when thinking about their favorite holidays.
● Students will be able to create conversation orally by using words of measurement (a bottle of, a jar of, a carton of...) when doing role
play in pairs in the setting of a restaurant.

Activity Activity Stages Technology Used Key Language forms/ Resources/ Time
Focus functions Materials

Strand Warm up Vocabulary PowerPoint 9:00-9:15

(Nation, Ts greet the Ss and ask about their Theater, supermarket, slides 1-3
2007) weekend. café, post office,
Ts guide the Ss to use the hospital, pharmacy,
Fluency vocabulary taught in previous hair salon, shopping
Developm classes when talking about their mall, library, museum
ent weekend. (Ts do so by giving
examples.)
 What is countable/uncountable? -PowerPoint Slides Ss should be able to PowerPoint 9:15-9:45
Meaning- Pre-Stage distinguish between slides 4-9,
focused · Ts gives a scenario when countable and
input customer order food in a Engagement: Instead of Ts giving all uncountable nouns in Handout of the
restaurant, people usually add the explanation, Ts will let Ss their writing practice. article to
quantity for those foods; some are brainstorm based on their There is no specific underline
countable and some are background knowledge first and build spoken language (un)countable
uncountable and ask Ss what they up ideas as a whole class together. form. nouns
think countable/uncountable means
· Ts give feedback and give a Evidence of engagement Ss willing to
more explicit explanation that answer questions and volunteer to
countable nouns are things that can share their opinions is viewed as
count separately, like an orange or engagement. The classroom assistant
a book, and uncountable nouns are is also there to assist in guiding the Ss
things that can't count separately, into engagement.
like rice, water, or information.
· Ts ask Ss to complete a reading
practice in which students will read
a short paragraph. In that short
paragraph, all the nouns are
underlined, and while students are
reading, they will be able to tell
which noun is countable and which
one is uncountable. The teacher will
read the first sentence and model it.
During
· Ts give Ss time to finish and ask
the classroom aide to walk around
and see if the Ss are on the right
 track (whether they are doing the PowerPoint
activity as the Ts asked and if they slides 10-15
encounter any problems when
doing so)
· Ts tell Ss feel free to ask
questions if they have any during
the practice.
Post-stage
· Ts ask Ss for volunteers to
share their answers with the whole
class.
· Ts go through the answers on
the PowerPoint slide and show the
correct answers.
· Ts give Ss positive feedback and
corrective feedback if necessary
(mainly give corrective feedback
through recast, but will use explicit
with metalinguistic if Ss are still
confused).
Transition-Ts give hints that there is
something that can be used with
countable/uncountable nouns. Ss should use the PowerPoint
Language- -PowerPoint Slides correct forms of slides 16-19 9:45-10:15
focused How and when should I use quantifiers? quantifiers and
learning Pre-Stage complete sentences
· Ts introduces the concept of Engagement: Instead of Ts giving all when doing this
quantifiers by asking Ss how they the explanation, Ts will let Ss activity.
can express how much or how many brainstorm based on their
they have of something. background knowledge first, and
· Ts give feedback and give more build up ideas as a whole class
explicit explanations and examples. together.
 · Ts and Ss do a warm-up
practice of talking about what they Evidence of engagement Ss willing to
eat much and what they don’t eat answer questions and volunteer to
much during the holiday in their share their opinions is viewed as
home country. engagement. The classroom assistant
· Ts explain the task of is also there to assist in guiding the Ss
composing complete sentences with into engagement.
quantifiers.
· Ts give an example (My favorite
holiday in my home country is the
Autumn Moon Festival. I eat a lot of
barbecue. I don’t drink any alcohol.)
During
· Ts let Ss write down a few
sentences about their favorite
holiday food using appropriate
quantifiers.
· Ts give Ss time to finish and ask
the classroom aide to walk around
and see if the Ss are on the right
track (whether they are doing the
activity as the Ts asked and if they
encounter any problems when
doing so)
Post-stage
· Ts ask Ss to share their answers
with the whole class.
· Ts give Ss positive feedback and
corrective feedback if necessary
(mainly give corrective feedback
through recast, but will use explicit
metalinguistic if Ss are still
 confused).
· Ts concludes this activity and
asks Ss if they have further
questions.
Transition-Ts let Ss think, what can we do if
we want to count uncountable nouns?

Ten-minute break 10:15-

10:25

Meaning- Let’s go to a restaurant! -PowerPoint Slides Ss should use the PowerPoint 10:25-
focused Pre-Stage correct forms of slides 20-23 10:55
output · Ts ask Ss to think about how words of
they count food when they are at a Engagement: Instead of Ts giving all measurement and
restaurant and what they think the the explanation, Ts will let Ss complete sentences
words of measurement are. brainstorm based on their when doing this
· Ts give feedback and give more background knowledge first and build activity.
explicit explanations and examples. up ideas as a whole class together.
· Ts explain to Ss about the task,
put Ss into pairs, and order food or Evidence of engagement Ss willing to
drinks with each other (roleplay). answer questions and volunteer to
· Ts models the role play. share their opinions is viewed as
· Ss with higher proficiency levels engagement. The classroom assistant
should include at least five is also there to assist in guiding the Ss
quantifiers in their script, whereas into engagement.
others need to include 3.
 (differentiation)

During
· Ts give Ss time to finish and ask
the classroom aide to walk around
and see if the Ss are on the right
track (whether they are doing the
activity as the Ts asked and if they
encounter any problems when
doing so)
· Ts tell Ss feel free to ask
questions if they have any during
the practice.
Post-stage
· Ts ask Ss to volunteer to
present to the whole class.
· Ts ask other Ss who are not
presenting to pay attention to the
quantifiers that they hear.
· Ts give Ss positive feedback and
corrective feedback after the Ss
present, if necessary (mainly give
corrective feedback through recast,
but will use explicit metalinguistic if
Ss are still confused).
· Ts concludes this activity by
saying that through this activity we
applied what we learned—the
countable and uncountable nouns,
quantifiers, and measurement
words—to taking orders and
ordering food. We hope you can
 apply what we learned to your real
life too and ask Ss if they have
further questions.

Conclusio Ts wrap up the class and ask Ss if they have 10:55-

n any further questions. 11:00

Homework: The next class meeting will start with fluency development for the grammar and vocabulary learned in this class. Thus,
the slides used today will be uploaded into the group chat, and students can review the content before next class.

Anticipated Problems & Suggested Solutions: Audio may not be clear enough, and the camera angle may only allow us to see
students from the front row. As the site coordinator is still working on providing more microphones or a better camera, we can ask
the students to speak up and try our best to adjust camera angles to see their faces.

Contingency Plans: If we finish everything planned too early, we will give them more writing practice (fill-in-the-blank worksheets).
If we do not finish everything planned in time, we will save it for the next class.

Rationale:
 This lesson plan, tailored for an intermediate language class, specifically targets the concepts of countable and uncountable nouns,
quantifiers, and measurement words, all within the practical context of a restaurant. Its rationale is multifaceted, combining real-
world applicability with structured skill development. By situating the lesson in a familiar setting like a restaurant, it directly ties the
learning material to everyday experiences, thereby enhancing student engagement and demonstrating the practical use of language
skills. The progression from basic concepts of countable and uncountable nouns to more complex applications involving quantifiers
and measurements ensures a step-by-step enhancement of language proficiency. The plan employs diverse teaching methods,
including role-play, group discussions, and interactive exercises, catering to various learning styles and keeping the class dynamic.
Additionally, it emphasizes active student participation and collaboration, fostering a more interactive and inclusive classroom
environment. The inclusion of feedback stages and contingency plans for different learning paces demonstrates the plan's
adaptability and commitment to addressing individual student needs and learning dynamics.