Aims of the study
To help students easily understand and memory countable and uncountable nouns
To supply vocabulary about fruits and drinks
Pictures of fruit and drinks ; dictionary, handout
Check old lesson: ask Ss retell the present perfect tense
The teacher will start the lesson showing the students the picture of fruits and drinks
Ask students: what do you see in this picture? Can you name?
Engage your students by asking about their favorite foods—do they prefer cake, apples, or bananas? Explore what items they have in their baskets, such as grapes, durians, or mangoes Inquire about their drink choices and the meals they frequently prepare The responses to these questions highlight various nouns related to food and beverages.
The "things" that we cannot easily count are called
"Uncountable Nouns" and one we can count are called
―Countable Nouns‖ Today we will explore "Countable and Uncountable Nouns‖
1 Explain how to use (15 minutes) : a Countable noun: have a singular ( used a/ an) and plural form
- I need a red pen to mark
- He needs two hours to finish these exercises
Require Ss give some example b Uncountable nouns: have no plural form They can‘t take the singular article a/ an Used with Some/ Any
These things are usually uncountable:
- Drinks: tea, beer, milk, water, wine,
- Food that you only eat part of: fish, meat, bread, ham, toast, cheese
Listen and write down in note book
- Things which you only use part of: toothpaste, soap, shampoo, glue
- Materials : paper, wood, wool, plastic, ion, steel,
- Some general words: information, money, music, luggage, furniture, weather, time,
Ex: - The weather is cold
- I have some cheese in the fridge
- I‘ve got some information for you
These noun to count have to using a + + of
Using picture to illustrate for this part:
Loaf two loaves of bread
Slice three slices of meat
Require Ss give some example
Basing on the box at page 34,
List the things from the box into countable and uncountable nouns
Ask Ss the question: What sort of things do you eat, drink or use in your cooking?
Ask Ss to look at the box at page 34 and put them in lists under these headings:
Students will read these words aloud
Ask Ss to think of two or three things to add to each list
Finish 2 activities in their books based on checking in vocabulary on page 34
- Put those words of the same type together vegetables fruit meat drinks seafood
Students are tasked with completing an activity in their books that focuses on quantifiers They will identify which items from the vocabulary box—bottle, cup, glass, kilo, loaf, packet, slice, and tin—can be used with these quantifiers.
Ask students to summarize the content of lesson
Repeat the main spot what we can count and what can‘t references
1 Alexander L.G (1988) Longman English grammar Lon Don:
2 Doff, Adrian (1988) Teach English : A training course for Teachers Trainer‘s handbook Cambridge University Press
3 R Quirk, S Greenbaum(1973) A university grammar of English,
4 Su, Le Van (2002) English Methodology NXB Văn hoá thông tin
5 Ur P (1990) A course in Language teaching ( Practice and theory )
7 http://www.blog.proteacher.net
8 http://www.edict.com.hk
9 http://www.english-test.net
16 http://www.grammarforteachers.co.uk
18 http://www.learn-english-online.org
21 http://www.owl2.english.purdue.edu
22 http://www.teachingenglish.org.uk
Designs of the study
Definition
There are many definitions about noun:
A noun is a fundamental part of speech that represents a person, place, or thing, making it one of the easiest to identify This simplicity is why nouns are often among the first concepts taught to young learners in elementary school Educational resources like Schoolhouse Rock have even created engaging songs to help children recognize and understand nouns.
A noun is defined as a word that identifies a person, place, thing, quality, or action, as outlined in "A University Grammar of English" by Randolph Quirk and Sidney Greenbaum Examples of nouns include names like John, job titles such as doctor, objects like radio, locations like London, qualities like courage, and actions like laughter Nouns serve to label and distinguish various entities, and they often appear after determiners such as "the," "a," or "this." Additionally, nouns can combine with other words to create noun phrases, such as "the man next door" or "that tall building."
According to Deeva I.N in "Grammatical Difficulties of English" (Leningrad, 1976), a noun refers to a person, place, thing, or idea, signifying that anything that exists can be identified by a name Proper nouns, which denote specific entities such as individuals, locations, or organizations (e.g., Carlos, Queen Marguerite, Middle East, Jerusalem, Malaysia, Presbyterianism, God, Spanish, Buddhism, the Republican Party), are typically capitalized In contrast, common nouns refer to general items and are usually not capitalized.
A group of related words can act as a single noun-like entity within a sentence A Noun Clause contains a subject and verb and can do anything that a noun can do:
What he does for this town is a blessing
A Noun Phrase, frequently a noun accompanied by modifiers, is a group of related words acting as a noun : the oil depletion allowance ; the abnormal, hideously enlarged nose
There is a separate section on word combinations that become Compound Nouns — such as daughter-in-law, half-moon, and stick-in-the-mud.
Types of nouns
All nouns fall into one of two classes They maybe either proper nouns or common nouns
_ Some nouns referring to one particular person or place are called proper nouns, and they always have a capital letter (The word "proper" comes from
In French, the term for "one's own" highlights the distinction between proper nouns, which typically do not require the article "the" in front of them, and common nouns, which encompass a broader category Common nouns include concrete nouns, which refer to tangible items or individuals that can be perceived through the senses, such as a chair, house, book, train, frog, or astronaut.
_ Some nouns refer to qualities and conditions we cannot point to or see or touch: anger, goodness, youth These are called abstract nouns
_ Nouns can be further classified as to whether they are countable or uncountable (or mass)
_ There is a small group of nouns that seems to bother some people These are collective nouns like committee, government, audience, team They describe a "group" or "collection"
Noun can be conducted by the following diagram:
―According to the book: grammar for teachers ( John Seely 2008 )‖
To sum up: nouns can be proper or common, countable or uncountable.
Proper nouns
A proper noun refers to a specific person, place, thing, or concept that is considered unique and is typically capitalized Generally, articles are not used before proper nouns Examples of proper nouns include names of individuals, cities, and brands.
Person name; President Kenedy, Mr Andrew Smith
Forms of address; Mum, Dad, Uncle, Fred
Geographical names ; Asia, India, Wisconsin
Place names; Madison Avenue, Regent Street
Months , days of the week, festivals and seasons; Sunday, Monday, January, March, The Spring or Spring.(Seasons are usually spelt with a small letter but sometimes with a capital)
For other names; financial time,
Common nouns
Common nouns denote general categories of people, places, or things and are only capitalized at the beginning of sentences or in specific names like organizations or businesses Unlike proper nouns, which refer to specific entities, common nouns encompass a broader classification.
Uncountable (Happiness) use a/an, the, the zero article in front of common nouns
The residents along Elm Street don‘t have nightmares anymore (elm and street are both common nouns, but are the name of a particular place.)
Sarah liked to eat at the Bowl and Roll Restaurant because they had organic food (bowl, roll, and restaurant are common nouns used in the name of a business.)
The Dark Ages came before the Renaissance (renaissance, dark
(adjective), and ages are common nouns, but here they're used as specific historic eras.)
2) How to identify countable and uncountable nouns
In English, nouns are categorized as countable or uncountable, with countable nouns having plural forms while uncountable nouns do not Uncountable nouns typically include abstractions, emotions, gases, fluids, and certain materials While other languages may share similar concepts, the classification of nouns can differ, making it essential for students to identify countable and uncountable nouns This distinction influences various grammatical rules, such as the use of "a little" versus "a few." Although nouns form the foundation of English grammar, their complexities can pose challenges for non-native speakers that may not affect native speakers.
The distinction we make here between count and non-count is important for two reasons: it makes a difference whether we use an article with the noun or
How to identify countable and uncountable nouns
What is countable noun?
Countable nouns are entities such as people, places, or objects that can be quantified, like "one dollar" or "two books." They can always be pluralized, typically by adding an -s or using different plural forms, as seen in words like "criteria," "countries," and "children." Additionally, some nouns, such as "deer" and "sheep," remain unchanged in both singular and plural forms.
2.1.1 Categories of countable noun a Collective nouns are countable
She attended three classes today
London is home to several orchestras b Some proper nouns are countable
There are many Greeks living in New York
The Vanderbilts hosted extravagant gatherings at their summer mansion in Newport Countable nouns represent distinct items, individuals, or locations that can be quantified, such as a table, chair, or tree, which are classified as concrete nouns.
- Persons, animals, plants: A girl, a horse, a geranium
- Objects : A bottle, a desk, a type writer
- Units of measurement : A franc, a kilo, a litter, a meter
In the realm of mass nouns, we encounter various terms such as "bit," "packet," "piece," and "slice," which denote countable quantities Countable nouns refer to tangible items that we can see, touch, or measure, while abstract nouns encompass concepts that are intangible, such as "plan," "comment," and "shock." This distinction highlights the importance of recognizing countable abstract nouns, which play a significant role in our understanding of language and communication.
Address effect Election House Idea
Issue Method Minute Month Plan
Problem remark Scheme Shock Suggestion
Abstract nouns in English are typically uncountable and refer to qualities, ideas, or feelings rather than concrete entities such as people, animals, places, or things.
2.1.2 Using articles with countable nouns
Countable nouns require an article when singular, using either the indefinite article (a, an) or the definite article (the) In plural form, they take the definite article when referring to a specific group, while no article is needed when used in a general context.
E.g The guest of honor arrived late
You are welcome as a guest in our home
The guests at your party yesterday made a lot of noise
Guests are welcome here anytime
2.1.3 Using the singular form of the verb with a singular countable noun:
There is a book on the table
Using the plural form of the verb with a countable noun in the plural:
There are some students in the classroom
Those houses are very big, aren't they?
What is uncountable noun?
Uncountable nouns typically denote items such as food, beverages, substances, or abstract concepts, including examples like meat, tea, steel, and information However, certain uncountable nouns, particularly those that are not abstract, can be transformed into countable forms by incorporating a quantifying phrase, as seen in expressions like two gallons of milk, six blocks of ice, a bar of soap, and a bottle of coke.
Uncountable nouns, as defined by Graband (1965), primarily refer to singular entities that lack a plural form This category encompasses nouns that denote tangible substances, which are perceived as materials in a general sense.
These nouns are concrete nouns (when understood in their undivided sense) E.g The price of oil has stabilized recently
May I borrow some rice? b Nouns naming intangible things which normally cannot be counted:
These nouns are abstract noun because they refer to things you cannot see, hear, or touch
E.g The price of freedom is constant vigilance
Her writing shows maturity and intelligence c Some nouns non- plurals with „s‟ are uncountable nouns
Uncountable nouns do not have a regular plural form and are always treated as singular, taking singular verbs This category includes both uncountable nouns and proper nouns Interestingly, some nouns that appear to be plural due to an 's' at the end are actually uncountable and still require singular verbs.
Tennis (other games) d Nouns naming groups of things which in English are referred to collectively also considered uncountable in English
2.2.2 Using articles with uncountable nouns
Uncountable nouns do not use the indefinite articles "a" or "an," yet they are paired with singular verbs The definite article "the" can be utilized with uncountable nouns similarly to how it is used with plural countable nouns, serving to indicate a specific object, group, or concept.
E.g Information is a precious commodity in our computerized world
The information in your files is correct
Sugar has become more expensive recently
Please pass me the sugar
These nouns can be used to refer to individual things by being preceded by a countable noun and the word of For example:
Uncountable nouns Referring to Individual Thing
Glass a pain of glass paper a sheet of paper
These nouns maybe , of course, be put into the plural For example:
When discussing quantities, it's important to understand the distinction between singular and plural forms For instance, "one piece of information" becomes "two pieces of information" in plural Similarly, "one grain of wheat" changes to "three grains of wheat," and "one glass of milk" expands to "four glasses of milk." Additionally, "one patch of sunlight" can be expressed as "five patches of sunlight" when referring to multiple instances.
- A noun that cannot be used freely with numbers or the indefinite article, and which therefore takes no plural form.
Noun which can be either countable or uncountable nouns
Differences in meaning
Nouns can be classified as uncountable when they denote a substance or concept, but they become countable when referring to specific instances of that substance or concept For example, "cake" is uncountable when discussing it as a general substance, yet it is countable when talking about distinct individual cakes.
E.g Cake and ice cream is my favorite dessert.(uncountable )
This afternoon we baked two cakes.(countable)
Similarly, life is used as an uncountable noun when referring to life as an abstract concept, but is used as a countable noun when referring to individual lives
E.g Life is full of surprises
It was feared that two lives had been lost
In the first sentence life is an uncountable noun, and in the second sentence lives is a countable noun
Here is the list of nouns meaning above :
Bone Cabbage Cake Chicken Chocolate
Cloud Cord Egg Fish Fog
Fruit Lettuce Muscle Onion Powder
Pie Pudding Ribbon Rock Rope
Stew Stone String Thread Toffee wine
Referring to objects or material
E.g a glass/ glass, an ice/ ice; an iron/ iron ;a paper/ paper
Countable nouns refer to specific items or objects made from a material, while uncountable nouns denote the material itself without reference to individual items Understanding this distinction is essential for proper usage in writing.
I broke a glass this morning Glass is made from sand
Would you like en ice? Ice floats
I‘ve got a new iron Steel is an alloy of iron
What do the paper say? Paper is made from or general.
Referring to something specific
As countable noun , these nouns refer to a something specific
He has had a good education
I need a light by my bed
As uncountable noun ,the reference is general
Standards of education are falling Light travels faster than sound
Countable(specific) uncountable(general) Try not to make a noise Noise is a kind of pollution
Certain countable nouns can exist in both singular and plural forms, such as "light" and "lights," or "noise" and "noises." In contrast, some nouns like "education" and "knowledge" are uncountable and cannot be pluralized When used as countable nouns, they typically require a qualifier, for instance, "a classical education" or "a good knowledge of English."
Nouns endings ―- ing‖
―-ing‖ forms are generally uncountable, but a few can refer to specific thing or event
Are these drawings by Goya I‘m no good at drawing
He has a reading of her poems Reading is taught early
A few –ing forms are only countable ; a thrashing , a wedding.
Selected uncountable nouns and their countable equivalents
Some uncountable nouns cannot be used as countable noun to refer to a single item or example A quite different word must be used;
Normally uncountable nouns used as countable nouns
Certain uncountable nouns can be treated as countable when referring to specific varieties In these cases, the noun is typically accompanied by an adjective, such as "a nice wine," or includes a specification, like "a wine of high quality."
This region produces an excellent wine ( a kind of wine which ) Kalamata produces some of the best olive oil in the world
It‘s an oil of very high quality (a kind of oil which )
The north sea produces a light oil which is highly prized in the oil industry
Normally , uncountable nouns used exceptionally as countable noun can also occur in the plural
This region produces some awful wines as well as good ones
I go out in all weathers
Note: also many words for drinks, which are uncountable when we think of them as substances
Beer/ coffee/tea is expensive these days
In certain contexts, we can use "a" or "an" to refer to items like "an egg" or "a glass of," and we may also place numbers before these words or make them plural, especially when ordering in a restaurant.
E.g A (or an) beer, please Two teas and four coffees , please
This is done by means of parities
Partitives are essential for referring to specific portions of uncountable substances or a limited number of countable items They can be singular, such as "a piece of paper" or "a box of matches," and they are typically followed by "of" when used before a noun The most commonly used partitives include various expressions that help clarify quantities.
Word such as piece and (less formal) bit can used with a large number of uncountable noun (concrete or abstract)
Singular ; apiece of/ a bit of chalk/ cloth/ information/ meat
Plural; pieces of / bits of chalk/ cloth/ information/meat
When discussing specific items or amounts, we often refer to them using distinct terms For instance, a roll of paper can be used for various writing tasks, while a slice of meat is a common serving size in meals A portion of food signifies a measured amount for consumption, and a bar of chocolate soap offers a unique blend of fragrance and cleansing properties Similarly, a block of cement is essential in construction, and a book of matches or stamps serves practical purposes in everyday life Additionally, a cake of soap is a standard hygiene product, and a cloud of dust can indicate a lack of cleanliness or movement in the environment.
A few of these can be re- express as compounds: E.g A sugar lump
- Containers used as partitives: A bag of flour; A box of matches; A cup of coffee; A bag of flour; A box of matches; A cup of coffee
A pot of tea; A barrel of beer; A basket of milk; A can of beer;,,,,,,,,,,
Most of these can be re-expressed as compounds; A jar jam; A match box;
A tea pot, to describe the container itself
Thus ―a teapot‖ describes the container ( which maybe full or empty ) while a pot of tea describes a pot with tea in it
- Small quantities used as partitives: A blade of grass; A breath of air; A dash of soda ; A grain of rice; A drop of water; A pinch of salt
- Measures: A kilo of sugar; A meter of cloth; A length of cloth; A little of oil ; An ounce of gold; A pint of milk; A pound of coffee ;
- A game of: A game of football, table tennis, volleyball, cards, chess
- Abstract concepts: A bit of advice; A fit of anger; A branch of knowledge
A piece of research ; A period of calm; A spot of trouble;
- Types and specifics: A kind of biscuit; A species of insect; A type of drug;
- A pair of: A pair of gloves, boots, glasses, knickers, pants, jeans, scissor, shoes, shorts, trousers, skates, slippers, socks ,stockings,
Techniques in teaching countable and uncountable nouns
Instructional media
The study on learning and teaching English at Hai
Teaching is a collaborative process that relies on the interdependent relationship between teachers, students, and the materials utilized Additionally, the conditions under which teaching and learning occur play a crucial role These factors are essential for achieving success in educational lectures.
Hai Phong Private University boasts a young and dynamic teaching staff, particularly within the Foreign Language Department, where instructors possess significant experience in language education They meticulously prepare their lectures to engage students and emphasize the importance of English, not just as an academic subject but as a vital skill for future success Additionally, the department benefits from the presence of two enthusiastic foreign volunteer teachers from Gap Activity Projects each year, further enriching the learning experience.
The university boasts over 6,000 students across 14 departments, with nearly 1,400 first-year non-English majors who have spent several years immersed in an English-speaking environment These students recognize the significance of English in their lives and are dedicated to improving their language skills to keep pace with their peers.
The study on learning and teaching
Context
Teaching is a dynamic interdependent relationship involving teachers, students, and the materials used Furthermore, the conditions under which teaching and learning occur play a crucial role These elements are essential for ensuring the success of educational lectures.
Teachers
Hai Phong Private University boasts a young yet experienced teaching staff in its foreign language department The instructors are dedicated to preparing engaging and thoughtful lectures, emphasizing the significance of English as not just a course subject but a valuable skill for students' futures Additionally, the department benefits from the presence of two enthusiastic foreign volunteer teachers from Gap Activity Projects each year, further enriching the learning experience for students.
Students
The university boasts over 6,000 students across 14 diverse departments, with nearly 1,400 first-year non-English majors who have spent several years in an English-speaking environment These students recognize the significance of English in their lives and are dedicated to putting forth their best efforts to keep pace with their peers.
Students demonstrate enthusiasm and engagement during English lessons, showing a strong aptitude for learning the language, particularly in speaking skills, which they recognize as essential However, their focus on English grammar appears to stem from the necessity to master it for passing examinations.
Teaching and learning condition
Hai Phong Private University provides first-year non-English major classrooms with essential resources, including radios and a variety of English cassettes, along with ample teaching aids and spacious environments The well-maintained infrastructure features large, well-lit classrooms with comfortable seating for 35-40 students, facilitating effective teacher control Teaching aids such as cassette players, microphones, pictures, headphones, and two readily available projectors enhance the learning experience Additionally, teachers have access to specialized classrooms equipped with larger projectors and more appliances, allowing students to engage with advanced facilities and improve their English skills The university also boasts a well-equipped library where students and teachers can borrow books, newspapers, and magazines During English classes, teachers frequently utilize visual aids, making their lectures engaging and exciting for students.
Teachers enhance English lessons by using projectors and providing access to a dedicated lab for weekly studies, offering students a significant advantage in learning To foster expression and engagement, they organize English contests and various activities, such as Halloween and Christmas festivals, which promote knowledge exchange and relaxation Students also have opportunities to interact with foreigners, improving their language skills and communication abilities This supportive environment greatly influences overall student performance, especially for first-year non-English majors, making it conducive for effective English learning.
In summary, Hai Phong Private University offers an excellent environment for practicing English, making it a memorable destination for first-time visitors It stands out as the ideal choice for both teachers and students seeking a productive and enriching experience.
The design and focus of the English the book “Reward”
Non-English majors at the school are utilizing a new pilot textbook that features forty theme-based units along with eight consolidation units Each unit is structured to enhance learning through various components.
Reading and vocabulary: presents a 350-400 word text that helps students get acquainted with the theme of the unit, provide grammar, vocabulary, and developing reading skill
Listening activities provide a text or dialogue relevant to the unit's theme, aimed at enhancing listening skills Additionally, this component aids in improving pronunciation and reinforcing grammatical structures.
The speaking section includes various activities designed to enhance speaking skills, such as pair work, group work, and individual exercises Students will engage in communication that aligns with the linguistic functions and themes of each unit.
Writing: This part has many exercises that can support students‘ writing skill up to different types of paragraphs such as ; letter, narration, data description, etc
Language focus consists of two key components: pronunciation and grammar Pronunciation involves reviewing the correct articulation of vowels and consonants, while grammar pertains to the specific grammatical structures emphasized in the unit.
It can be practiced in the form of exercises or communicating
The article introduces eight consolidation units in a self-assessment format, allowing students to evaluate their understanding after completing units 1-5 These units also serve as a valuable resource for teachers in creating a 45-minute test.
Method of survey
In this survey , I used survey questionnaire to get information In this survey questionnaire, two sets of questionnaire are conducted (one for students, one for teacher)
Teachers can assess their attitudes toward teaching English countable and uncountable nouns by considering five key questions that explore the importance and effectiveness of the lesson Additionally, it's crucial to evaluate the techniques employed in teaching these concepts and their overall effectiveness in enhancing student understanding.
This study involves a survey of students consisting of 10 questions designed to assess their overall attitude toward the English language, specifically focusing on countable and uncountable nouns It aims to evaluate their perceptions regarding the frequency, importance, and effectiveness of these grammatical concepts Additionally, the survey seeks to identify the types of activities students expect to engage in while learning about countable and uncountable nouns.
II) Objectives of the survey
This study aims to evaluate the current methods of teaching countable and uncountable nouns to first-year non-English majors at Hai Phong Private University, with the goal of identifying more effective teaching techniques.
This survey has following purposes:
To do research teachers‘ and students‘ attitude and expectations about teaching countable and uncountable nouns through some techniques
To study how to teach countable and uncountable nouns to the first year non- English majors of Hai Phong Private University
A total of 115 first-year non-English major students participated in a survey at Hai Phong Private University, all of whom are at the elementary level The study also involved two teachers: one a faculty member from the university and the other a visiting lecturer from a public college, both possessing teaching experience between 7 to 15 years.
3.1 The surveyed students’ general attitudes toward English
3.1.1 Students’ interest in learning English
Question 1: (appendix1) Do you like learning English?
A recent survey revealed that only 11% of students express a strong interest in learning English, despite 89% recognizing its importance and demand While many find English to be an intriguing foreign language, those who struggle with it often cite difficulties in mastering comprehension as a reason for their lack of enthusiasm Therefore, it is essential for educators to implement effective teaching techniques to enhance students' understanding and engagement with the language.
3.1.2 Students’ opinions on what they have obtained after learning nouns lessons
Question 2: ( appendix2 ) What do you think about English nouns ?
A study reveals that 45% of students struggle with learning nouns in English, with many expressing that the subject's vocabulary is particularly challenging due to its complexity involving form, meaning, and grammar Students typically engage in theoretical learning, while teachers often employ basic methods like lectures and discussions, which may only partially aid their understanding.
Despite investing significant time and effort, the results of the teaching method were not as effective as anticipated, with a low effectiveness rate causing students to spend excessive time on lessons Many students struggle to grasp the concepts in practical situations, leading to 25% expressing boredom with noun lessons This disengagement results in a loss of knowledge Conversely, 30% of students find the lessons on countable and uncountable nouns engaging, indicating that learning these concepts is not inherently difficult The lack of effectiveness may stem from the teaching methods employed.
3.1.3 The importance of English countable and uncountable nouns
Rate 29% 58% 8% 5% very important important not very important not important
Question 3: ( appendix1, question 1,appendix2 ) How important do you think about English countable and uncountable nouns ?
These questions are to find the attitude of both students and teachers toward an English countable and uncountable nouns lesson
The bar chart clearly indicates that both teachers and students recognize the significance of learning about English countable and uncountable nouns, with 100% of teachers and 87% of students in agreement Only 8% of students believe that this lesson is unimportant, reinforcing the conclusion that studying English countable and uncountable nouns is essential for language proficiency.
3.1.4 Students’ understanding about Vietnamese countable and uncountable nouns
Question 7: (appendix 1)As for you, are there differences between countable and uncountable nouns in English and in Vietnamese?
A study reveals that 72.6% of participants confuse countable and uncountable nouns in both Vietnamese and English, while only 27.4% recognize the differences between them Although there are similarities in how these nouns function in both languages, discrepancies exist; for instance, the Vietnamese word "tỉnh" is countable, whereas "sách" is uncountable, similar to how "cake" is countable in English but "bread" is not This confusion often stems from students relying on their native language, leading to frequent mistakes in using countable and uncountable nouns.
3.2 Current situation of studying techniques an English countable and uncountable nouns lesson
3.2.1 Difficulties often faced by teachers when teaching countable and uncountable nouns
Rate 67% 8% 20% 5% teaching method students' questions teaching condition others
Question 3: (appendix 2) Which difficulties do you have when teaching countable and uncountable nouns ?
The bar chart reveals that 67% of teachers experience significant difficulties with their teaching methods Additionally, 20% of educators find that teaching conditions, including equipment and the surrounding environment, often pose challenges In contrast, only 8% attribute their difficulties to student inquiries, while other factors account for 5% Consequently, teaching methods emerge as the primary challenge teachers encounter when instructing students on countable and uncountable nouns.
3.2.2 Difficulties often faced by students when studying countable and uncountable nouns
Question 4 : (appendix 1) How difficult level do you think in using countable and uncountable nouns?
The analysis reveals that students struggle with distinguishing between countable and uncountable nouns, with 50% expressing that this distinction is very difficult Additionally, 18.5% find it challenging and remain confused about the two categories A small percentage, 5.6%, hold differing opinions, unsure whether they find the concept easy or difficult due to a lack of opportunities to practice Many hope that increased reading will help them become more familiar with these noun types.
Students often struggle with the correct use of nouns and their combinations when translating between Vietnamese and English.
Question5:(appendix 1) Which difficulties do you have in using countable and uncountable nouns?
1 Distinguish the countability and uncountability of nouns
4 Order words of nouns in countable structure
A recent analysis reveals that students struggle significantly with countable and uncountable nouns, with a notable 75% making errors in distinguishing between the two Additionally, 50.9% incorrectly use determiners before these nouns, stemming from misconceptions about their classifications Mistakes related to compound nouns also arise, with 66.7% of students confused about combinations and the countability of the main noun Furthermore, many students incorrectly apply countable structures in English word order, highlighting a widespread need for improved understanding of noun usage.
Question 6 (appendix1): What make students feel more confused between countable and uncountable nouns ?
A recent analysis reveals that 38.4% of students struggle with distinguishing between countable and uncountable nouns due to confusion over places associated with specific activities Additionally, 27.3% attribute their difficulties to differences in meaning, while 20.5% point to the objects or materials represented by the nouns Only 13.8% of students believe that equivalent forms contribute to their confusion To accurately use countable and uncountable nouns, it is essential for students to comprehend these four interconnected factors within their contextual usage.
3.2.3 Teachers’ opinion in using many techniques in teaching countable and uncountable nouns
Question 4: (appendix2) According to you, should we use many techniques in teaching countable and uncountable nouns?
A recent pie chart reveals that 90% of teachers support the use of various techniques for teaching countable and uncountable nouns, while only 10% disagree Those in the minority express concerns that employing multiple techniques may overwhelm students and lead to fatigue However, the majority believe that diverse teaching methods enhance lesson engagement and effectiveness Therefore, utilizing a range of techniques is affirmed as a beneficial approach for teachers aiming to deliver impactful lessons.
3.2.4 The teachers’ work arrangement in class
Group work In pairs Individual
Question 2: Which techniques do you often use in teaching countable and uncountable nouns?
Data analysis
A total of 115 first-year non-English major students participated in a survey at Hai Phong Private University, all of whom are at the elementary level The study also included two teachers: one a faculty member from the university and the other a visiting lecturer from a public college, both possessing teaching experience ranging from 7 to 15 years.
3.1 The surveyed students’ general attitudes toward English
3.1.1 Students’ interest in learning English
Question 1: (appendix1) Do you like learning English?
A recent survey reveals that only 11% of students express a strong interest in learning English, despite 89% recognizing its importance and demand While many students find English to be an interesting foreign language, those who struggle with it often cite its difficulty as a reason for their lack of enthusiasm This highlights the need for educators to implement effective teaching techniques to enhance students' understanding and engagement with the language.
3.1.2 Students’ opinions on what they have obtained after learning nouns lessons
Question 2: ( appendix2 ) What do you think about English nouns ?
The study reveals that 45% of students struggle with learning nouns, with many expressing that English is challenging, particularly its vocabulary, which encompasses various aspects like form, meaning, and grammar Students find it difficult to memorize these elements, often relying on theoretical learning methods While teachers employ basic techniques such as lectures and discussions, students report only a limited understanding of the material.
Despite significant time and effort invested, the results of the teaching method were not as effective as anticipated The current approach lacks clarity in explaining concepts in concrete situations, leading to a high percentage of students—25%—feeling bored with noun lessons This disinterest results in a lack of attention and knowledge retention Conversely, 30% of students find the lessons on countable and uncountable nouns engaging, indicating that learning these concepts is not inherently difficult The findings suggest that the teaching methods employed may need to be revised for better effectiveness.
3.1.3 The importance of English countable and uncountable nouns
Rate 29% 58% 8% 5% very important important not very important not important
Question 3: ( appendix1, question 1,appendix2 ) How important do you think about English countable and uncountable nouns ?
These questions are to find the attitude of both students and teachers toward an English countable and uncountable nouns lesson
The bar chart clearly indicates that both teachers (100%) and students (87%) recognize the significance of lessons on English countable and uncountable nouns, viewing them as essential components of language learning In contrast, only 8% of students believe such lessons are unimportant This data strongly supports the assertion that studying English countable and uncountable nouns is vital for effective language acquisition.
3.1.4 Students’ understanding about Vietnamese countable and uncountable nouns
Question 7: (appendix 1)As for you, are there differences between countable and uncountable nouns in English and in Vietnamese?
A study reveals that 72.6% of participants confuse countable and uncountable nouns in both Vietnamese and English, while only 27.4% recognize the distinction between the two in both languages Although there are similarities between countable and uncountable nouns in English and Vietnamese, certain nouns differ in their classification; for instance, "tỉnh" is countable in Vietnamese but "sách" is uncountable, whereas "cake" is countable in English while "bread" is uncountable Consequently, students often rely on their native language when using these nouns, leading to frequent errors in their application.
3.2 Current situation of studying techniques an English countable and uncountable nouns lesson
3.2.1 Difficulties often faced by teachers when teaching countable and uncountable nouns
Rate 67% 8% 20% 5% teaching method students' questions teaching condition others
Question 3: (appendix 2) Which difficulties do you have when teaching countable and uncountable nouns ?
The bar chart reveals that 67% of teachers encounter challenges with teaching methods, making it the primary issue they face when instructing students on countable and uncountable nouns Additionally, 20% of educators believe that teaching conditions, including equipment and the surrounding environment, contribute significantly to their difficulties In contrast, students' questions account for only 8% of the challenges, while other factors represent 5%.
3.2.2 Difficulties often faced by students when studying countable and uncountable nouns
Question 4 : (appendix 1) How difficult level do you think in using countable and uncountable nouns?
The survey reveals that students struggle with distinguishing between countable and uncountable nouns, with 50% finding the concept very difficult and 18.5% admitting to confusion Additionally, 5.6% of respondents expressed uncertainty about the difficulty level due to a lack of opportunities to practice these noun types They believe that increased reading exposure could enhance their familiarity with countable and uncountable nouns.
Students often struggle with the correct usage of nouns and their combinations when translating between Vietnamese and English.
Question5:(appendix 1) Which difficulties do you have in using countable and uncountable nouns?
1 Distinguish the countability and uncountability of nouns
4 Order words of nouns in countable structure
A recent analysis reveals common mistakes students make with countable and uncountable nouns The data indicates that 75% of students struggle to distinguish between countability and uncountability Additionally, 50.9% incorrectly use determiners before these nouns due to misunderstandings about their definitions Furthermore, 66.7% of students make errors with compound nouns, often confused by the combinations and the countability of the main noun Lastly, many students incorrectly apply countable structures in English word order.
Question 6 (appendix1): What make students feel more confused between countable and uncountable nouns ?
A recent survey revealed that 38.4% of students struggle with countable and uncountable nouns due to confusion about places designated for specific activities Additionally, 27.3% attribute their difficulties to differences in meaning, while 20.5% point to the objects or materials associated with these nouns Only 13.8% believe that the equivalents between countable and uncountable nouns contribute to their confusion To master the correct usage of these nouns, students must grasp these four interconnected factors within their context.
3.2.3 Teachers’ opinion in using many techniques in teaching countable and uncountable nouns
Question 4: (appendix2) According to you, should we use many techniques in teaching countable and uncountable nouns?
A recent pie chart reveals that 90% of teachers support the use of various techniques for teaching countable and uncountable nouns, while only 10% disagree Those who oppose this approach express concerns that multiple techniques may overwhelm students and lead to fatigue However, the majority believe that incorporating diverse methods can enhance lesson engagement and effectiveness Therefore, utilizing a variety of teaching techniques is essential for creating impactful lessons.
3.2.4 The teachers’ work arrangement in class
Group work In pairs Individual
Question 2: Which techniques do you often use in teaching countable and uncountable nouns?
Effective classroom management is crucial for enhancing teaching activities, as evidenced by a recent survey illustrating teachers' preferred work arrangements According to the data, 55% of teachers favor group work, while 30% prefer pair work, and 25% opt for individual tasks A teacher noted that group work provides students with increased opportunities and motivation, enabling them to grasp lessons more clearly by learning from their peers Furthermore, most students express a preference for group or pair activities, highlighting the effectiveness of collaborative learning techniques.
3.3 Students’ expectations about a new teaching method
3.3.1 Students’ excited about the current teaching method
Question 9 (appendix1): Do you feel excited about the current teaching method?
The current teaching method in English classes is facing criticism, with 65% of students expressing dissatisfaction due to a lack of teaching aids, textbooks, and creativity in lessons Many students seek a more engaging approach to learning English, moving away from traditional grammar translation and sentence construction In contrast, only 35% of students are satisfied with the existing method.
3.3.2 Their expectations for the innovation in teaching countable and uncountable nouns
Question 8 (appendix1): Which techniques do you like in learning countable and uncountable nouns?
1 Games 2 Questions 3 Lecture and discussion
4 Instructional media 5 Exercise in textbook 6 Utterance
This inquiry aims to identify the techniques that students prefer teachers to use when teaching countable and uncountable nouns By understanding these preferences, educators can implement effective strategies that cater to the specific needs of their students.
Findings and discussion of findings
The limited scope of the survey and interviews, conducted with a small group of students and teachers at Hai Phong Private University, may not accurately represent the overall state of grammar skills instruction However, the findings and discussions presented aim to provide valuable insights into the teaching practices in this context.
Students quickly understand the significance of learning English nouns, both countable and uncountable, fostering a positive attitude towards their studies This approach provides them with an effective method for mastering the English language Additionally, proficiency in English is not only engaging but also crucial for their future careers.
A significant majority of students (88.8%) find the lessons on countable and uncountable nouns engaging, reflecting a positive attitude toward learning this aspect of English grammar However, a minority (11.2%) do not find these lessons interesting, indicating that the current approach may not fully meet their needs To enhance the effectiveness of grammar instruction, it is essential to identify and address the specific demands of all students.
- All teachers and students agree that English countable and uncountable nouns are necessary and important for students, because this items effects directly to other skills
To effectively master countable and uncountable nouns, it is essential to employ interesting and creative methods These techniques significantly enhance student understanding and application, achieving a success rate of 90%.
Many students find traditional lessons on countable and uncountable nouns in English tedious, often involving repetitive questioning and exercises In contrast, engaging techniques like games and visual aids spark their interest and enthusiasm This highlights the need for teachers to adopt more dynamic and flexible teaching methods that effectively capture students' attention and enhance their learning experience.
These findings aim to assist teachers at Hai Phong Private University in adopting more effective teaching techniques tailored to specific situations The survey highlighted significant insights that will serve as a foundation for the subsequent chapter, which will present practical solutions.
Some suggested techniques in teaching countable and uncountable nouns for the first year non-
Chapter II explores the current state of teaching and learning countable and uncountable nouns at Hai Phong Private University The study reveals that teachers seldom employ student-preferred techniques, such as games, visuals, lectures, and discussions Among these, instructional media stands out as the most favored method by students Utilizing online resources and listening to news broadcasts are effective strategies for enhancing English noun comprehension, leading to improved results in understanding both countable and uncountable nouns.
This research paper explores various techniques for teaching countable and uncountable nouns, specifically tailored for first-year non-English majors The focus is on implementing effective and enjoyable methods to enhance their learning experience with these grammatical concepts.
II Suggested activities for teaching
Utilizing visual examples can significantly enhance students' understanding of key distinctions in language Bring various food items to class and engage the students in a collaborative classification exercise For instance, they will quickly recognize the difference between coffee and a carrot This hands-on approach allows teachers to effectively explain the concepts of mass (uncountable) versus unit (countable) nouns.
If students are up to it, teachers can show the distinction between a cucumber and cucumber (as chopped up for a salad) Similar examples include: tea / teabags and sugar / sugar cubes
Teachers can illustrate the difference between countable and uncountable items by drawing vertical lines for units and a scribbled mass for uncountables on the board Students will then categorize food items based on this lesson and can further practice in pairs using pictures or a provided list of additional items.
Teachers give students some nouns related to food and drink;
Mango ; beef ;chicken; grape; wheat; tuna; salmon; apple; broccoli
; rice; sole; turkey; orange; corn; pear; cucumber ; onion; lobster; lamp; pine apple; cabbage; mushroom; cauliflower
Then students list them into each of suitable column:
This effective teaching technique can be challenging for educators due to the extensive materials required for each lesson To ease this burden, teachers can utilize imitations as substitutes for traditional resources It is essential for instructors to blend written and spoken activities in their lessons and to build upon these in subsequent classes for continued learning.
Using realia, particularly food items, effectively illustrates the concepts of countability and uncountability Real objects create a more vivid understanding compared to images, making them ideal for teaching these grammatical concepts.
Cereal countability and uncountability a starting point would be to bring in a collection of different food items
Before introducing the concept of countable and uncountable nouns, ensure that students are familiar with vocabulary related to various food items Encourage them to categorize these foods into groups such as breakfast foods, healthy options, types of food or drink, and personal preferences like foods they enjoy or dislike.
Pictures are ubiquitous, found in newspapers, magazines, television, and online, bringing vividness to life Their vibrant colors and shapes capture attention and evoke emotions, making them particularly enjoyable for young people, such as students As effective visual aids, pictures play a crucial role in learning English, especially in understanding countable and uncountable nouns Students can enhance their language skills by collecting and practicing with images daily For first-year non-English majors at Hai Phong Private University, the use of bright and impressive colors in pictures can stimulate imagination and creativity This engagement allows students to express their thoughts and improve their speaking skills Ultimately, the use of captivating colors is essential for the success of lessons that incorporate pictures.
Example application for teaching by picture
Explaining the difference about meaning
Some nouns are sometimes countable and sometimes uncountable with different meanings Using pictures to explain these nouns in two cases will be more clearly than lecture and discussion
When we are talking about an animal, the animal is countable
Chicken is my favourite meat (Uncountable)
Have you got many chickens on your farm?
(Countable) (Sometimes, we may want to say we bought a whole (dead) chicken It is countable because we think of the bird as one thing that we can count.)
I bought a whole chicken for dinner tonight I‘m going to roast it
When we buy fish meat, it is uncountable If we are talking about the fish as an animal, it is countable
Due to this method, teachers can put forward the following type of exercise: match the words and the picture
A garlic Some garlic an egg Some egg
Teachers can show a glass of beer and ask the students:
A glass is a noun that can be counted, as in "two glasses." While we can count glasses, we cannot count the liquid inside, such as beer, which is uncountable.
"beer" is an uncountable noun
What is it ? A plate The word “plate” is what of speech?
A noun Can you count plates? Yes What is in the plate?
Soup Can you count soup? No There fore, “soup” is uncountable noun
We can continue the lesson with other examples you have brought in or find in the classroom environment
Suggest activities for teaching
This research paper aims to examine the English teaching and learning environment at Hai Phong Private University, focusing on the increasing demand for communication skills in English among first-year non-English majors To enhance the effectiveness of English vocabulary instruction, it is essential to thoughtfully select and organize classroom activities.
The study at Hai Phong Private University highlighted the need for teachers to consider effective techniques for teaching countable and uncountable nouns, as well as various classroom interactions A survey was conducted to identify the challenges faced by first-year non-English majors in learning English vocabulary, along with their attitudes and expectations regarding teaching methods The research findings increased teachers' awareness of these students' difficulties, enabling them to choose appropriate teaching techniques tailored to their needs.
This research paper aims to provide engaging techniques for studying countable and uncountable nouns in English, specifically designed for first-year non-English majors Despite the author's limited time and knowledge, the work has been completed with care and a genuine interest in enhancing the learning experience Constructive feedback and suggestions for improvement are welcomed and appreciated.