Ratri Inastu Ardiningrum Ratri Inastu Ardiningrum

How many/much
Elementary level


In this lesson, SS will learn about how many/much. To set the context of cooking, the lesson will start with some vocabulary of kitchen utensils. Next stage will highlight the target language (how many/much). A controlled practice will be given through a graded recipe text where students need to read for gist and complete the ingredients in the recipe by asking other students using the target language. For productive skills, students will have a group activity for writing a recipe and lastly, they will have a speaking practice of asking and giving information about the recipe they have written.


Abc Realia: a knife, a tablespoon, a teaspoon, a fork, a plate and a cup
Abc Recipe example
Abc Vegetarian Sheperd's Pie recipe
Abc Stationery (coloured markers, paper and blu-tack)
Abc Recipe poster made by students

Main Aims

  • To highlight function and provide practice of how many/much in the context of cooking

Subsidiary Aims

  • To provide gist reading practice using a text about recipe in the context of cooking, writing practice of a specific style, organisation and context (writing a recipe) and speaking practice of explaining a recipe


Stage 1 (Lead-in) (7-10 minutes) • To raise interest and curiosity about the general context of cooking. To introduce the kitchen utensils vocabulary.

1. T puts the bag with some realia of kitchen utensils in it (a fork, a tablespoon, a teaspoon, a knife, a cup and a plate). 2. T takes out an item (a knife). 3. T prompt question: "What's this?" 4. Elicit the answer (it's a knife). 5. Pay attention to the pronunciation of "knife". Make sure Ss don't pronounce the "K". 6. Drill: "a knife". "I need a knife". Link the "need" and "a". * Options for drilling phrases: - Pass me the ............ please. - Where's the .............? - Have you got a .........? 7. Spelling checking: "How do we write 'knife'?". 8. Ask one S to write the word "knife" on the right side of the board. 9. Check for any errors. 10. Point to the letter "K", ask: "do we pronounce the "K"? No. 11. Put the knife away and take another item. 13. Present the item with similar process. 14. Repeat the process for until all items are presented. *If the activity consumes too much time, speed up the process by leaving out drillings. 15. FB: Choose 3 items and show the one-by-one to Ss. Check if Ss remember the names of the items and pronounce them correctly. 16. Put the items back to the bag and put it aside.

Stage 2 (highlighting TL) (8-10 minutes) • To highlight the form and function of the TL.

1. Stick the coloured paper of the recipe slightly to the top left side of the board. 2. Point on the “ingredients”. 3. Ask: “How many ingredients are there? 6. 4. Point on the blanks next to “eggs”, “onions” and “tomatoes”. 5. CCQs: -There’s some information missing here. -Can we count eggs? Yes. -Are we looking for numbers or names (while pointing the blank next to eggs, onion and tomatoes)? Numbers. -How do we ask that? -Put 2 gaps before eggs do we need? Visual: ________ _________ eggs do we need? *If the response is not positive or Ss can’t answer it, give clues by revealing letters or gaps like playing hang man. -Answer: How many eggs do we need? (write how many with red marker) 6. Point the “salt and pepper”. 7. CCQs: -Can we count salt? No. -There’s some information missing too. How do we ask that? -Put 2 gaps before salt do we need? Visual: ________ _________ salt do we need? *If the response is not positive or Ss can’t answer it, give clues by revealing letters or gaps like playing hang man. -Answer: How much salt do we need? (write how many with red marker) 8. Point to the gap next to tomatoes. 9. Test Ss understanding. Prompt question: “how do we ask this?”. Answer: “how many tomatoes do we need?” 3 tomatoes. 10. Test Ss understanding. Prompt question: “how do we ask this?”. Answer: “how much butter do we need?” A lot of butter.

Stage 3 (gist reading) (8-10 minutes) • To provide Ss opportunity to practice gist reading.

1. Divide the class into 2 groups; group SALT and group PEPPER. 2. Group SALT will seat together and so as group PEPPER. 3. Gist reading instructions: - I will give you a recipe. Check on the ingredients. What are they? How many are there? - Will you read the “how-to-cook”? No. - Will you write anything? No. - You will check the ingredients. Find out what they are and how many are there? 4. Point a student and ask how many ingredients there are: 12. 5. Completing information exercise instructions: - Look at your recipe. Some information is missing. - The other group has got your answers. You need to ask them and try using how many/much. - Find a partner from the other group and complete the ingredients. - You’ve got 7 minutes. 6. While Ss are having the activity, T monitors and check if there are any errors. 7. When the time is up, give FB: Point a S and ask him/her some ingredients completed.

Stage 4 (writing a recipe) (10-12 minutes) • To provide Ss opportunity to practice writing in the format of recipe.

1. Divide the group into 2 groups. Group A and B. Group A is seating together and so as group B. 2. Draw the Ss’ attention back to the recipe on the board. 3. Elicit the contents of the recipe: - Point the name of the food. Say “What’s this?” Name of the food. - Point the ingredients. Say “Under that, we have….” Ingredients. - Point on how to cook. Say “On the bottom we have….” How to cook. 4. Give instructions for writing a recipe: - I’ve got some food: omelette, chicken sandwich and tuna salad. - Choose one, and write the recipe of the food like the one on the board. - You’ve got 10 minutes. 5. While Ss are having the activity, monitor and check for some errors and encourage Ss to use English, not L1.

Stage 5 (speaking activity-asking and explaining a recipe) (10-14 minutes) • To provide opportunity for students to practice fluency through asking and giving information (recipe)

1. Divide each group into 2 subgroups; subgroup A and B. 2. Give instruction for mingle activity: - Group A, raise your hands. Group A, you will ask questions. - Group B, raise your hands. Group B, you will explain your recipe. - Subgroups A will go to the opposite group. - You’ve got 7 minutes. 3. After 7 minutes, they will swap roles. Group B will ask the questions to the opposite group. 4. Repeat ICQs: - Group B, raise you hands. Now you are going to ask questions. - You’ve got 7 minutes. 5. When the times up, give feedback by asking some students about what he/she know from the other group. 6. End the lesson.

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