Procedure (30-45 minutes)
The teacher sticks three pictures of a park in different days of the week ( in the beginning, in the middle and at the end of the week. Then the teacher asks students to talk about the differences and which park they would prefer to go to. Then the teacher put them into pairs to talk about the reason of their preferences with their partner.
After a limited time the teacher asks them to talk about their reason and put them on the board. Then the teacher gives them a handout in which there are three sentences with gaps and three quantifiers. The teacher asks them to move their chairs a bit to be face to face, therefore, they have much more focus on the task. The students must work in pairs and fill in the gaps with the correct quantifiers. Then they have to match them with the pictures on the board. After a limited time they are asked to tell their answers. While the students are doing their tasks the teacher is monitoring them to know how mach they know about the Grammar. If they are right they are given the answers, but if they are not right the teacher asks some informational questions to elicit the right answers and then he adds some CCQs to make sure they understood the TL and in the end he gives them the answer key. Then the teacher writes the word THERE on the board and IS/ARE in front of it. Then he gets the students put quantifiers in front of them and match them with the pictures. Then he gives them a handout in which there are a couple of sentences whose THERE IS/ARE are dropped and they have to put the correct items in the gaps. Then he gives them the answer key.
The teacher sticks another picture on the board and asks the students to use the grammar to describe the picture with his partner. While the students are talking about the picture, the teacher monitor them to know if they are on the task. Then after a limited time he nominates those who seem weaker and asks them to describe whatever they see. Then the teacher just focus on correcting students on the spot because the TL is still on the board. So, The best technique for correcting them is self correction.
The teacher gives them a handout and asks them to remember what they heard about Bath and put the correct verb in each gap individually. Then he has them to check their answers in pairs. While they are checking their answers, the teacher monitors them to see if they are on the task. After that the teacher plays the audio to check their answers. If there is any error the teacher corrects them on the spot (preferably self correction) because the stuffs are still on the board. He plays the audio for the second time and asks them to repeat the sentences.At last he writes the phonetic on the board and drills it.
The teacher asks them to be in different groups and gives them a handout in which there are some sentences with two verbs and they have to circle the correct item. First they do the task individually in a limited time. The teacher monitors them to see if there is any problem or misunderstanding and helps them to be on the task and after that they check their answers in pairs. At this stage the teacher can correct the errors on the spot. Then they must discuss the sentences and decide if they are true about their own city.
The teacher lines them up based on their height and choose two people from each side of the line to be in a group of four. Then he asks them to write about the Istanbul. In each group on of the members is recommended to write and the others just tell about the city using quantifiers. After that the teacher monitor them to see if they make any mistakes but doesn't correct them. He takes notes of the mistakes and at end of the class he writes them on the board and elicit the correct answers.