Michael Wear Michael Wear

Teaching Practice 5 - for TP 5b
A2 level


This lesson uses the context of renting a flat and items in a home to teach and practice the use of how much/many using countable and uncountable nouns. There is/are will also be reviewed. A speaking activity will be used for practice and a listening activity will allow the students to hear the use of the TL in a natural scenario.


Abc Cut out Vocab 1
Abc Ex 5 gap fill handout
Abc Cut out answers
Abc True/False Handout
Abc PPP Visuals
Abc Audio

Main Aims

  • To provide clarification of How much/how many in the context of renting a flat using countable and uncountable nouns.

Subsidiary Aims

  • To provide speaking practice using the TL.
  • To provide listening for gist and detail practice using the TL and context.


Warmer (3-4 minutes) • To elicit relevant vocabulary and introduce the context.

Ask students what they have in their home using elicitation. Ask each student to write on the board their favorite item in their home - These will be used in the next activity.

Introducing countable and uncountable nouns and the TL. (4-6 minutes) • To increase understanding and categorization of countable and uncountable nouns.

Put the students in two or three groups depending on numbers (Ideally 3-4 per group). Write the word countable and uncountable on the board. Give each group cutouts of nouns and ask them to put them on the board under the relevant heading. Correct any mistakes using CCQs. Ask the students which category their favorite thing in their house goes under. Use CCQs if needed. Finally ask the students to ask a question using the nouns - elicit 'how much/how many is/are there?' Use CCQs and drilling to improve understanding.

Controlled practice. (5-7 minutes) • To practice the use of the how much/many in a simple activity.

Students will initially work individually. Explain that the Ss will fill in the gaps using how much or how many.on the handout using chesting. Give each student a handout. When completed, ask students peer check with the person next to them. Put the Answer key on the board.

Controlled speaking. (5-7 minutes) • To allow students to practice speaking the TL.

Put students in new pairs. Tell each pair to ask each other the questions from the previous activity. Monitor and listen for pronunciation and the use of the TL. After the activity, ask students to tell each other about their partner and whether they are surprised about their answers. Correct any mistakes using CCQs and examples.

Semi controlled speaking (3-5 minutes) • To practice the TL using personal opinions.

Ask the students if they remembers the rental advertisement from the previous lesson. Put the advert on the OHP and elicit questions like 'How much money does it cost? How many bedrooms does it have? Ask the students to talk in pairs about what they like and don't like about the property. Monitor and listen for mistakes. Give feedback using CCQs if necessary.

Listening for gist. (4-6 minutes) • To practice listening and allow the students to hear the TL in a natural setting.

Put the students in new pairs. Tell the Ss they will listen talk to an estate agent about the property. Explain that each pair will receive a list of topics. They must listen for the order they are talked about in the audio and they must put them in that order. Play the audio twice if necessary. Ask the students to walk around and check each others answers. Put the answer key on the board.

Listening for detail (4-6 minutes) • To practice listening for detail using the context and TL.

Explain that the students will listen to the audio again. Explain the handout (statements that are either true or false) using chesting and hand one to each student. When complete, ask students to peer check in pairs and place the answer key on the board. Use CCQs to elicit the reasons for each answer.

Optional final practice. (3-6 minutes) • To allow students to practice the TL using a visual prompt.

Project a picture of a living room onto the board. Tell the student you will say a number and they must work in pairs to decide on the question. For example T - ''2'' Ss - ''How many lamps are there?''. Repeat until several items have been mentioned and the students understand the use of the TL. Use CCQs for any mistakes.

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