I will show students 4 images related to the sun: A solar panel, a flag, sunscreen and an anient Mayan medallion. I will ask What's the significance of the sun in each of these cases? Does the sun play a positive, negative or neutral role in each case? (Possible answers: It's used a renewable power source in image 1; as a symbol in image 2; In image 3, it's presented as something we need to take care of; In image 4, it shows how ancient civilizations worshipped the sun)

1. Gist Reading In Google Slides, I will show Ss 4 images related to the text we will listen to: the leaves of a tree (representing photosynthesis), the sun, a tanning salon, and a Mayan pyramid. I will tell students that we are going to listen to an audio about the sun and they will have to put the images in the order they hear them. They will have to write their answers in the group chap and we'll check and compare them. 2. Intensive Reading Students will listen to the audio again and fill the gaps with the correct quantifier: 1 Look at ______ of the ancient cultures and you'll find the sun has an important role . some, any (✓), either. 2 _______ of the constructions shows our fascination with the sun. Each (✓), Some, Either 3 _____ people today still associate a suntan with health and well-being. All, Many (✓), Much 4 _______ plants depend on sunlight for photosynthesis. All (✓), Each, Much 5 _________ plants nor humans could exist without the sun. Either, Neither (✓), All 6 A number of other bodily functions, such as our internal body clock, nervous system, and state of mind, _______ depend on exposure to the sun. the whole, each, all (✓) We'll do the first point together as an example Possible problem: Activity may be too difficult because it is a long audio and they need to look for very specific information. Solution: Giving students 1 minute to take a look at all the sentences and think of the correct option for each. Then they will just need to check their answers with the audio and look for the ones they weren't sure. After listening to the audio, they will have 2 minutes to check their answers in pairs before open class feedback.

I will show the following sentences in Google Slides. All have quantifiers in bold. then I will ask students: What's the function of the words in bold? A. All nine planets orbit the sun. B. We all/All of us learn the names of the planets at school C. All need the sun to grow (X). C. The whole civilization was based on its worship of the sun. D. People would either stay out of the sun completely or use lead oxide or arsenic to achieve the desired effect. Neither of the two was very good for you. E. Both the sun and the moon influence our view of time, and calendars have been based on each of them. F. Each has its own orbit. (They are quantifiers. They give information about quantity) Meaning: Students will then match these 6 quantifiers with their corresponding definition: 1. All (C) 2. The whole (A) 3. Either (E) 4. Neither (B) 5. Each (F) 6. Every (D) A. 100% of one single thing B. not one or the other (2 options) C. everything / everyone in a group D. all members of a group, seen together E. one or the other (2 options) F. every single individual, seen separately Form: I will show students these sentences again: A. All nine planets orbit the sun. B. We all/All of us learn the names of the planets at school C. All need the sun to grow (X). C. The whole civilization was based on its worship of the sun. D. People would either stay out of the sun completely or use lead oxide or arsenic to achieve the desired effect. Neither of the two was very good for you. E. Both the sun and the moon influence our view of time, and calendars have been based on each of them. F. Each has its own orbit. Based on them, students will have to do a multiple choice task related to the form of these quantifiers. 1. All is placed: a) After the noun b) Before the noun or after the subject pronoun (✓) c) At the end of the sentence 2. The whole is used before: a) a plural countable noun. b) a singular countable noun (✓) 3. Either / Neither are used before: a) a singular noun b) a plural noun 4. Can of come directly after every? For example: Every of them plays the guitar. a) Yes b) No (✓) 5. Each can be used: a) Only before a noun (e.g. each planet) b) Before a noun and as a pronoun on its own (✓) c) Only after plural nouns 6. We can use all by itself to mean 'everything' or 'everyone'. For example: All love the sun. a) Yes b) No (✓) Students will have 3 minutes to complete the activity, then 2 minutes to check their answers in pairs. Open class Feedback I will ask the following CCQs Do quantifiers tell us about how much or how many? (Yes) Do quantifiers show how good is something? (No) If I say: "You can take either bus". Are there more than two buses? (No, there are only two.) Do you have to take both buses? → (No, just one. It doesn’t matter which) If I say: "Neither of the temples faces the sunset". How many temples are there? (two) Do both face the sunset? (No) Pronunciation: (We'll do pronunciation after the Controlled Practice section). Ss will listen to the CP audio again and choose the correct stress pattern for these 2 sentences and then choose the correct pronunciation of 2 words. 1. Which sentence has the correct stressed words? A) We 'all 'know that the 'sun is 'also an 'important 'symbol. (✓) B) 'We all 'know that 'the 'sun is also 'an important 'symbol. 2. Which sentence has the correct stressed words? A) But what 'do all 'three 'of 'the following 'countries have 'in common? B) But 'what do 'all 'three of the following 'countries 'have in 'common? (✓) 3. How is each pronounced? A) /iːtʃ/ (long vowel) (✓) B) /ɪtʃ/ (short vowel) 3. How is either pronounced in the audio? A) /ˈiːðə/ B) /ʌɪðə/ (✓) (Explain that both are correct anyway) I will play the audio twice for students to do this activity. We will then drill pronunciation of the sentences and the words.

Students will work on a Google Slides. Ss will be presented with a text and they have to choose the correct quantifier: 1 All know / We all know that the sun is also an important symbol, but what do 2 all three / each three of the following countries have in common: Argentina, Japan and Macedonia? Along with around twenty other countries, 3 each / every has a flag which includes the sun. The sun makes up 4 either / neither the 5 all of / whole flag or a smaller part of its design. Both approaches demonstrate the continuing importance of the sun to 6 every / all of these countries. Correct answers: 1. We all know 2. all three 3. each 4. either 5. whole 6. all I will play an audio of the text with the correct answers for students to check.

Ss will write 4 sentences giving their opinion about these 2 topics: - Solar energy - Tanning salons Include at least 4 of the following quantifiers: all, any, each, either, every, neither, the whole. Then Ss will have 3 minutes to discuss their sentences with partners If there is extra time, we will discuss the following statements: 1. All solar energy should be free and accessible to everyone, just like sunlight itself. 2. Neither tanning salons nor excessive sunbathing are healthy ways to get vitamin D. 3. Each country should take responsibility for investing in renewable energy sources like solar power. 4. Spending too long in the sun can damage the whole body, not just the skin. Then, students will go in pairs into breakout rooms and discuss the sentences for 3 minutes. After this, I'll ask some students to share their thoughts with the whole class and say if they agreed or disagreed with their partners

I will first highlight some good phrases and sentences students have used. Then I will point out some common grammas mistakes and see if we can find them and correct them together. Lastly I will take a sentence said by a students which could be said in a more natural way. I will write down the sentence and ask students to come up with ideas to say the same thing using more advanced and more natural language.