Mobina Chitchian Mobina Chitchian

Quantifiers
A2 level

Description

This is a grammar lesson focusing on quantifiers with countable and uncountable nouns, contextualized through food and eating habits. The lesson follows a guided discovery approach and is based on Grammar Bank 9B, including clarification through a table, pronunciation work, controlled practice, and communicative free practice.

Materials

Abc Student book
Abc Whiteboard
Abc Visual Aids

Main Aims

  • By the end of the lesson, students will be better able to understand and use quantifiers (much, many, a lot of, lots of, a little, a few, any) with countable and uncountable nouns in meaningful spoken communication.

Subsidiary Aims

  • 1. To help students distinguish between countable and uncountable nouns. 2. To raise awareness of containers used with uncountable nouns. 3. To improve pronunciation of selected food-related vocabulary. 4. To create opportunities for student-to-student communication.

Procedure

Warm-up/ Lead-in (3-5 minutes) • 1.To personalize the topic 2.To activate students' existing language 3.To notice students' familiarity with quantities and negatives

The class will start with me asking the class three questions: 1. What are your three favourite food? 2. Which one do you eat the most? 3. Is there any food you don't like or don't eat at all?

Highlighting (3-5 minutes) • 1. To expose students to the target language in context 2. To prepare students for clarification without explaining rules

At this stage, I will show the students pictures of food items only (e.g., potato chips, chocolate, cheese, cookies, eggs, olive oil), and then I will ask them: Which of these food items contain sugar? Which of these food items has salt in it? How much sugar is there in chocolate? How much salt is there in potato chips? Does olive oil have any salt or sugar in it? A lot or a little? After they answered the questions, I will write down three of their sentences on the board.

Clarification (8-10 minutes) • To clarify the meaning, form, and use of quantifiers (much, many, a lot of, lots of, a little, a few, any, not much, not many) with countable and uncountable nouns, using food items and containers as context.

At the beginning of this stage, I will show pictures of food containers (e.g. a bag, a bar, a jar, a packet, a bottle, a carton) and ask students to match these photos with the pictures of food items I showed them before and introduce the word "container" with its examples. After they finish guessing, I will write down the correct form of each food with its containers. Then, I will ask students some CCQs: Can we count sugar? Is a packet countable? Is a packet of cheese countable? Can we say two bars of chocolate? After they answered my questions, I will draw a table on the board with one column which has countable food items nouns, the other column shows the quantifiers for countable nouns such as a lot of/ lots of, a few, not many, any, many, and the last column shows example sentences in affirmative, negative, and question forms. The same column will be drawn on the board for the uncountable food items nouns and quantifiers such as a lot, a little, not many, none (any), much, with a column next to it showing example sentences in affirmative, negative, and question forms. Then, I will ask some CCQs, such as: Is "a lot of" big or small? Can we say a lot of" sugar? Can we say a lot of cookies? Do we use "much" with sugar or cookies? Is "a little positive or negative? Is "not much" positive or negative? Then, I confirm the answers after eliciting. After that, I will focus on the pronunciation differences between sugar /ʃ/ and salt, salad /s/

Controlled Practice (5-7 minutes) • To practice the target language accurately in a controlled context.

In this stage, I will ask students to complete the section B on page 141 in 5 minutes individually. Then I will check the answers with the whole class.

Free Practice (4-6 minutes) • 1. To encourage genuine communication 2. To provide a natural opportunity to use the target language.

In this stage, I will ask students to think that they are going to help a friend eat more healthily. They will be asked to talk about which food they should eat more or less of, and why. They will discuss this topic firstly in pairs, then they will share their thoughts with the class.

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