Narin Ayik Narin Ayik

Quantifiers TP4
Intermediate level


In this lesson, students will learn the function of quantifiers such as some, any, many, most and all. The lesson shape will be PPP and some guided discovery. There will also be an interactive speaking task where students will have the opportunity to use TL in the context of shopping malls.


Main Aims

  • To clarify the functional use of quantifiers in the context of shopping

Subsidiary Aims

  • To provide fluency in speaking using TL


Warmer/Lead In (2-3 minutes) • To set lesson context and to engage students

1. Show Ss visual to elicit the context of the lesson > Shopping malls 2. Ask Ss "Are there many shopping malls in Istanbul?" & "What facilities do they usually have?" 3. WC FB very short time- nominate people to answer

Building Context - Exposure to TL (6-7 minutes) • To narrow the context to a more specific area and continue to generate interest

1. Ss to sit in groups at their tables and will be handed a few cut up pieces of coloured paper - there will (3 of one colour, 6 of another colour and 10 of another colour) 2. Instruct Ss that T will write a word on WB (eg. some, many, most, all & none) and for Ss in their groups GW to make a sentence that a) is true and b) must use the word [sentence must be 100% accurate] - time limit of 3mins - ICQ 3. FB from each table of one example each - peer check if error is made - CCQ & correct if necessary

Presentation- Controlled practice (7-8 minutes) • Clarification of TL - meaning, form and pronunciation

1. Give Guided Discovery HO (fold the bottom of page) for Ss to answer in pairs question 1-3 in time limit of 3 minutes -MONITOR 2. Then have them check in their groups to see if they had the same or different 3. Take WC FB and provide answer key 4. CCQs + Drilling + pronunciation

Practice - Semi Controlled prractice (5-6 minutes) • To concept check further TL and prepare for Freer practice

1. Ss to unfold the bottom half of paper and do the last exercise alone 1 min 2. Check answers in pairs have them discuss in their groups -MONITOR 3. WC FB and check their answers by nominating a Ss from each table and see if they are using the TL correctly - correct where necessary

Production - Freer Practice (8-9 minutes) • To have students practice their fluency in speaking using TL

1. Divide Ss into 3 groups (Pensioners, Teenagers & Parents) -Tell them they are apart of an association 2. Give instructions that the local council wants to build a new shopping mall and they have to discuss what facilities will suit their particular association and make a proposal using TL (for eg; the mall should have many children stores, there shouldn't be any..., there should be some...) Give time of 5 mins and take some WC FB - check if they're using TL correctly- correct where necessary

Production - Freer Practice (10-10 minutes) • To further practice their fluency in speaking TL

1. Re-group groups of 3 or 6 depending on amount of Ss on the day (make sure there is one from each group or two from each group) 2. Nominate 1 person from each group to be the secretary 3. Ss share their ideas to their partners then have them decide together on a joint proposal. 4. Secretary or one person from each group stands up and tells proposal 5. Correct on the spot if any errors using TL 6. WC-FB

Delayed Error Correction (if time) (2-3 minutes) • To have ss aware of common mistakes made whilst monitoring

1. Write a few errors that some Ss did 2. Peer correction first - if anyone cannot answer then tell them correct answer

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