محمد احمد محمود علي حمد محمد احمد محمود علي حمد

TP4 How much/many ..............?
Elementary level

Description

In this lesson, students learn about the use of 'How much+ uncountable' and 'How many + countable nouns' through the context of food and drink. The teacher elicits the use of How much/ many from the students. Students perform controlled practice through completing a task and ask and answer questions. Students do free practice speaking about their country using 'How much and how many'.

Materials

Abc answer keys
Abc board and markers
Abc projector
Abc handouts

Main Aims

  • To provide clarification and practice of 'How much / many' in the context of food and drink habits.

Subsidiary Aims

  • To practise less/semi-controlled speaking.

Procedure

Stage 1 (5-7 minutes) • To set lesson context and engage students

Use the survey in Ex1 to start. Ask them,"What's the most popular drink in Egypt?". The answer will probably be 'tea', then ask, "How much tea do you drink every day?". The answers may vary; a lot, a little, I don't drink tea. Introduce the word 'average' through examples like; The average man is about 175 cm tall. I may use the word typical to give a clue. Demonstrate with the class by doing the first one together, eliciting their answer or guess, but without saying if it's true or not. Then let them work in pairs. They can check the answers on page 134.

Stage 2 (10-15 minutes) • To introduce the grammar rule for using 'How many / much'

Using the survey in Ex1, elicit one question with 'How much' and one with 'How many'. Check the meaning of 'How much' using CCQs like; Do British people eat a lot of chocolate? Do you know the quantity of chocolate they eat? Can we answer with numbers only? Drill the full question using the correct intonation. Repeat the same procedures with the How many questions. Now write the sentences on the board, eliciting the grammar words; In blue: How much rice do you eat every day? In red: How much + uncountable noun In blue: How many potatoes do you eat every day? In red: How much + countable noun Give ss time to copy.

Stage 3 (6-8 minutes) • To provide controlled practice.

Demonstrate practice 1a with the whole class through eliciting the answer for number 1. Then ask ICQs to make sure that they know what are they going to do. Allow the ss to work alone. Monitor. Controlled practice: change the pairs and practise Q/A.

Stage 4 (10-15 minutes) • To provide less/semi controlled practice.

The ss could write their own questions about Egypt. It doesn't matter if they're not 100% correct, just for the idea. One or two questions are enough and they can ask each other.

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