Zeliha Karga Zeliha Karga

How much/many lesson
A1 level


In this lesson, how much/many is contextualized and introduced using a reading text and then language from the text is highlighted and clarified before doing further practice.


Abc Recording 5.4
Abc Recording 5.5
Abc Speak Out 2nd edition Elementary SB
Abc Google images

Main Aims

  • To provide clarification and practice of how much/many in the context of food

Subsidiary Aims

  • To provide scan reading practice using a text about food


Setting the ground (5-5 minutes) • To let Ss practice the big numbers before moving to the text in which average food consumption is indicated in numbers

- T presents the numbers on the board. 100 - one hundred 1,000 - one thousand - T models and drills them. (Ss repeats after) - T then drills 150 and 1500 and highlights the fact that hundred is followed by and (one hundred and fify) but thousand is not (one thousand, five hundred ) (Ss repeats after) - T: Look at the numbers in the box. How do you say them? (Ss do exercise 2A on page 50 in pairs.) (T monitors closely) - T plays recording 5.4 T: Listen and check your answers. (Ss listen and check their answers.) - T plays the recording again T: Listen and repeat after. (Ss repeat the numbers.)

Lead in/ Building context (7-7 minutes) • To generate interest in the context of the text

- T checks the meaning of the word 'lifetime' using google images on the net. - T writes the Q in the introduction part of the text on the board. 'How much food does a person eat in a lifetime?' - T gives Ss 1–2 minutes to look at the photos in Ex. 1A on page 50. T: Look at the photos in Ex. 1A (by projecting) and write your ideas for this Q using the numbers. You have 2' ICQ- 1) How much time? 2' 2) Writing or speaking? Writing (Ss write their ideas using the numbers . e.g. 800 cups of tea.) - T puts Ss in pairs and asks Ss to compare their answers. T: Discuss your answers with your partner. (Ss discuss their answers)

Reading Task- Pre-teach vocabulary (3-3 minutes) • To unblock lexis needed to help Ss understand the text

- T writes some vocabulary on the board and pre-teaches them by explaining and using google images. average sheep cow weight roll of toilet paper

Reading Task- Reading for specific information (10-10 minutes) • To practice scanning, to familiarise learners with the text

- T puts Ss in groups of four and let them read the text on their own. T: Read the text and underline the food and drink words from the photos in Ex. 1A. You have 2' ICQ- 1)Reading or listening ? Reading. 2) Reading for words or numbers? For words. 3) How much time do you have? 2' (Ss read the text and underline the words.) -T let Ss check their answers in their groups. T: Check your answers in your group. -T gives feedback as WC - T: Read the text again and complete the text with the numbers in the box. (Ss complete the text with the numbers) -T: Discuss your answers with your partner. (Ss compare their answers) - T plays recording 5.5 and let Ss check their answers. T: Listen and check your answers. (Ss listen and check their answers) -T supplies the AK as well

Reading Task-Speaking (10-10 minutes) • To provide an opportunity to personalise the topic

-T allows Ss some time to have a look at the Qs in ex.2D and prepare their talk. T: Look at the Qs and prepare your answers. You have 2' ICQ- How much time? 2' (Ss think of their answers) - T asks Ss to discuss their answers in their groups. T: Ask and answer the Qs in your group. - T monitors closely - T asks each group about the popular food and drink in their group T: What is the most popular food and drink in your group?

Highlighting target language (5-5 minutes) • To highlight the target language so that learners are focused on it

-T asks Ss to complete the sentences in ex 3A with how much/many using the text. T: Look at the text and complete the sentences with how much/many. (Ss complete the sentences) T: Check with your partner. (Ss check their answers) -T asks Ss to complete the rules box in ex 3A T: Underline the correct alternatives (Ss underline the correct alternative and check their answers with their partners) - T provides AK

Clarifying target language (5-5 minutes) • To clarify meaning so learners understand it

- T writes the sentences on the board and elicits answers. 'How much food does an average person eat in a lifetime? 'How many cookies does the average American eat? T: 'Where is the noun in this sentence?' 'Which noun is countable?' 'Which noun is uncountable?' - T supplies the AK - T asks Ss to find another example in the text. T: Look at the text and find another example with how much/many. (Ss find another example from the text)

Language Practice (15-15 minutes) • To provide controlled written practice focused on using the language

- T asks Ss to complete the sentences using how much/many on page 51 ex 4A T: Complete the Qs with how much/many (Ss complete the Qs) T: Check your answers with your partners. (Ss check their answer and discuss) - T provides AK - T puts Ss into groups by naming them 'Amazing' and 'Beautiful' - T shows the answer cards for the Qs in ex 3A, one set for Amazing , one set for Beautiful Ss. T: These are the answer cards for these Qs. Amazing Ss, you have the answers for Qs 1,3,5 and 7 here. Beautiful Ss, You have the answers for Qs 2,4,6 and 8 here. Have a look at the answers. Do not show your cards. - T asks all the 'Amazing' students to raise their hands. ('Amazing' Ss raise their hands) and the same procedure for Beautiful Ss T: Amazing Ss ask the Q you have and say the possible answers. Beautiful Ss, listen and choose one answer. - T demo the activity. - T monitors

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