Teaching Practice 3
Upper Intermediate (B2) level
To provide clarification, review and practice of quatifiers in the context of martial arts (karate).
To provide students with practice in reading for details in the context of a karate club.
To provide accuracy in written production by means of quantifiers.
Procedure (38-45 minutes)
Connect the lesson to the previous one. Tell students "You've learnt something about martial arts." Ask them "Would you be interested in taking some classes of martial arts? And Why?" Elicit answers as a whole class. Nominate the volunteers first. If weaker students don't participate, nominate some of them.
Tell students "There is a leaflet about a Karate Club. It gives some information about karate." Show the leaflet and the questions to students. Give the instruction. " Read the text and choose the option that is not correct." (pg. 29, ex.8) Ask instruction checking questions to check their understanding. - How many options are there? (4) - How many of the options are correct? (3) - How many of the options are false? (1) - Are you going to choose the correct or false one? (correct one) After checking their understanding, tell them they have 3 minutes and distribute the questions. Ask them to check their answers in pairs. Show the answers on the board for Ss to see if they have any problems. If necessary, go through the difficult ones as the whole class and nominates some of the students and ask for justification.
Show students some quantifiers on the smart board. (far too much, hardly any, almost no, much, a little) Ask students what they are. Elicit the answer of quantifiers nominating a few students. Ask students to find five sentences with quantifiers which are similar to the ones on the board from the text. (2 min.) Elicit the sentences from the students nominating 5 different students. 1. Each of us has some abilities to defend ourselves. 2. Karate will show you a lot of simple and effective techniques to protect yourself. 3. Far too many people think martial arts are about violence. 4. Karate has many benefits 5. A few people will get their black belt!
After getting each sentence, ask some concept checking questions to help students discover the meaning. CCQs: 1. Each of us has some abilities to defend ourselves. - Do we have abilities? (yes) - How many abilities do we have? (we aren’t sure, a limited quantity) - Are there a large number of abilities? (no) - Are there a limited number of abilities? (yes) 2. Karate will show you a lot of simple and effective techniques to protect yourself. - Will karate show us a small number or a large number of techniques? (a large number) - Will it show us plenty of techniques? (yes) 3. Far too many people think martial arts are about violence. - Do a lot of people think that? (yes) - Are the people more than is necessary? (yes) - Does it give a negative meaning or positive meaning? (a positive meaning) 4. Karate has many benefits - Does karate have a small or large number of benefits? (a large number) - Does it have lots of benefits? (yes) 5. A few people will get their black belt! - Will people get their black belt? (yes) - Will a large number of people get their black belt? (no) - How many people will get it? (a small number, maybe 3 or 4) - Exactly 3 or 4? (We don’t know exactly how many) Then, give the instruction "Complete the cline using the quantifiers in the box. Put the quantifiers into the related part. Be careful about the meaning. You have 3 minutes. Distribute the hand-out including the meaning of the quantifiers. Tell them to check their answers in pairs. Show the answers on the smart board and give students some time to check their answers. If necessary, ask for justification. Give the instruction of the second activity. "Complete the table with the quantifiers. You have 2 minutes." Distribute the hand-out to enable students to complete the table in terms of form. Ask students check their answers in pairs. Show the answers on the board and give students some time to check their answers. If necessary, ask for justification. Write one more sentences on the board including any. (The Karate Club doesn't have any classes on Tuesday.) Check the pronunciation and stress of the quantifiers in the sentences on the board. 1.Each of us has some abilities to defend ourselves. /sʌm/ 2.Karate will show you a lot of simple and effective techniques to protect yourself. / /ə lɒt əv/ 3.Far too many people think martial arts are about violence. /tuː ˈmenɪ/ 4.Karate has many benefits /ˈmenɪ/ 5.A few people will get their black belt! /ə fjuː/ 6.The Karate Club doesn’t have any lessons on Tuesdays. (any is unstressed in the sentences.) /ˈenɪ/ Model and drill chorally if necessary.
Show the students the material. Give the instruction. "In these sentences there are some mistakes in terms of quantifiers. I want you to correct them." Ask instruction checking questions: - Are there any correct sentences? (no) - What we are going to do is to just find the false ones? (no) - What are we going to do is......? (correct the false ones) Tell them they have 3 minutes. Ask them to check their answers in pairs. Elicit answers by nominating the students one by one and ask for clarification.
Give students the last hand-out. Give the instruction. "You have some prompts and you are going to make sentences from these prompts that are true for your countries. You have to use one of the quantifiers. Check the instruction with ICQs. - Do we write a paragraph? (no) - What do we do with the prompts? (form a sentence) - What do we need to add to each sentence? (a quantifier) Do the first one as an example. "Not many people do karate in Turkey, because they think it is not exciting, so it's not so popular.". Tell them they have 3 minutes. Distribute the hand-outs. Ask students to compare their answers with a partner and ask follow-up questions like why. Tell them they have 3 minutes. Monitor students during the discussion part. Detect some common language mistakes or the good points. Make error correction on the board.