T states the aim of the lesson. T asks Ss "Do you like apples?" (possible answer: No. Give another example) "How many apples do you eat a day?" "Do you drink apple juice?" (possible answer: No. Give another example) "How many apple-juice do you drink a day?" (Potential Mistake: two apple-juice) T documents any potential mistakes on the board to refer back to it for correction.

T instructs Ss that they are going to work on a matching-picture exercise. Followed by ICQS. T distributes the exercise and keeps monitoring their performance. After 5 minutes, T elicits the answers, checking, drilling, the stressing (no need to write, they are on the paper)

T asks "what do you see in picture A?" (apples/3 apples) T says "There are three apples in picture A" to model the answer. T drills the answer then writes the sentence on the board. T asks "What do you see in picture O?" (chocolate) Using gestures, T asks "Can you count the chocolate in picture O?" (no) T says "There some chocolate in picture O" to model the answer. T drills the answer then writes the sentence on the board. T asks "Can you see any mangoes in the pictures?" (No) T says "There aren't any mangoes in pictures" to model the answer. T drills the answer then writes the sentence on the board.

T clarifies countable and uncountable. Then clarifies when to use some and any. the rule will be clarified on the board

T instructs Ss to work in pairs on the exercise. T distributes the exercise. T conducts a feedback session. T instructs Ss to listen and fill in the gap. T distributes the exercise. T asks Ss to check their answers in pairs T conducts a feedback session.

T instructs students to practice on an exercise based on offering/responding to practice some and any.