Nafise Nafise

HOW MUCH IS TOO MUCH?
Pre-intermediate level

Description

In this lesson,students learn about the quantifiers used with the plural countable nouns and the uncountable nouns based on a reading text about some bad things which are good for us.The lesson starts with setting a context by asking if these things are good for your health or not? (chocolate, coffee,TV,computer games, and sunlight) as a pair work they have to make decisions and compare it with other pairs. later each student is given a slip of paper about one of the items, they have to read and in groups share one good thins about each item and one thing they need to be careful with. they are asked to complete a question on the board " how ------- cups of coffee do you drink a day?" and say why? it is then followed by a pair-work in finding more answers and through guided discovery find out the rules for using quantifiers, too, and enough. it is then followed by FB and more controlled ans semi controlled practice and a task for activation of the TL.

Materials

Abc grammar practice hand outs
Abc Reading material
Abc Grammar cards

Main Aims

  • By the end of this session students will be able to use the quantifiers, too and enough within the contest of good and bad things for the body

Subsidiary Aims

  • To provide some practice on reading and getting the gist of paragraphs within the context of Good things and Bad things for the body

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

👩The teacher will write 5 sets of words on the board and asks the students if they think these are good for our health or bad? (sunlight, chocolate, computer games, coffee, watching TV) 👩 The students are paired and they have to decide in 2 minutes, and say why? 👩 The teacher just elicits good/bed and writes it on a table on the board. 👩No FB is provided at this stage.

Exposure (5-6 minutes) • To provide context for the target language through a text

👩The slips of paper are given to the students and each of the Ss are asked to read one item on the in 2 minutes and share one good thing and one bad thing about his/her item which they need to be careful about in 2 more minutes. 👩 as FB the teacher asks "what is god about coffee? why you need to be careful about having coffee? " 👩CCQs: is it good to drink enough coffee? is there a problem? is OK if you drink too much coffee? is there a problem? how do you know? 👩 The teacher writes a question with a blank on the board and gives students 30 sec. to think and complete the blank, then check in pairs and explain their reason. Q:" How ......... cups of coffee do you drink a day?" The answer is elicited by the teacher and checked with the class.

Highlighting (2-4 minutes) • To draw students' attention to the target language

👩 The teacher sticks some grammar cards on the board and asks the students to find them in the text,come to the board and write their examples on the broad in allocated areas. 👩 The teacher has already divided the board into several columns for separate categories.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

👩The students are asked to look at the examples on the board and discover the rules of usage in groups, then check with the other groups . the teacher asks for the results and confirms their ideas if they are correct. 👩The teacher's FB is accompanied by some CCQs Is it a noun/adjective? Is is a count noun/non-count noun? Is it less than you need or good for you? Is is it more than you need or good for you? What is the position of enough with a N./Adj.? What is the position of too with an adj.? What do we add to too for a count/non-count noun? 👩Also the teacher writes the phonetic symbols for enough /ɪˈnʌf/, too /tuː/

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

👩 A hand out is given to the students and they're asked to choose the best answer. (2min.) 👩 It is checked in pairs (1min.) 👩 FB one student reads the sentences to check with the class.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

👩They are given certain prompts provided by the teacher, so they have to chose the one which is correct about them and write down why they have chosen that. 👩they check it with partners to see how they are similar to or different from their partners.

Free Practice (4-5 minutes) • To provide students with free practice of the target language

The students are asked to consider their partners bad habits and give them some advice.

Delayed Error Correction (3-5 minutes) • to provide the students with a chance to correct their mistakes, and give them the awareness not to repeat them

The teacher monitors the students all through the session and takes notes on their errors, gives each group a paper with errors written on them. The students do the correction in groups, the papers are swiped and checked.

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