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Copy of food tips, Quantifires
Pre-Intermediate level


In this lesson, students will learn to talk about food using quantifier students will be asked to guess the topic through some pictures . to prepare them for listening activity, a set of card will be given to each pair to match the food problem and the tips. After listening to the audio and giving feedback, students will skim the matched paper to see whether these tips are related to kitchen, food preparation and so on. To link the listening stage to grammar, students will discuss the most interesting tip. The grammar will be elicited and written on the board. as controlled practice, students will do an exercise from the book which will be followed by the a controlled game. for semi-controlled practice, " find someone who..." will be applied.


Main Aims

  • To provide clarification of quantifers in the context of food

Subsidiary Aims

  • To provide gist listening practice using a text about eating and drinking in the context of cookig tips


warm up (5-7 minutes) • To engage the students with the topic

The teacher enters the class, asks about how the break was and if students have eaten anything. through elicitation, the teacher writes the topic " food and drinking "on the board. T shows the ss 3 pictures and asks what the topic is. Putting ss in the pairs, T asks them to come up with the solutions for the shown pictures. As feedback, 2 volunteered pairs will share their ideas with the rest of the class.

listening (8-10 minutes) • doing listening for the aim of gist

T shows a set of separated cards and asks ss to match in pairs in 3 minutes. after giving handouts, T will monitor the pairs and help if necessary. T asks the pairs to check their answers with the nearest pair in 5 seconds. T asks " Are you sure about your answers?" and then gives the instruction that ss listen and check the matched cards with the audio. (while doing the listening, T writes FOOD PREPARATION, FOOD STORAGE,EATING,CLEANING and THE KITCHEN on the board.) after the audio, the complete text will be given as a feedback so that ss can check. T draws ss` attention to board, inviting the ss to read the written phrases on the board.T instructs that ss will read the text and match each topic with one of the 10 tips in pairs. ICQ : "Are you going to speak or write?/ How much time do you need?" after 2 minutes, T asks ss to check in pairs and then take a look at the back of paper to check their answers. group activities : ss will be in a groups of 5 deciding on the most interesting food secret they have read. ICQ: " how many interesting secrets? will you write or speak?" feedback: each group presents their idea and T writes them on the board + mistakes ss made while speaking

Grammar (25-30 minutes) • teaching quantifers

T refers to the board and ask ss to find out the errors they made (in pairs). feedback: oral feedback.T underlines quantifiers and tries to elicit what they mean, their usage and where in the sentences we can see them. T divides the board into 2 groups (countable/ uncountable), elicits their meanings and ask students to write down quantifiers under correct category.( ss might be referred to the text as well). feedback: T asks 2 volunteers to come up to the board and write the answers. ICQ: T shows HO3 (controlled practice) and asks the ss to do it individually in 1 minute. ss check their answers with their partners and WCFB will be given. group change based on 6 diffrent colors.( 6 groups ,each 4 ss) modeling: T shows the pieces of paper and models the game. ICQ : "how do you he cards?who can take them?how much time do you need?" feedback: " T asks who has most cards in the group?" and T gives the winners chocolate. T shows ss folded HO5 and asks ss to fill the gaps with " much/many" individually and answers will be checked in pairs feedback: WCFB T asks the ss to unfold the paper and answer the questions using the phrases stuck on the board. ICQ: T asks ss to stand up and ask 3 more ss the questions. to do so, T models the first question with one s and encourages them to ask follow up questions. ICQ questions: "Are you speaking or writing? Are you writing all the answers or key words? are you going to ask other questions?" feedback: ss should find the people who have the same typical days as themesevles and discuss it in their group. Error correction: common errors will be written by the T, ss in pairs try to find out the mistakes and they will be corrected in the class.

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