Gonzalo García Gonzalo García

Pre-Intermediate level


In this lesson, students will be able to have a review and introduction practice of quantifiers to talk about food


Abc Zoom platform
Abc Presentation

Main Aims

  • To provide practice of quantifiers in the context of healthy food

Subsidiary Aims

  • To provide accuracy speaking practice in a food quantity (quantifiers) conversation in the context of healthy food


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

I greet the students and tell the objective, sharing the following afterwards (https://www.menti.com/6kn7e66ie9) so they can brainstorm ideas of healthy food https://www.mentimeter.com/s/f0e48dcbee9de4084d52996b8c4a483a/71bd1198aa85. I say: Evening guys, today we (LO), so let us start. Please enter the following link (https://www.menti.com/6kn7e66ie9) to answer what is on my screen. ICq: Where is the question to answer? (In my screen) Where do you answer? (In the spaces on the link I sent)

Gist (4-4 minutes) • To provide context for the target language through a text or situation

After finishing the previous activity, I share the following link (https://forms.gle/CAS3wmCh9NWrzbES6) and tell: Enter the link and answer the following activity (I share zoomed in the picture of the presentation). Write done after you have finished.

Intensive (5-5 minutes) • To draw students' attention to the target language

After students finish, I ask: Click on next. Listen to the audio 1 time (I elicit with my body language), and answer the questions. For the next 3 min they try to answer, and providing the feedback (gist task needs to be checked by having students have written correct lexis, and at least one, while on the intensive, questions 1,2,3,4 are part of the drill, whilst questions 2.1, 4.1, 5,6,7 are where I start the MFPA process, all of this projecting the answers, and the presentation)

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

(Be aware of the problem posted regarding partitives and lecture in that regard) I start by projecting question 5 (depending on the answers) : Ok, Can you give me an example Iria (first one is a little)?. and another one with very little rosaly? and another one with not much Frank? and another one with a few Pablo?. Is it good to have "very few calories"? (Yes) Is it good to have "very little food"? (No) . Can you tell this to your boss or friends? (Yes. Is a neutral register, but culturally makes you look cheap) I then move to question 6, 7 (form, depending on the answers): ok so many of you chose it so (share screen to PowerPoint) help me organize the following slides (invite the group to answer). After answers ask: excellent, what is after a few, very few? (countable nouns), and after very little, a little? uncountable nouns. I return to pronunciation questions and ask: Does it sound stronger in what part? (in both the content very, carton) Why? (because we want to show importance with our voice)

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

I tell students: I tell students: Let us practice. Enter the following link. In groups answer the following link: (https://forms.gle/ND7JmyTpB89BPWoFA). While students answer, I monitor. During the monitor, I tell students we will change groups so they can peer-check each other's work.

Peer-feedback (and open class) (4-5 minutes) • Have Students check progress and then, confirm in OCFB

After creating the new groups, and having past 3 minutes, I bring them back and elicit answers... I need to write on zoom board while they do that.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I share the following link: https://jamboard.google.com/d/1OcR6DG-NAusZz8ZlCreeJ_O5j8BtzcWy4CVbrVQPMbY/edit?usp=sharing. I tell students: In your groups, debate the ideas. Example: Pablo I don't believe eating less food can help you live longer because is not logical. In order to live, we need to eat. While students talk and practice, I monitor, and at the same time, I tell them they are going to be switched (at the half of the mark.

Peer-feedback (and open class) (DEC) (3-3 minutes) • Correct any mistakes done during the class, as well as providing feedback for the previous activity

After returning to the main session, I ask for 3 ideas: Rosaly, David, (Estefanía or Vannesa). What do they think? While they talk, I write what they say on the zoom board.

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