Robert Walker Robert Walker

upper intermediate level


Students will prepare a dialogue using quantifiers


Main Aims

  • To provide practice of quantifiers in the context of creating a dialogue to perform for the class

Subsidiary Aims

  • To provide accuracy speaking practice in a dialogue in the context of using quantifiers to describe an apartment
  • To provide process writing practice of a a dialogue in the context of describing an apartment using quantifiers


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T- asks students to write down what they want in their dream apartment with stickers Jamboard. T- brings attention to quantifiers

Exposure (4-6 minutes) • To provide a model of the task and highlight useful words and phrases

T- plays demo conversation for Ss. Robert's new apartment. T asks Ss to Listen for "How many bathrooms and how many bedrooms?" Sends list of quantifiers in chatbox. Listen again . . .How many Quantifiers?

Planning and practice of the Task (10-12 minutes) • To provide an opportunity to practice target productive skills and plan dialogue

T sends Ss to BORs to work in pairs to create a dialogue between friends. One friend just moved into an apartment and describes it. The other friend asks questions. Teams get bonus for using the most quantifiers. Ss perform dialogues for the entire class at the end of the lesson and Ss vote for the best dialogue. Dialogues need to be less than 1 minute long. T- monitors and helps Ss as needed.

Report (2-4 minutes) • To allow students to report on how they did the task and how it went

Ss report any problems they had with using quantifiers. OCFB. T- Hopefully elicits self discovery and answers from other students. T- takes notes to explain in next section of MFP

Language Analysis (10-14 minutes) • To clarify the meaning, form and pronunciation of the task language

T- shares screen of google form gap fill and demos first question. T- . Gap-fill with quantifiers. (4 min) (SELF GUIDED DISCOVERY!!!!!) Raise your hand when you are finished. OCFB. T shares screen and reviews answers. Asks CCQs to cover MF and T models P. 1. if too much . . .Do you agree with how much time they spend on the internet? Do you think they should spend more time or less time? is a lot of time = a few minutes? Why can’t you use too many? time is uncountable
 2. why can’t you use a little? people is countable. how many people is a few? 10 or 100 why can’t you use a lot of? (only refers to a small quantity) change the sentence to use a lot of. 3.why/ many is countable Make a sentence that begins with There is so much______ (pollution, money, time, water ice cream that . . . Why can’t you use a? Furniture is uncountable no indefinite article with uncountable Who needs more furniture. a person who has to buy some or a person who needs to buy a lot? 5.Which represents the least amount of milk. What’s another way to say this? Which choice means they were planning on making a cake but now they can’t? What if they could make the cake. Change the sentence around. Make a question to find out the quantity of milk in the fridge? Is there enough / Is there any / Is there a lot? Do you have any? ? Can I have some . . .How much milk . . 6.HOw do you know? both = 2 What if I had only one daughter? My What if I had 6 daughters? god forbid (All my 7. how do you know? Why not one? What would I say If I had 2 kids? (Neither) T reviews Form and Pronunciation in Slides.

Language Practice (8-10 minutes) • To provide students with practice of the task language

T- gives Ss 2 minutes to make any corrections to their dialogues. T nominates Ss to read their dialogues and ask Ss if they heard any errors and how they might fix them. (verbal DEC)

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