Yasser Abualbasher Yusuf Abdullah Yasser Abualbasher Yusuf Abdullah

Teaching Practice 5
Elementary level


In this lesson, students will learn some grammar points (How much/many - some/any/a) via talking about their furniture in their flats. The teacher starts the class by asking about the things that students have in their flats or houses. He writes some of the words on the board to elicit the concept of countable and uncountable nouns. Then he introduces ''How much/many''. After that, students go through exs 4,5, 6, 7 and 8. Students will practise various activities. The teacher revises a previous class of 'there is/are..' to present (some/any/a) using the table in ex 8, students will give examples using 'any' and 'a'. Students will be highly motivated to participate and guess the grammar rules..


Abc handouts from students book
Abc Cards
Abc white board
Abc audio
Abc Gap-fill handout

Main Aims

  • To enable the students master the use of ''How much / many ...?''

Subsidiary Aims

  • To provide listening and speaking practice


Warm up (1-4 minutes) • To break the ice

Teacher greets the class and carries a very short interaction. He will try to remember some names then attracts the attention of the students to lead in.

Lead-in (3-7 minutes) • To lead the students to the track of the lesson

The teacher asks the students about the things that they have at their flats. He states some of the words on the board and uses them to introduce the concept of countable and uncountable.

Stage 1 (4-10 minutes) • To find out how 'how much/many' are used

The teacher will use the written words on the board and ask the students to do ex 4 to guess the rule of using 'How much/many..?' After that, the teachers asks the students to do ex 5 to practise the rule. They will do it individually then check their answers in pairs. He will name them (how much and how many) for sense of humour and concentration. Everyone will just ask to answer the questions that carry his/her name (how much/many). Teacher takes some answers as short feedback. Students will practise asking the questions to each other.

Stage 2 (5-11 minutes) • To make the students practise speaking and introduce listening activity

In this stage students will look at the advert and express their opinions to their partners. The teacher will let them speak if they begin to ask the question 'how many ................ are there?'. Then the teacher asks them to listen and put the answers in order (b), the teacher checks the answers for feedback and let the students listen again to do ex 7 if the time factor doesn't disturb. Students will do the task individually then compare their answers with their partners.

Stage 3 (5-8 minutes) • To practise 'some', 'any' and 'a' and to clarify the difference between the use of 'any' and 'a' in the negative forms

Students' work will be appreciated, then the teacher asks the students what do they remember from yesterday's class about 'some', 'any' and 'a'. After that, the teacher asks the students to do ex 8 and check their answers in pairs. He receives some answers as a feedback. He writes them on the board using students' examples to explain how they are used in/with positive, negative and the question forms. He will focus on the use of 'any' and 'a' if students show confusion in how to use them in the negative forms.

Stage 4 (3-5 minutes) • To develop students speaking skill

Students will be asked to give sentences using 'How much/many..? And 'any/a'. Students will be called by their new given names (how much/many) for the sake of their (how much/many) use enrichment. Everyone will be motivated to interact especially the weak ones. Oral immediate error correction will take place for the wrong spoken errors. After students participation (speaking) the teacher thanks the students for their effort and recaps the lesson

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