Cheveno Wallace Cheveno Wallace

TP- 3 Grammar (How much/How many)
Elementary level


In this lesson, students will learn about the use of how much and how many through a reading text in the context of different kinds of food. They will go through the meaning, form and pronunciation before doing controlled and freer practise with the target language


Main Aims

  • By the end of the lesson, students will have had clarification on the meaning, form and pronunciation of how much and how many in the context of different kinds of food, and practiced this in a controlled and freer exercise.

Subsidiary Aims

  • To develop students’ skills of reading for gist using a text (conversation)
  • To continue revising there is, there are, some and any taught previously by colleagues
  • To revise vocabulary on the topic of food and practise countable and uncountable nouns


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

Students will observe a picture with an array of fruits. They will talk with the teacher about the fruits they see in the picture and discuss which is their favorite fruit. Students will then go to breakout rooms and share ideas on how we can use fruits.

Exposure (4-5 minutes) • To provide a model of the task and highlight useful words and phrases

Students will read a text (conversation) created by the teacher. Students will go to breakout rooms, quickly read the text with their partners, and determine the surprise Dani is planning as a gist task. Expected answers: a fruit salad, a smoothie, a shake, etc. Pairs will then share their ideas in OCFB

Reading for specific information (3-4 minutes) • To help learners to detect the target language at the sentence level using marker sentences

Students will read the conversation again in their breakout rooms and find all the questions used in the text. 2mins The teacher will then check the answers with the students. 2 mins

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

The teacher will conduct MPF using CCQs for meaning and color-coding and symbols for form and pronunciation. Students will do choral drilling to practice, sentence stress, word stress, intonation, and connected speech.

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

As a controlled practice, students will answer 10 questions from the document in google forms. The link will be sent in the chat and students will answer the questions individually and then conduct peer correction. Afterward, the teacher will nominate students and check answers in OCFB

Language Production (5-8 minutes) • to get learners to produce the target language in free and less controlled way.

The teacher will ask students to think about their classmate's refrigerator Students will create 3 questions using "how much and how many" to ask about quantities Students will ask each other the questions in breakout rooms answering with there is or there are, some or any learned from the previous lesson. Students will share their classmates' answers in open class feedback.

Language Feedback (2-3 minutes) • To provide the class with feedback on any mistakes made during the freer practise activity

The teacher will monitor students during the freer practice activity and provide DEC and general feedback at the end of the class

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