Mohammad Vatankhah Mohammad Vatankhah

TP 5
Elementary level


In this lesson, the students are introduced to some basic quantifiers through a guided discovery in the context of a week's meal of different peoples. Then, they undergo a controlled practice by doing a board rush activity. This activity is followed by a semi-controlled practice in which students will complete some sentences with personal information. The lesson comes to an end with an integrated speaking / writing activity where they are likely to produce the target language both in written and spoken form.


Abc board-rush slide
Abc sentence-completion handout

Main Aims

  • By the end of the lesson, the students will have been introduced to the basic quantifiers in the context of "a week's meal"

Subsidiary Aims

  • By the end of the lesson, the students will have practiced writing and speaking rather freely in the context of a week's meal


Lead-in (6-7 minutes) • to set the context as well as touch on some prerequisites for the target language

-- The teacher uses pictures of some foods, both countable and uncountable. He puts them in groups of three and asks them to categorize the pictures in two groups in any way that they think would be more sensible. The teacher can provide them with some hint on the board. The students has one minute to do this task. -- The teacher then asks one student from each group to come to the board and stick one picture in the right column. he asks the student why he thinks it should be in this particular column. This continues until they become acquainted with the concept of countable and uncountable nouns. -- The teacher shows the students some pictures, weekly meals from two different countries, on the board and has them discuss n their groups what different peoples eat in a week.

Presenting grammar through guided discovery (7-9 minutes) • to expose students to the target language and have them discover it

-- The teacher shows the same pictures from the previous stage, however, with some sentences written bellow the pictures. In these sentences, "quantifiers" are highlighted. The students are supposed to discuss in their groups why they think those quantifier have been used in each case. The students have two minutes for this task. -- Once done with their discussion, the students need to share their ideas with the whole class. The teacher asks for feedback and teaches the grammar with the help of the students. -- In the concept check part of the lesson, the teacher might want to use a cline and ask some students to come to the board and place a quantifier in the right place along the cline.

controlled practice for use of quantifiers (5-7 minutes) • to have students practice the target language

-- The teacher divides the whole class into two groups. He shows some sentences on the board in two columns. He gives them the necessary instructions for this game. The students from each group should rush to the board and try to find the mistake and correct it. Each group will deal with the sentences in their own column.

Semi-Controlled Speaking Practice (3-4 minutes) • to get the students to use the target language to talk about their food habbits

-- The teacher gives the students a handout and asks them to complete the sentences with the information that is true about them. He asks them to do this task individually. Once done with this task, the students discuss their answers in pairs.

freer speaking and writing (10-11 minutes) • to give students a chance to use the target language in both speaking and writing in freer way

-- the teacher puts the students in groups of three and gives each group a photo of a week's meal. The teacher has the students to write about what they see in each picture. The students have 3 minutes to do this task. --- The teacher collects the photos as well as the writing from all the groups and shuffles them. He hangs each photo in different part of the class and gives out the shuffled writings to the groups and asks them to match each writing with the appropriate picture. --- The student should discuss in their groups why they think that they have correctly matched the piece of writing with the corresponding photo.

If-time speaking activity • to give the students a chance to speak about their eating habits

-- If time allows, the teacher has the students discuss their eating habits in groups.

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