Azza Azza

How much water do we really need?
Elementary level


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of quantifiers in the context of food and drinks

Subsidiary Aims

  • To provide scan reading practice using a text about quantifiers in the context of food and drinks
  • To provide fluency speaking practice in a quantifiers in the context of food and drinks


Lead-in (3-5 minutes) • To set lesson context and engage students

I will ask students " what is your favorite drink?" how many times do you drink it ? why do you like it? I will demo the activity with students, then they discuss in pairs. After that, an open class discussion will be given to find similarities among students.

Pre teach vocabulary (2-3 minutes) • To enable Ss to have sufficient vocabulary to do the tasks you set and to prevent Ss blocking on key vocabulary central to the topic

I will teach the blocking vocabulary which are: questionnaire/ mineral water/ litters. They will be taught using visual pictures and students guess what are these pictures. I will ask some CCQs to make sure they got the meaning.

Gist task ( Reading) (4-5 minutes) • to expose Ss to the TL

Now you will have a questionnaire about" how much water do you drink?", it has 5 questions. try to ask as much as you can from your colleagues to find someone like you. Do not keep sitting try to move around. You have 3 minutes to do so. Demo the questionnaire with a student. ICQs : How many questions? (5) What is this about drinking water or sports? (drinking water) Will you ask only 1 find? (No) Will you keep sitting? ( No)

language clarification (6-8 minutes) • to clarify the meaning, form and pronunciation of target language throughout guided discover technique

Introduce ex a and b for students and ask them to answer individually in 2 minutes. ICQs: Will you answer only ex a? (No) How many ex would you answer?(2) Students check their answers in pairs. Then I will elicit answers by an open class feedback in order to start clarifying the rule( How much / How many). In addition, I will draw a cline and ask students to drop off ( a lot/ quite a lot/ not much-many/ None ).

Controlled practice (4-6 minutes) • to provide the Ss with controlled practice of the target language in order to encourage accuracy

I will introduce ex d to students as : " Now you will complete 8 questions with How many or How much . You will answer by yourself in 4 minutes and when you finish you check the answers in pairs." ICQs: Will you complete or put true/false? (complete) How many questions are there? (8) After students checked the answers, I will ask them to check the provided answer key.

Freer practice (6-8 minutes) • to provide the Ss with freer practice of the target language in a more authentic context and promote fluency

I will give a name to each students for example: red / white and each two similar colors set together. They will will ask and answer using questions in ex d to find similarities. I will demo the activity as : Can anyone ask me a question? ( How many cups of coffee do you drink?) T: I drink a lot of coffee everyday. I think around 3 or 4 cups. S: What's your favorite café? I am a big fan of a home made coffee because you can control the blend. Do you like it American or French? there are some occasions I like drinking French coffee such as early in the morning. And then, students practice speaking in 4 minutes. An open class discussion will be provided.

Content and language feedback (2-3 minutes) • To provide Ss with some error correction and feedback on their output.

As I was monitoring, I would spot some students' mistakes. I will write them on the board and correct them.

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