The teacher asks the Ss a few questions on whether they have any neighbors, e.g. "Are there many people in your apartment building?" "Do you have a lot of neighbors?" "Do you know some of them?". The teacher then asks Ss to think about the nature of the questions. "What am I asking about?" "Am I asking how good or bad they are?" "So I am asking about how many neighbors you know or have?" "And so I am talking about...?" The teacher tries to elicit the word 'quantity' from the Ss, and introduces the term quantifier, writing it on the WB. The teacher then asks the students if they can give one example from the questions the teacher asked that represents quantity, e.g. 'some', 'a lot of' or 'many'.

The teacher hands the students a worksheet containing several sentences and three activities. Ss are asked to fold the paper so that only the first activity is visible. Many of the sentences in the worksheet are taken directly from the text used for reading in the previous lesson. Working alone, the Ss are asked to read the sentences and underline the words therein that they think give information about quantity (Activity 1). They then check their answers in pairs. The teacher then hands the students an A/K to check their answers.

The Ss unfold the handout and work in pairs on Activity 2. Ss answer questions related to the meaning of the quantifiers they underlined in the previous activity, i.e. are the quantifiers used to signify large amounts, etc. The teacher then hands the students an AK for the exercise. The teacher then asks the students what the quantifiers modify, using CQs, e.g. Do quantifiers come before a verb? What's being quantified?. The teacher also does a quick check with Ss about countable and uncountable nouns. The Ss are then asked to complete the final activity (Activity 3) of the worksheet, deciding which quantifiers can be paired with uncountable and countable nouns. This part is done in pairs. The teacher then elicits answers from the students for this activity. Finally, the teacher does some clarification with regard to differences between a little/little, a few/few and no/any on the WB. Finally, the teacher does drills to show linkages and stress, e.g. a-lot-of, plenty-of, etc.

Ss are given a handout containing a number of little paragraphs. Each paragraph contains one or more quantifiers, and each of these quantifiers is presented in the form of two alternatives. For each sentence, Ss have to circle the option that they feel is more appropriate. The Ss are then asked to check their answers with a partner, following which they are handed an A/K by the teacher.

Students are given a handout with several questions using quantifiers about one of their neighbors. They work in pairs to ask each other questions from the handout and to answer accordingly, e.g. "How many neighbors do you have on your floor?" "Do they have any children?" "Do they have any pets?", etc. The teacher monitors for accuracy and corrects accordingly.

The Ss work in pairs or as a group to talk about their neighborhoods, discussing the advantages and disadvantages while using the quantifiers reviewed in class, e.g. the neighborhood has many nice cafes but also a lot of traffic, etc. The teacher does a quick demo before they begin the speaking activity to get them going. The teacher monitors the discussion and takes notes for delayed feedback/error correction.