T sticks some sentences on the walls and tells Ss to stand up and read the sentences. The T asks Ss if the sentences are true or false. Ss either say true or false. At this stage (lead-in) it is not important for them to guess the right answers. Ss need to understand and activate their schemata at this stage so that they will be doing some activities about the numbers of the household in the lesson.

T shows some pics with different families of the world on the WB with the ppt. T tells Ss to listen to the audio and guess who is speaking. T asks ICQ and writes the instructions on the WB Ss talk to their pairs to check who might be speaking and why.

T tells Ss that she has got a HO for them. T tells Ss listen and write the number of the family members. T gives example from her family. (I have got four people in my family. I have got a sister, a father and a mother.) T asks ICQ and writes them on the WB. T hands out the HO and plays the audio. Ss listen and write the numbers they hear. The Ss then, check the answers with their peers.

T writes "__________ people are in your family?" on the WB. T tries to elicit the answer "How many" with the help of the pre-listened audio Ss may answer the question - if the Ss don't know or cannot give a proper answer then the T can give the answer. - T elicits more questions with different nouns with "how many" questions. T can give a few more examples here to motivate the Ss to talk. T drills the sentence written on the WB with the classroom. (Here T uses different types of drilling - solo,PW and WC drilling) T shows the stressed words on the given examples of the subject. (how many PEOPLE are in your FAMILY?) T asks: "Do we want to know the number of cats?" (NO) "Do we want to know the number of the people?" (YES) - Meanwhile as the T is asking CCQ of the meaning she shows as if she is counting her fingers-

T tells Ss she has got a HO. T tells Ss to tick the correct sentences. T asks ICQ questions and writes the instructions on the board. While the students are on the task T monitors. Ss first do the exercises solo and then they check with a peer. If necessary the T gives selective feedback on the exercises. If not the T gives a small handout of the answers to pairs.

T tells Ss that they are journalists and they have to find how many people there are in the classmates' houses. T tells them to fill out the form she will provide. T asks ICQ and writes the instructions on the board. T asks Ss to stand up and walk and ask and answer the question. "HOW MANY PEOPLE ARE IN YOUR FAMILY?" While Ss are talking to each other T monitors and writes the sentences with mistakes on the board - if there are. And when the activity finishes the asks the Ss if the sentences are correct or not. T asks Ss to correct them.