Name: ren vanMeenen • 18 Dec 2018 • TP 4b: Quantifiers

Description
In this lesson, students will be exposed to and do multiple practice activities with quantifiers. After a speaking
warm up, a short grammar activity will confirm how familiar this group is with quantifiers. Familiarity with
countable and uncountable nouns will be assessed and this topic attended to with a brief lesson if necessary (this
grammar point might be familiar to this group of students). This is followed by a more formal grammar lesson on
the subject of quantifiers. A fill-in-the-blank activity will allow students to immediately apply information from
the lesson. Because of the nature and order of these first three activities, this could be a considered a test-teach-
test structure. Finally, there will be a freer practice stage in the form of an interactive game where students can, in
the form of a competition, again apply the grammar lesson in both writing and speaking. There is only one
vocabulary word in this lesson ("quantifier" itself), but any problematic terminology will be addressed and drills
will be conducted for linking, etc. at every opportunity.

Main Aims
 Grammar

Subsidiary Aims
 Speaking
 Writing

Materials
 Sentence-completion handout(From Straightforward: Intermediate Student’s Book by Kerr & Jones
(MacMillan, 2006))
 Speaking exercise for groups(Straightforward: Intermediate Student’s Book by Kerr & Jones (MacMillan,
2006))
 Useful language for speaking exercise(Straightforward: Intermediate Student’s Book by Kerr & Jones
(MacMillan, 2006))

Please see the following page for the lesson procedure

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Name: ren vanMeenen • 18 Dec 2018 • TP 4b: Quantifiers

Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/Lead-in -- WELCOME and re-introductions (names)
> Exposure SEATING into horseshoe
To set lesson context WARM-UP / LEAD-IN:
and engage students This warm-up / lead in jumps directly into practice/testing. Teacher turns over
one then two sheets on the WB reading: "QUANTIFIERS tell us about quantity:
some, many, most, all, any, none or no (with or without "of")," with the
possibility of eliciting the term "quantifiers" from the students with the
definition and list of examples of such. The word "quantifier" will also be parsed
on the WB on a third sheet:
(n.) , and drilled. Teacher
(with minimal speaking) gestures students to stand up in a circle if possible so
all can see each other, then distributes colored markers, colored paper and
paper clips among students.
Teacher models with gestures: "There are many colored pieces of paper on the
board. [Student name] is holding most of the markers" and invites a student to
follow this lead. If students do not understand or begin to participate but not to
address to the distributed items, a more specific question can be asked:
T-S, PW 8 – 10
"[Student name], tell us something about these items." ("Tell me about where
they are?" or "Who has what?" might be helpful follow-up questions that touch
on the intent of CCQs.) Teacher will change/manipulate items periodically and
move to using gestures only.
After a few sentences, the teacher gives all of the markers to one student and
solicits this statement from all of the students (for teacher) to write on the
board: "[Student name] has all of the markers." Teacher then gives two pieces
of colored paper to another student and writes on the board "___________"
followed by a gesture to the student, again eliciting the sentence from the
group. Teacher continues with one or two more examples if this seems
challenging to most of the students.
In the final stage, the teacher will acknowledge the topic of the session and
each student will be invited to say one-two statements about themselves using
a quantifier. Pronunciation drills will be conducted as appropriate.

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Name: ren vanMeenen • 18 Dec 2018 • TP 4b: Quantifiers

Interaction
Stage Procedure Materials Time Comments
Pattern

Focus on TL--> Teacher reveals (they have been written before class begins and covered with
Testing color paper) 7 sentences on WB + written directions: "Add one word to each
To concept check and sentence to make it correct." Teacher points to directions (students might
give students believe that is a request to say aloud, or might not). Teacher models error
additional practice correction of first sentence with different color marker: Students are invited one
by one to come to the WB and correct the sentences.
1. My brother spends most of money on presents for his new girlfriend.
(Teacher uses as MODEL on board with different color, inserting corrections
with a caret)
2. All friends prefer shopping to doing sport.
3. None them actually enjoys going shopping.
T-S, S-WB 8 – 10
4. My mum spends most her free time on the internet finding new
shopping sites.
5. Last week I spent all money on a really expensive bottle of champagne
for my boss.
6. My boyfriend never likes any of clothes I buy for him.
7. Some the best shops in town are down the little side streets.
CCQs: Can we say "I need some the paper?" Can we say "Are there much
apples?"
FB: W/c check of answers
Clarification--> Teacher reveals (hidden as before) information, including charts for usage and
Teaching of collocation, the form used in full sentences, etc., and teaches about
To clarify the quantifiers. Some drills will be conducted such as in regard to linking sounds.
T-S 6–8
meaning, form and
pronunciation of the
target language
Semi-Controlled Teacher chests handout.
Sentence-
Practice--> Testing Instructions:
"On your own, complete the sentences so that they are true for your town or completion T-S, PW 6–7
To concept check
further and prepare city. Use some, many, most, all, any, none or no with or without of as handout
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Name: ren vanMeenen • 18 Dec 2018 • TP 4b: Quantifiers

Interaction
Stage Procedure Materials Time Comments
Pattern
students for free appropriate."
practice Teacher says, "I am going to model the first one for you" and does so on the
WB.
Model: MOST OF the big shopping centers are outside of town.
ICQ: Are you going to add any nouns?
FB: Peer answer check

Freer Practice Teacher posts several images in a vertical line on the WB and a few sentence
To provide students stems (e.g., "There is / are ______," "Every ________ is _________).
with freer practice of Instructions: We are going to divide into two teams for our final activity and
the target language everyone will come up to the board. You will have just 6 minutes to discuss and
write down grammatically correct and unique sentences about what you see in
the images, using quantifiers. Each of you will have a marker and can write at
the same time. Here are some ways you can start your sentences [points to
sentence stems]. Each original sentence = 1 point for that team. If the other
8 – 10
team wrote the same sentence, no one gets a point. If you do not use a
quantifier, you do not get a point.
ICQ: If your sentence does not use a quantifier, will your team get a point?
FB: When time is up, the teams will confer and error correct on their own.
Students will read their sentences and w/c will determine points awarded. Drills
will be conducted with words and phrases throughout.

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