c






  20 mins
   Pre Intermediate 
c  F/M

 14 -16 
 Text, worksheets 
  Ss/Ss-T/Ss

 Students know ³how many and its components; few, a few, many, a
lot of(lots of) additionally; a little and little.´ 

   
Ä Time management can be a problem because the teacher needs to focus on a
lot of points.
Ä Comprehension questions and the concept questions are same, which may be
boring for the students.
Ä There are some different usages of quantifiers and the teacher just covers one
of them. For example; in negative sentences any means ³no´ but in question
form it is the same with ³some´. So there might be a chaos because of this.


!

y the end of the lesson,

"# the students will have covered ³expressing quantities of uncountable objects ´
$# the students will have learnt grammar structure of ³how much? And its
components´
%# the students will have produced sentences using the structure 

&
'( 

 3 mins.
 ---
  Ss/Ss-T/Ss
&)    to answer the teacher¶s questions and to share their opinions
with the class *
cwhole class 


å To motivate students to get to the topic
å To arouse curiosity among students
å To set the stage for the reading passage
å To make Ss involve in the topic by drawing attention


 
"# The teacher greets the Ss with a smiling face .
$# The teacher asks question ³if you had a chance to create a city, what kind of
things do you want to be there?´
%# The teacher collects students¶ ideas abo ut the city they imagine.
+# The teacher says I have a friend by name Fiona and she has an ideal town.
,# The teacher motivates Ss to read the passage by saying that do you want to
see it?
-# Then the teacher sets the stage for reading the text.


.'
 
/


  3 min.
 Worksheets
  T/Ss
&)  Ss read the text 
cWhole class


'To get to the topic/main idea
' To contextualize the grammar rule
- To move into the grammar smoothly
-To practice the reading skill


 
"# After reading text the teacher collects the answers to comprehension
questions. 
$# He writes the sentences on the board. 




 




#
c

 2 min.
 ----
 : T/Ss
&)    Ss are asked to focus on the meaning of the sentence which
includes the grammar item. 
cWhole class


' To elicit the grammar point
' To ensure that Ss get the meaning of the grammar point

 
"# The teacher writes the sentence elicited from the text on the board.
$# The sentences are: ³In order to live there you need much money.´ ³There are
not any ugly buildings.´ ³There is some beautiful scenery around the city.´
³There is not much pollution.´
%# The teacher asks Ss to look at the sentence on the board.
+# The teacher asks such concept questions as ³why? ecause there are lots of
things to do. If there are a lot of things to do how much money do you need? -
much- so much means a great deal in amount. 
,# For any, teacher asks ³sunshine city is full of beauties right? ±yes- so there is
no possibility to be ugly things there, isn¶t it? So any means no in negative
sentences.
-# For some, He asks ³how much scenery is there? ±some- is it a certain
amount? ±no- so some means unknown but considerable(important) in
amount. 
0# For not much, he asks ³Is there pollution? ±yes- how much is it? ±not much-
there is pollution but not much ha? -yes- so not much means not a great deal,
a little.
#1 

 : 2 min. 
 ----
  T/Ss
&)    The students answer some questions about the form of the
grammar point.
cWhole class 


- To have a look at the are a of the grammar
- To analyze language
- To give students the form of the new structure
- To have students understand the form of the new structure.


 
"# The teacher asks some questions ³where are the quantifiers here?´ ³what
comes after quantifiers?´ for all sentences on the board.
$# Ss answer the questions
%# The teacher clarifies the grammar rule.

#1(


 1 min*
 -----
  T/Ss
&)    The students answer some questions about the use of the
grammar point.
cWhole class 


- To help Ss understand the use of the grammar point 
- To show the usage of the structure in daily life, where and when and in which
situations they can use this structure. 


 
"# The teacher asks some questions ³In which situation do we use this form? ´
³When do we use quantifiers in daily life?´
$# Ss answer the questions 
%# The teacher clarifies the function of the structure. 



.(

!
2

 3 min*
 worksheets 
  Ss/Ss -T/Ss
&)    Students read the situation and write the rest of the sentences
which start wish he wishes, she wishes«
c In pairs 


- To restrict the language needed and require the use of the target items
- To practice the grammar point
- To have students focus on the accuracy of the structure
- To have students understand the form of the new grammar item better.

 
"# The teacher gives the worksheets and ask the students to complete the
sentences by using; some, any, much, not much.
$# The teacher and sts check them.


(
3
 (

!
2

 5 min.
 pictures and role cards
  Ss/Ss-T/Ss
&)    Students describe their hometowns to their partners. While
describing the other partner take some notes and finally they read aloud their
sentences one by one. 
c 6 groups


- To have students produce something by using the new grammar item.
- To have students focus on the fluency of the language .

 
"# The teacher have the sts work in pairs.
$# He ask them to describe their hometowns to the partners.
%# Other partner is asked to take some notes.
+# Finally, sts are all asked to read aloud their sentences one by one.

&
'( 

 1 min.
 : ---
 T/Ss-Ss/Ss
&)  The students tell the teacher what they have learned today 
cWhole class


- To summarize the lesson
- To make it meaningful

 
"#The teacher asks some questions about what they have covered today.
$#The teacher summarizes the lesson with a few sentences.

 
Mehmet ORMAN
070565083