T shows a picture of a man thinking hard about the winning numbers for an upcoming lottery. T poses the question: Do you think it's quite possible to guess the winning number? Ss work in pairs to discuss for 1 min. Ss to share what they think with the whole class.

T elicits the word 'quite' from Ss. T asks " Do you think its totally impossible to guess the winning number?" What is another word for totally?" 'Totally' impossible. Once Ss are able to give the word 'quite', T gets them to pronounce it together. Next, T gets Ss to look at the same text which they have read in the previous lesson. Alone, they need to underline the word 'quite'. From the text, quite often quite a number quite low quite a lot quite valuable

Using the above examples, T gets Ss to work in pairs to discuss if they notice any patterns about the language use and the respective word classes. At this stage, T monitors Ss' discussion closely to get an idea if Ss make any connection to the context and clues in the text.

Part 1: Looking at meaning T elicits from Ss as to what patterns they had noticed and the different word class.T asks "What kind of word or words come(s) after 'quite'? Expected answer: adjective, adverb or a + noun Ss explain how they arrive at their answers and the meaning of each example. T asks " What kind of contextual clues did you use to arrive at the meaning? Expected answers: key words like 'often', 'low', 'valuable'. T asks "Does 'quite' have different meanings?" " Can you give an example?" Ss can compare the sentences. Part 2: Looking at meaning and form In this stage, T gives Ss a set of sentence markers. Ss read the sentences and work in groups to discuss the different meanings and form of 'quite' and in what context this word modifies the word after it. After the discussion, T gathers the class for a whole class FB. T elicits from Ss on the correct meaning and form and guides them to categorise these meanings and form into a diagram on the w/b. T drills pronunciation of 'quite' again and this time embedded in the sentences, especially with the intonation for these sentences. 1) The topic is quite interesting (Word stress: interesting: Meaning: The topic is more interesting than I expected.This becomes positive). 2) The topic is quite interesting (Word stress: quite: Meaning I don't really find it that interesting. This becomes negative).

Part 1: Practising on meaning T distributes Handout 2: Circle the correct meaning of 'quite' in different contexts. Students work alone and then check with a partner. T monitors the practice to check if Ss need any further clarifications. T writes the answers on the w/b for Ss to check. Ss can clarify at this stage. Part 2: Speaking T gives out Handout 3: Students work alone to complete it (Ss to write the sum of money appropriate for each sentence. They have to apply what they have learnt from the first part of the lesson development for this activity).

Speaking Ss work in pairs to compare their answers with a partner. They will discuss whether they agree or disagree each other's answers. T does a W/c FB and gets Ss to share their opinions. At this stage, T listens to the way Ss use the TL in their answers and does error corrections when necessary. If time, T gives SS a topic to talk about and give their opinions. Topic: Winning 100,000 TL Ss just received news that they have won half a million Turkish Lira. In pairs, they share on: 1) How they feel 2) What they would do with the money T says she expects Ss to use TL 'quite' in their answers. T then gets Ss to share their responses with the class.