The fact that students know me a little bit more by now. I will start my warmer asking them to guess what my favorite food is. I expect them to get the right answer by saying sushi. I will tell them that I've been to a sushi restaurant recently, and every time when I eat sushi, I eat a lot of sushi. After that, I will ask a few Ss about the favorite food and how much they eat. This way, I will be able to condition Ss to expect that the topic will be about food and its quantity.

T: - projects pictures of different countable and uncountable nouns related to food (water, coffee, vegetables, tomatoes and so on) - elicits from Ss what these words are * what do you see? how many are these? can you count them? * do you think we can count water? (1 water, 2 waters, 3 waters) yes? no? * how many potatoes/tomatoes? what is the singular of tomatoes/potatoes? can we count vegetables? After this, Ss will notice that some words can be counted while other can not be. T writes countable and uncountable on the board and writes down the words under each category.

T: - sets the task by explaining that Ss will do this worksheet by choosing the correct answer. - reminds Ss that more than one answer is possible - gives Ss the worksheet -Ss work individually -Ss check their answers with their partners in groups of 3 T: - nominates some Ss randomly to give answers - elicits some answers from Ss to make sure they have understood the concept - asks ICQs * are you going to choose one answer all the time? (no) * Can you sometimes choose two answers? (yes) I eat a lot of chocolate ( is the sentence negative? No/ is it questions? No/ can we count chocolate? No) Note: in other grammar reference books, (many) can be used in positive sentences, there are also other exceptions.Therefore, to avoid confusion, I will follow only the rules in the book.

After the Ss finish their previous task, T - writes (I eat a lot of chocolate) - asks students to try saying the sentence - explains that a lot of is pronounced as one word and of is pronounced as /əv/ - makes Ss drill after her

T: - explains to Ss that they are going to get a task and they have to use the right quantifier - sets a specific time to do the task - actively monitors Ss and offers support to those who need help - asks Ss to check answers with their partners once they finish - nominates some Ss to give answers - writes down the answer on the WB

T: - shows an example of what she likes to eat for breakfast, lunch, and dinner, using quantifiers - asks Ss to write down what they eat for breakfast, lunch, and dinner * what are you going to write about? (meals) - encourages Ss that they have to use quantifiers while writing the sentences - keeps the example on the projector for Ss while doing this activity - monitors Ss while doing this activity - takes notes of some common mistakes - writes down some common mistakes as delayed feedback

T: - asks Ss to be in groups of 3 - asks Ss to write a shopping list about things they need to buy for a party * what are you going to do? (shopping list party) With who are you going to do this? - walks around Ss while working together If there is enough time T asks Ss to check other groups' shopping lists - continues with delayed error correction