New lesson plan: A lifetime in numbers (Quantifiers), Speaking

Fatima

A lifetime in numbers (Quantifiers), Speaking - Elementary level

A lifetime in numbers (Quantifiers), Speaking
Elementary level

Description

In this lesson, students will be going over countable and uncountable nouns and containers that they covered before the weekend. Since this lesson, students will be using 'how many...' and 'how much...' these two forms will be highlighted as well as the possible answers they could give such as 'not many' 'a lot/lots' 'none' 'quite a lot.' Once the students are familiar with these words and phrases it time for them to put them into practice by asking each other a questionnaire. Students then will discuss who has a good diet and healthy lifestyle based on their findings.

Materials

Questionnaire

Questionnaire

Main Aims

To provide accuracy speaking practice in a Questionnaire, discussion in the context of Food/Healthy lifestyle/ Exercise.

Subsidiary Aims

To able to listen for specific information
To provide practice using the correct forms ( How much and how many ) when asking questions and using the correct answers to reply to them.

Procedure (37-44 minutes)

Warmer/Lead-in (6-6 minutes) • To set lesson context and engage students

T asks students what they've been studying for the past few days/ what they remember from previous classes Ss go over the countable and uncountable nouns using an activity called " I'm going on a picnic and i'm taking... using countable nouns one round and uncountable nouns the other round. T corrects Ss by saying 'Yes, you can take x' and ' no, you can't take y'

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

Useful terms will be highlighted to the students that they will be needing for their speaking activity. Ss learn/ go over question asking phrases like " How many" and 'How much". Ss will learn vocabulary to answer such questions like 'none, not many, a lot/ lots of, quite a lot of". Ss do a quick activity to check their understanding. Ss will go over a few new key vocabulary/ pronunciation, questionnaire being the last.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks

Ss will be introduced to what questionnaire and survey are. Ss will discuss when and what they are used for? Ss will inform each other if they ever conducted a questionnaire/ survey. This will bring us to today's main speaking activity. Ss will be shown the questionnaire form. T explains and goes over the questionnare form.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

Task 1 : Ss are now familiar with the questionnaire, they will all be sent a questionnaire form. Ss questionnaire has a template that they'll need to use the correct form to ask questions. Ss will need to fill in the form by writing the answers they get for each student. (Pair work, T keeps exchanging students in the Breakout room. Task 2: Ss will have share what they found out. Example : I asked ".X......." and X said ... T will ask Ss : who has the healthiest diet and why. " " unhealthiest diet. How many times does X exercise in a week? What did you find out about Y, X?

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T will start with praising the students and telling them how well they did. T will share positive things that she noticed. T will then correct mistakes that Ss made during the questionnaire/ discussion on MFP. T might ask other students after she shares the mistake if anyone knows what the correct answer is. Ss will then repeat and maybe practice.