The teacher will show a picture of a house and a yard and ask students to predict what will be discussed today. Students will then be asked to comment on the following question; Are you a good neighbour? Why?

Students will be provided with a google forms document with six shorts excerpts of individuals commenting on their neighbours. As a gist task, they should decide if it refers to a good, bad, or weird neighbour. The teacher will clarify the word "weird" eliciting synonyms just to be sure the students understand the concept. Students will work individually and then the teacher will nominate and listen to comments in OCFB

The teacher will highlight sentences from the reading and elicit the expressions that refer to quantity (quantifiers) in an open class discussion.

The meaning, form, and pronunciation will be dealt with systematically by first looking at the meaning altogether, then the form, and finally the pronunciation. For further details please see the TLAS below. Students will organize the quantifiers in terms of large, small, or zero quantity in order to check meaning. The form will take into account the types of words that follow quantifiers (nouns) and if they are countable or non-countable. For pronunciation, the focus will be on sentence stress and two examples of connected speech.

As a controlled practice activity students will be provided with a short paragraph "How to be a good neighbour" with options to fill the gaps. (gap-fill activity) . The activity will be posted in the chat for students to work individually for 5mintues. Students will then be sent to break-out rooms to check their answers and conduct peer correction. As a time-saving factor, the teacher will show the answers and have students correct them in silence and then clarify any doubts which may arise with respect to the target language

Students will then be given roughly 6 minutes in pairs to invent 3 very short anecdotes about neighbors deciding whether they will be good, bad, or weird. In breakout rooms, they will share their anecdotes with their peer who will decide which neighbour they would like to live next to and why. The teacher will model the task with the students and nominate someone to choose which neighbour they would like to live next to and why. The teacher will be sure to monitor the breakout rooms during this time and note some errors made by students for feedback in the subsequent stage

In the last few minutes of the lesson, the teacher will provide feedback on content and nominate students to share which neighbours they chose to live next to. Afterward, the errors that were noted during the freer practice will be dealt with in DEC.