T displays jamboard picture of healthy and unhealthy foods -T asks "How much of these foods do you eat? -T demos answer: I eat lots of fruit and probably too many chips. I don't eat any donuts because I'm sensitive to gluten. -Learners discuss their ideas in OCFB, 2 mins. -Scripted transition: Now let's learn some facts about food.

-T puts google slides food facts practice link in chat box, asks learners to open link, checks learners have it. -T highlights box of quantifiers, asks What are these types of words called? (quantifiers) Instructions: Fill in the gaps using the words in the box. Use each phrase once. -T demos first answer and moves "plenty of" to blank number 1. -You have 4 minutes to answer in pairs. Your slide is the same number as your breakout room number. -ICQ: Are you working in pairs or individually? (in pairs) -ICQ: Which slide number will you work on? (the same as your breakout room number) -ICQ: What do you need to do with the words in the box? (move them to the blank spaces 2-9) -Learners answer in pairs, 4 mins. -T monitors, notes any quantifiers learners are having difficulty with. -T conducts OCFB, nominates students to answer each question. Scripted transition: Now let's learn more about quantifiers.

MEANING: -T puts google forms link in chat box, asks learners to open link, checks learners have it. - Instruction: Choose the correct meaning for these sentences in BOR with partners. You have 2 mins. You do not need to submit your answers. -T gives demo for first pair of questions 1a and 1b. ICQ: Are you working individually or in pairs? (in pairs) ICQ: Do you need to press submit (No) - Learners match 4 pairs of sentences to the correct meanings (2 choices each). -T monitors BORs -T conducts OCFB, shows answers, asks Do you agree? Any Questions? -CCQ: Are quantifiers used to tell us about the amount of something or the size of something? (the amount) -T displays jamboard slide, highlights cline. Says, the top is 'all' and the bottom is 'none'. Asks, do you agree with where the quantifiers are placed. What about 'any' can it change? (Yes) What does a negative verb with any mean "I don't like any pasta dishes"? (None) What does a positive verb with any mean "I like any pasta dishes? (All) APPROPRIACY: -T highlights and elicits which quantifiers are more formal or informal, highlights and elicits which quantifiers have a positive or negative connotation. FORM: -T highlights 'a' and 'of', asks can you say 'there was great deal food at the picnic"? (No) So, we need to use the article and prepositions in the phrase. What about 'a few', what happens if we add 'very'? (remove 'a'). -T what usually comes after a quantifier? (a noun) -T puts jamboard Form slide link in chat box, asks learners to open link, checks learners have it. -Instructions: Decide if the nouns in these phrases are countable or uncountable. ICQ: Is a uncountable noun singular or plural? (singular) -T demos moving first quantifier noun phrase 'plenty of milk' to uncountable column. -T nominates one student to try moving the words. -T says, ok, everyone work together to move the words to the correct column. You have 1 minute. -Learners move words for 1 min. -T shows answers in new jamboard slide, asks which quantifiers can be used with both countable and uncountable nouns? Can we say "too many milk?" (No) What about "a lot of milk" (Yes) So 'a lot of' is used for both. T writes 'a lot of' in middle column. What else? -T elicits remaining 4 quantifiers and writes them in middle column. PRONUNCIATION: -T displays next jamboard slide -T reads the first sentence, 'He's bought a lot of vegetables', which words are stressed?(bought, lot, vegetables). Which word is the loudest? (lot) Is there any linking? (Yes) Where (t sound links in bought->a, lot-of). -T annotates as learners answer, then drills the sentence chorally and individually. -T repeats same questions and process with next sentence 'We've only got a few left.' -T addresses last two sentences together, highlights differences in stress and sound in the word 'some', displays phonetics, drills sentences. Now, let's practice using quantifiers.

-T puts google slides 'The Lazy Cook' practice link in chat box, asks learners to open link, checks learners have it. Instructions: Underline the best quantifier to complete the text. -T demos first answer, underlines the correct quantifier. -You have 4 minutes to answer b-j in pairs. Your slide is the same number as your breakout room number. -ICQ: Are you working in pairs or individually? (in pairs) -ICQ: Which slide number will you work on? (the same as your breakout room number) -ICQ: What do you need to do? (underline the best quantifier for b-j) -Learners answer in pairs, 4 mins. -T monitors, notes any quantifiers learners are having difficulty with. -T conducts OCFB, shows answers, highlights a few tricky ones and asks why the quantifier is correct. Scripted transition: Now let's do some speaking.

-T puts jamboard 'speaking' link in chat box, asks learners to open link, checks learners have it. -Instructions: Talk about your idea of a perfect picnic. -T demos. For example, for me at the perfect picnic there would be plenty of fresh fruit, such as strawberries and blueberries. I would plan for there to be enough food for everyone but not too much left over at the end. -You have 4 minutes to talk in groups. You can use this quantifiers to say how much of something is perfect for your picnic. -ICQ: are you writing or talking? (talking) -What will you talk about? (your own ideas about what kinds of food make a perfect picnic) -Learners discuss ideas in breakout rooms for 4 mins. -T monitors discussion for content, good language, errors to use in feedback.

-T displays next jamboard slide 'Before we finish' -T conducts OCFB, says 'Tell me about your ideas, [name] what would there be at the perfect picnic? -T gives positive feedback about good language use, suggests some reformulation. -T highlights any pronunciation errors in use of target language, elicits correct pronunciation. -T writes on jamboard samples of learners’ production, sets a task in pairs for learners to identify the 1 correct and 2 incorrect sentences and correct the 2 incorrect ones -Instructions: Find the ONE correct sentence and change the other two. ICQs: Will you write your answers on the screen or talk to your group? (talk to group) -Learners work in groups, 2 mins. T monitors BORs. -T conducts OCFB on task, elicits and annotates corrections.