-show slide 1 -tell Ss ”These are pictures from the reading you just did with Teacher Ozge Answer these questions in pairs: Which place would you like to live in? Why?” PLEASE TAKE A SCREENSHOT -ICQs: Are you speaking or writing? (speaking) -send Ss to BORs in pairs -monitor Ss in BORs for misunderstandings and answers -send Ss back to the main room after 2 min -nominate 1-2 Ss to share their opinions

-show slide 2 -tell Ss “Now we are going to look at some sentences from the reading Please fill in the blanks in pairs. You have 2 min.” PLEASE TAKE A SCREENSHOT -ICQs: Are you speaking or writing? (both) Are you using the reading to help you? (no) -send Ss to BORs in pairs -monitor Ss in BORs for misunderstandings and answers -send Ss back to the main room after 2 min -tell Ss “Now check your answers in the text” -show answers -tell Ss: “Now we are going to look at these kinds of sentences”

-show slide 3 -tell Ss “Please read the definitions. Do you know how to fill in the blanks?” -show “noun” in each blank and tell Ss “They are the 2 different types of nouns” -elicit answers, if not, show answers and ask “Have you heard of countable and uncountable nouns?” -show table -ask Ss “Based on the definitions, do you think ___ is countable or uncountable? Can it have a plural form?” and continue for each of the 4 examples in open class -show slide 4 -show activity 1 -tell Ss “ Please read the instructions for activity 1” -ask Ss (nominate S if needed) “What do we need to do for this activity?” -elicit Ss to complete letter a as an example in open class -show activity 2 -tell Ss “Now please read the instructions for activity 2” -ask Ss (nominate S if needed) “What do we need to do for this activity?” -elicit Ss to complete letter a as an example in open class -show both activities -tell Ss “Please complete these 2 activities in groups PLEASE TAKE A SCREENSHOT or complete the activity using the Google Doc link in the chat box” https://docs.google.com/document/d/1a72RaELMZ49C9H9hEfE3k4PF_q1Hx_D-K08LFOYTVUA/edit (ask 1 S per group to be in charge of sharing their screen with the Google Doc or screenshot) -ICQs: What are you writing for the first activity? (same or different) What are you writing or choosing for the second activity? (words in the box in the circles) -send Ss to BORs in groups of 3 -monitor Ss in BORs for misunderstandings and answers -send Ss back to the main room after 5 min -send screenshot of activity 1 answers to 1 student and screenshot of activity 2 answers to another student -ask selected Ss to verbally share the correct answers, show answers on the board as they are said

(flexi) -show slide 5 -tell Ss “Now, in groups, please decide which nouns contain a plural countable noun or an uncountable noun” “For example…” elicit answers for 1 and 2 as examples -ICQs: Are you deciding if they are countable or uncountable nouns? (yes) Are you doing anything more? (no) -send Ss to BORs in groups of 3 -monitor Ss in BORs for misunderstandings and answers -send Ss back to the main room after 2 min -show answer key (NOT flexi) -show slide 6 -ask Ss “Where is the stress in this sentence?” and elicit answers for each sentence -model and drill, use backchaining if needed -show phonemic pronunciation (strong and weak) for ‘a lot of’ -ask Ss “Can you hear a difference in these..?” Model both forms. Elicit S responses -model and drill both forms with Ss -ask Ss “Would the stress change if I wanted to put emphasis on the amount? How?” -show and model stress change for emphasis -ask Ss to repeat1. There are some BEACHES (we can go to this weekend) There are SOME beaches (but they aren’t very nice) 2. There are a lot of SHOPS (so we have choices) There are A LOT OF shops (so we can’t go to EVERY one) 3. There aren’t many MOUNTAINS (so we should go somewhere else) There aren’t MANY mountains (but we can still try) 4. There’s too much RAIN (so we can’t go for a walk) There’s TOO MUCH rain (so I can’t even see across the street) -ask Ss “Do you think any of the qualifiers are formal? Informal? 

-show slide 7 -tell Ss “Choose the correct quantifier for each sentence You have 2 minutes to complete this alone” -stop Ss after 2 min -tell Ss “Now please compare and check your answers in pairs You have 1 minute” -ICQs: Are you speaking or writing? (speaking) -send Ss to BORs in pairs -monitor Ss in BORs for answers -send Ss back to the main room after 1 min -ask a strong pair (chosen in monitoring) to share their answers and show on board as they are given

-show slide 8 -tell Ss “Fill in the blanks with many, some, any, too many, enough, much or no You have 3 minutes to complete this alone” -stop Ss after 3 min -tell Ss “Now please compare and check your answers in pairs You have 2 minute” -ICQs: Are you speaking or writing? (speaking) -send Ss to BORs in pairs -monitor Ss in BORs for answers -send Ss back to the main room after 2 min -ask each student to share their answer to 1 question and share answers on board as they are given

-show slide 9 -tell Ss “Now please read the directions in the box You are going to speak in pairs about your city Please use the box of sentences to help you -tell Ss “For example…” give an example verbally and on the board about me You now have 2 min to think about your sentences alone -stop Ss after 2 min -ICQs: Do you need to use quantifiers? (yes) How long do you have to speak? (2-3 min) How long does your partner have to speak? (2-3 min) PLEASE TAKE A SCREENSHOT -tell Ss “You have 6 minutes to talk to your partner about your cities” -send Ss to BORs in pairs -monitor Ss in BORs for fluency, good use of quantifiers, and errors to go over in the next stage -send Ss back to the main room after 6 min -ask Ss “Did you learn something interesting? Do you want to visit your partner’s city now?”

(have put mistakes AND correct sentences from Free Practice in the Mistakes? column on slide 20 before bringing students back to the main room) -show slide 10 -tell Ss: In pairs, decide which are mistakes and correct them. -put Ss in BORs in pairs -monitor students in BORs with mic and camera off -bring Ss back to the main room after 1 minute -ask Ss: Which sentences are INCORRECT? Why? What should it be? -write corrections in the corrections column as students explain them