i-to-i Assignment 2. Grammer Lesson for Pre-Intermediate using Quantifiers much, many and a lot of in the context of food. Will help you past the Grammar Lesson.
Name of the Teacher Date Level of the class Length of lesson
Debbie van der Merwe 24 November 2022 Pre-Intermediate 60 minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
Quantifiers much, many, a lot of
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
To understand the quantifiers much, many, a lot of. Students will be able to identify the different types of nouns
To be able to know the difference between, much, many, a lot of. with which to use much, many and a lot of.
Students will be able to use many, much and a lot in
appropriate sentences.
Example sentence:
How much money do you have?
I have many dogs.
I have a lot of clothes.
Anticipated difficulties: Suggested solutions:
1. Some of the learners might struggle with pronunciation 1. Make sure to use many examples and to talk slowly.
being from two different countries with their own unique Emphasis on the syllables in the word.
L1.
2. Make groups up with a mix of more than one L1.
1 Lesson Plan
, 2. Learners with the same L1 might group together and speak
more in their L1. 3. Focus on the rule/function of the language throughout
the lesson.
3. There is a possibility that students will get confused using
the correct quantifier.
Target language analysis:
1. What is the use or function of this Much, many, and a lot are quantifiers that all mean ‘a large amount of’. The main
language? (Include a timeline if difference between these words is that we can use much with uncountable nouns, many
appropriate)
with plural countable nouns, and a lot with both types of nouns. However, these words
are often mixed up by English learners.
We need to go shopping.
I don't think so, we've got a lot of food here.
We don't have much milk or bread, and we don't have much water.
Oh, OK. Let’s go shopping this evening.
2. In which context are you introducing In the context of food where students will be talking about amounts and quantity.
the language?
3. Which concept checking questions will “Do you have much water?”
you ask to ensure students understand
the meaning? Can you count the water? (no/water is an uncountable noun)
How many waters do you have? (No, I have much water.)
Can you identify the quantifier? (yes/much)
2 Lesson Plan
, “Do you have many oranges?”
Can you count the oranges? (yes/oranges is a countable noun)
How much oranges do you have? (No, I have many oranges.)
Can you identify the quantifier? (yes/many)
“Did you eat a lot of food today?”
Can you count all the food you ate today? (Yes/food is a countable noun)
Did you eat much food today? (No/ I ate a lot of food today)
Can you identify the quantifier? (yes/a lot of)
4. What is the form of the target Positive Structure:
language? (Include positive, negative We learned a lot of new English words.
and question forms if appropriate) Subject + a lot of + uncountable noun + complement.
He has many dogs at home.
Subject + many + plural countable noun + complement.
I have much money in my wallet.
Subject + much + uncountable noun + complement.
Negative Structure:
There aren't many tomatoes in the bowl
Subject + many + plural countable noun + complement
We didn't learn a lot of grammar.
Subject + a lot + uncountable noun + complement
There isn't much milk in the bottle.
Subject + much + uncountable noun + complement
3 Lesson Plan
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