Lesson plan
Name of teacher Date Level of the class Length of lesson
Rilynn 23.04.2023 Pre-intermediate 60 minutes
Lesson type: Grammar
Lesson topic: Quantifiers
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…
1. Identify the correct meaning, form, and pronunciation of 1. Participated in an interactive sorting exercise, were they demonstrated
quantifiers that express large quantities. their understanding of countable and uncountable nouns and the
2. Distinguish between countable and uncountable nouns and use meaning, form, and pronunciation of each of the target quantifiers.
the appropriate quantifier for each type of noun. 2. Developed accuracy skills in the use of the target quantifiers by filling
3. Comprehend the function of the quantifiers, use them in the blanks on a worksheet with the appropriate quantifier in order to
accurately and effectively in conversations, and demonstrate become proficient with the quantifiers.
fluency in their use. 3. Participated in a communicative activity in which the students discussed
conversational questions using the target language, which gave them
practice using the target quantifiers in contexts and improved their
Target language: communication skills and natural usage of the language.
much, many, a lot of.
Example sentence:
1. He doesn’t have much time.
2. How many people were at the party?
3. I have a lot of sweets in my bag.
,Lesson plan
Anticipated difficulties: Suggested solutions:
1. Leaners 1. Keep an eye on your students and give the students who appear to be
Some students' presence at International Summer paying less attention leadership duties, such as those of group leader or
School may be the result of parental decision rather than person in charge of distributing and collecting worksheets from
their own free will, which could result in a lack of focus students, to encourage them to pay more attention and behave more
and disruption in the classroom. quietly during the lesson.
2. L1
Students' native languages may affect their capacity to 2. Use pronunciation exercises that focus specifically on the
discern between similar-sounding English words. For sounds students struggle with the most. Make use of the phonetic
example, French and Italian students may have chart, drills, example sentences and allow students plenty of time to
difficulties with the pronunciation of certain sounds in master the proper pronunciation.
Establishing a rule at the beginning of class that forbids the use of any
English, particularly the "th" sound in "this" and "that,"
language other than the target language during the lesson is essential.
which can affect their ability to distinguish between
There will be less room for misunderstandings and the students' English
"much" and "many."
skills will improve as a result.
The presence of multiple languages in the classroom
may lead to a lot of confusion among the students.
3. Target language 3. Consider the degree of similarity between the target L2 and the student's
Due to the differences in grammatical rules between L1 when designing learning activities to help students understand the
their native languages and English, students may find it proper and relevant grammatical structures. Provide clear explanations
difficult to understand the target language. For example, of the rules for usage and give examples in different contexts to help
French and Italian use grammatical gender and number, students understand.
it can be confusing to use quantifiers in English. French
and Italian students may find it difficult to remember
when to use "much" (uncountable) versus "many"
(countable) with English nouns that have no gender, like
"water" or "food."
, Lesson plan
4. Age and level 4. Make the class engaging by include lots of enjoyable activities and
Young learners at the age of 11 and 12 may lack interest level-appropriate charts that clearly and vividly illustrate the grammar
in the lesson and find grammar boring. so that the students will be interested.
Students at the Pre-intermediate level may find the
lesson difficulty because of their grammatical troubles. 5. Establish an emotionally supportive classroom environment as well as
a physical environment that celebrates diversity. Despite their cultural
5. Cultural differences differences, students are encouraged to feel respected and cared for in
Interactions between students from diverse cultural this type of atmosphere, which enables them to relax and focus on their
backgrounds may be difficult, which could result in lesson.
misunderstandings and interruptions during a lesson,
putting learning at risk.
Target language analysis:
1. What is the use or function of this Much, many, and a lot (of) are quantifiers used to express the amount or quantity of a countable noun (nouns
language? (Include a timeline if that can be counted, such as two apples) or uncountable noun (nouns that cannot be counted e.g., water). We
appropriate) use many, much, a lot (of) to refer to large amounts.
1. Much
Much is used to describe the amount of an uncountable noun, such as water, sand, or money. It indicates
a large quantity of something that cannot be counted or measured easily.
Example:
There is too much water in the bucket.
Much is commonly used in negative sentences, and questions. It is not common in affirmative sentences
though still possible.
