How much how many speaking activities

How Much / How Many ESL Lesson Plan (A1)

How much/ how many ESL/ EFL lesson plan – Countable and Uncountable Nouns – Food

Lesson Goals: At the end of the lesson, the students should be familiar with the main difference between countable and uncountable nouns. They will learn how to use much and many with some level appropriate vocabulary for foods. They will be able to conduct a simple conversation at the grocery store.

Target Grammar: How much/how many

Target Vocabulary: Food

Presentation :

1. Listen and fill in the blanks.

Wife: Buy _________________, please. Also, we need potatoes. Buy two kilograms.

Husband: What about some fruit?

Wife: Sure, buy oranges, _________________.

Husband: Anything else?

Wife: I want a cake from the _________________.

Husband: Chocolate cake?

Wife: Yes. Also, coffee. _________________.

Husband: OK.

2. Mark the statements T for true and F for false.

3. Answer the following questions.

1. What do the husband and wife need from the supermarket?

2. Who is going shopping?

3. How much sugar will the husband buy?

4. How many tomatoes will he buy?

5. What kind of cake does the wife like?

6. How many oranges will the husband buy?

4. Circle the food that we count.

coffee bread pizza cheese tomato rice orange potato cake sandwich tea chocolate

Grammar Box

How many?
Countable nouns are nouns (things) we can count.
For example: flowers, tomatoes, etc.

We use a or an before a noun we can count.
For example: a potato, an orange. (It means one potato, one orange.)

How much?

Uncountable nouns are nouns (things) we cannot count.
For example: sugar, rice, etc.

We use some before a noun we cannot count.
For example: some sugar, some rice.

Tip!

We use MANY with the plural form of the verb “To Be” (“are”)!

We use MUCH with the singular form of the verb “To Be” (“is”)!

Practice:

1. Look at the answer in brackets. Complete the question. Use much or many.

For example: How much sugar do you need?-Half a kilo.

2. Underline the correct word.

For example: I don’t have many / much apples.

3. Put the conversations in order.

4. Look at the answers. Write questions.

For example: I’d like some sugar, please. (What would you like?)

1. I want 4 oranges.
_________________________________________________________________

2. No, we don’t have much coffee.

3. I eat 2 apples every day.

4. She wants to buy one kilo of rice.

5. I have three bananas.

6. He wants two sandwiches.

Production :

1. Role play.

At the grocery store. Student A is the client. He or she wants to buy apples, oranges and rice. Student B is the shopkeeper. He or she is out of apples.

2. Writing.

You are going shopping. Make a list of the things you need to buy and how much/ many of each thing you need. Report to the class.

For example: I want to buy two apples, and some tea.

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Lesson plan: » how many/how much» 6 grade

Theme: How much/how many…? (Review lesson)

School: I. Aktynsaryn

Teacher’s name: Abdashim Nursulu Erulankyzy

All learners will be able to:

● Use vocabulary related to the new theme

● Make 1-2 sentences with support of teacher

● Most learners will be able to:

● Express their opinion clearly to others during pair and group work;

● Practice and improve speaking skills;

Some learners will be able to:

● Spell most high-frequency vocabulary accurately.

● Make sentences without support of teacher

● Understand when/ how to use how much/how many and can use it while writing or speaking;

● Use new vocabulary and appropriate grammar to talk and reflect on what they have learnt.

Would you like some sauce?

Smart Board and projector to present the material

to develop ability to understand different cultural contexts and viewpoints expressed while speaking

viewing personal peculiarities through Kazakh culture

Provide sufficient capacity and resources to meet student’s needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom pre-cautions

Teacher greets the class and shows a box with a present. Then teacher says to students guess and try to find thing which inside of the box

Checking home task

To repeat grammar rules

· Everyone shouts out «What would you like for breakfast?»

· Quickest person to shout out the price wins and gets to order next!

Teacher shows a video according the new theme then

gives clear instruction

There isn’t much time.

Use ‘many’ for things we can count. Use ‘much’ for things we can’t count.

How many computers / games / sweets are there?

How much time / money / homework have you got?

In questions and negative sentences we use ‘much’, but we usually use ‘a lot of’ in positive sentences.

Have you got much water?

I haven’t got much water.

I’ve got a lot of water.

· We say. We don’t say.

I’ve got many toys. (NOT I’ve got much toys.)

There isn’t much chocolate. (NOT There isn’t many chocolate.)

He’s got a lot of homework. (NOT He’s got much homework.)

Practice (orally and writing)

· Students write their own examples in worksheets

· Learners swap their worksheets to check the sentences. In case of any hesitation about the sentence structures, encourage them to consult with more capable classmates or a teacher.

Teacher assesses achievement of the learning

objectives from learners’ answers and write them down on the worksheet.

· To check students’ understanding teacher uses “Step by step” activity.

(PW) Teacher asks students to open the book page 105 and read the exercise 5a than for answering the questions under the text students paint pictures of clock in their copybooks (12:00, 15:00, 18:00, 21:00) and write names of friends next to time. When teacher reads on of the time students should meet with that friend which they write next to the time

First teacher gives to students a package of sweets. Then she says «take as much as you want «. When students takes sweets in board they will see what does each sweet mean.

High-motivated learners make up 5-6 sentences using new grammar material

Less-motivated learners c reate 5-6 sentences with teacher’s support

Sweets and board

What have I learnt?

What new words have I learnt?

What are my problems?

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Science,
Critical thinking

● Some questions are more difficult than others

● Allow thinking time.

● Encourage students to use more complex words in a sentence.

● by monitoring the spelling, pronunciation,

Teachers will keep a close eye on safe student activity

For ICT only the audio file will be used

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Reflection after the lesson

On February 28, 2018, I conducted an open lesson in the 6th grade on the topic «How much/ how many?». My lesson was structured in the development of oral speech of students and how to correctly use a new topic. During the classes, the students were given all the opportunities. It was clear that the students as a whole were able to analyze the key points of the new topic.

In my lesson took part 15 teachers from different schools from our district.

The lesson began with the presentation and refinement of the objectives of the lesson and the expected results. And in order to repeat the lesson and just like the warm-up at the beginning of the lesson, they began a lesson with the game. After that we proceeded to a new topic.

In the «friend’s time» method, students quickly completed the task using the «movement» strategy. All the exercises were refined and supplemented by theory. It was easy, rational for students. Children received scorecards for their answers. The next task was to come up with examples in the game step by step. Children were able to demonstrate their activity in this method. The students performed group tasks. The members of the group formed an atmosphere of cooperation during the group work. All my students were active in the lesson.

All methods were planned over time, allowing students to behave freely, compete with answers and modify and add information.

At the end of the lesson, students filled out a feedback sheet.