Got it — you want a full teaching guide so that even if you’re new to teaching, you’ll know
exactly what to say and do step-by-step while teaching your Quantifiers lesson from your
"What's in Your Fridge?" materials.
Here’s your excruciatingly detailed guide, split into phases with exact teacher talk scripts,
timing, and classroom management tips.
Teaching Guide: Quantifiers – “What’s in Your Fridge?”
Level: B1
Length: 60 minutes
Focus: Quantifiers (some, any, much, many, a lot of, a few, a little)
Skills: Reading, speaking, grammar practice, controlled & freer practice
0. Before Class Setup (5 min)
Open the PowerPoint and have the “What’s in Your Fridge?” slide ready.
Write the lesson aim on the board:
“Today: Talking about quantities – some, any, much, many, a lot of, a few, a little.”
Have a small bag with 4–5 real or fake grocery items (optional for icebreaker).
Print the fill-in-the-blank exercises from the file for each student.
1. Warm-Up / Icebreaker (5–7 min)
Aim: Get students talking about food and quantities, activate vocabulary.
Teacher says:
"Good morning, everyone! Let’s start with something fun — imagine you opened your fridge
right now. What would you find inside? Turn to your partner and tell them three things."
Circulate and listen for countable/uncountable food words (don’t correct yet, just
notice).
After 2 min, ask:
"Okay, Maria, what’s in your fridge today? … John, and you?"
Briefly recap:
"I heard ‘bread, eggs, milk’ — great. Eggs are countable, bread is uncountable.
We’ll see why that matters in today’s lesson."
2. Lead-In Story (8–10 min)
Aim: Introduce the context with the “My Fridge, My Rules” reading.
Display or read aloud from the PPT text (dramatic, humorous tone).
While reading:
o Over-emphasize quantifiers (“three eggs”, “half a tomato”, “a lot of chocolate”).
o Hold up fingers for numbers, gesture for ‘a lot’, ‘a little’.
After reading:
Teacher asks:
"What did the speaker have in their fridge at the start? (Three eggs, half a tomato,
some cheese…)
What did they buy at the store?
Were they shopping for a party or just for themselves?"
Tip:
If students are quiet, ask Yes/No questions first (“Did they have milk?”).
3. Concept Check – Countable vs. Uncountable (7 min)
Aim: Make sure students understand the basic difference before teaching quantifiers.
Show Countable vs. Uncountable slide.
Ask:
"Can I say ‘two milks’? (No) Why not? (Milk is uncountable.)
Can I say ‘two apples’? (Yes) Why? (Apples are countable.)"
On board, draw two columns:
Countable: apples, eggs, carrots
Uncountable: milk, rice, meat
Have students add 2 more examples to each column with a partner.
4. Presentation – Quantifiers (10 min)
Aim: Teach meaning, form, and use of target quantifiers.
Introduce each quantifier with examples from the story:
o some – “I had some bread.” (positive sentences)
o any – “I don’t have any coffee.” / “Do you have any apples?”
o much/many – “Too much rice.” (uncountable) / “Too many bananas.”
(countable)
o a lot of – “A lot of chocolate.” (both types)
o a few – “A few apples.” (countable, small amount)
o a little – “A little milk.” (uncountable, small amount)
Board layout:
Countable nouns → many, a few
Uncountable nouns → much, a little
Both → some, any, a lot of
Concept Check Questions (CCQs) after each:
"If I say ‘a few apples’, is that many or not many?" (Not many)
"If I say ‘much milk’, can I count it?" (No)
5. Controlled Practice – Fill in the Blanks (10 min)
Aim: Practice correct quantifier choice.
Hand out first exercise:
"There isn't ______ rice left. I have ______ apples in my bag..."
Students work individually for 3 min, then compare in pairs.
Project answers on screen; check together.
Correct gently:
o If wrong, ask:
"Rice – countable or uncountable? Which quantifier fits?"
6. Freer Practice – Let’s Cook! (8–10 min)
Aim: Use quantifiers in a communicative task.
Show “Let’s Cook!” slide.
Teacher says:
"You are planning dinner. Look at what we have and what we don’t have. In
pairs, decide: What should we buy? What can we cook?"
Example:
o "We have a few carrots, but we don’t have any bread."
Students discuss; you circulate, listen for target language, note errors.
7. Feedback & Wrap-Up (5 min)
Elicit 2–3 sentences from each pair about their shopping/cooking plan.
Correct 1–2 common mistakes from freer practice on the board.
Recap:
"Today we learned how to use some, any, much, many, a lot of, a few, a little.
Next time you open your fridge, think about them!"
8. Optional Homework
Write 8 sentences about what’s in your fridge now using today’s quantifiers.
Or: Make a short shopping list and describe it.
If you like, I can also make you a full teacher talk script with exact sentences to say for every
minute of the class, so you literally won’t need to improvise. That would turn this into a word-
for-word classroom manual.
Do you want me to prepare that version next?
