ACTIVE GRAMMAR Quantifiers with Noncount Nouns

ACTIVE GRAMMAR:
Quantifiers with
no
traffic Noncount Nouns
is a little
pollution in this city.
a lot of
There rain
crime
in my country.
in the United States.
A
any • Ask some students to make
isn’t industry
much
sentences using the words in
the grammar chart.
A Complete the sentences. Use there is, there isn’t, there are, or there aren’t. • Ask the other students to decide
if the ­sentences are grammatically
1. There are a lot of factories in the city, so there is a lot of pollution.
correct.
2. There is a lot of traffic in the city, so there is a lot of noise.
• Ask students to work on Exercise A
3. There are a lot of large companies in the city, so there isn’t independently.
much unemployment. • Review the correct ­answers with the

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4. There is a large seaport near the city, so there is a lot of class. Ask if these sentences are true
traffic in the bay. about your city.

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5. There are many museums, restaurants, and shows, so there is
a lot of tourism. B

ar
6. There are many police officers, so there isn’t much crime. • Ask students to work in pairs or

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groups. Set a time limit and remind
B Talk about the city or town that your school is in. students to use quantifiers as they
discuss the topics.

c
There are a few colleges There is a lot of
and universities near here. tourism in this city. • Invite volunteers to ­report to the
hi
class about their discussion and find
1. colleges and universities 7. traffic
out if the other students agree.
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2. tourism 8. nightclubs
• After discussing, have students come
3. factories 9. unemployment
to the board and list the topics in
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4. crime 10. fast-food restaurants

groups of ­quantifiers (which items
5. museums 11. noise
there are a lot of in your city or area,
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6. ethnic restaurants 12. hospitals which items there are a few of, which
items there aren’t any of, and so on).
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• Ask volunteers to add items to the

lists of quantifiers based on what is
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true for your city or area. Provide a

mix of count and noncount prompts
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as necessary: stores, museums,
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concerts, sports teams, bad weather,

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job opportunities, money.

MORE ACTION
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For further practice with quantifiers, ask students to

write a description of your city or state in their journal for
homework.

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SAMPLE COPY, NOT FOR DISTRIBUTION

ACTIVE GRAMMAR: ACTIVE GRAMMAR How many / How much

How many / How much

museums
How many are
A parks
there
in your city?
• Review the grammar chart. snow in your country?
How much is
• Ask students to explain when to use traffic
How many or How much. (How many
is used with count nouns, while How A LET’S TALK. Complete the questions. Use How much or How many. Then, in small groups, talk about
much is used with noncount nouns.) the countries you come from. If possible, each student should be from a different country.
• Then, have students ask you 1. What country are you from? I’m from Japan. There
questions about the city or state How many are many skyscrapers
2. skyscrapers are there in your country?
you come from. Give prompts to in my country.
3. How much tourism is there in your country?
help students make ­questions. For
example: 4. How much traffic is there in your country?
T: snow

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5. How many immigrants are there in your country?
S1: How much snow is there in your
6. How many farms are there in your country?
city?

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T: parks 7. How much snow is there in your country?
S2: How many parks are there in your

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8. How many mountain ranges are there in your country?
state?
9. How much crime is there in your country?

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• Have students form groups of three
10. How many universities are there in your country?
or four. If possible, ask them to
sit with students from ­different
countries.
c
B STUDENT TO STUDENT. Ask and answer questions about Canada and Mexico. Use How much
hi
and How many.
• Have students complete the
Student 1: Turn to Appendix C. Ask your partner about Canada. Complete the chart.
questions from Exercise A with their
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Student 2: Ask your partner about Mexico. Complete the chart below.
group and then discuss the topics of
the questions. Ask a representative Mexico Canada
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from each group to report to the Tourism a lot a lot

How much
tourism is there
class on any interesting facts they
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Desert regions two one in Mexico?

found out.
Mountains many many
National parks There is a lot of
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67 47
B Snow very little a lot
tourism
in Mexico.
• Model the first item with a pair Ski resorts one many
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of students. Official languages one two

• Ask students to complete the task 56 Unit 4
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in pairs.
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TEACHING TIP MORE ACTION

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When doing information gap Ask students to name the item or give an example
activities like the one in Exercise B, of some of the more well-known categories for each
it is helpful to have students sit country in Exercise B.
opposite each other, rather than side Tourism: Cancun, Quebec
by side, as that makes it harder for Deserts: Sonora, Okanagan
them to see each other’s information. Mountains: Rockies, Sierra Madre
Languages: French and English, Spanish

56 Unit 4

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Too many, too much, not enough ACTIVE GRAMMAR:
Too many, too much,
too much rain. We often use not enough and too many / too much to not enough
is talk about problems or to complain.
not enough industry.
not enough = less than you want or need
There
too many
fast-food There aren’t enough farms in that country. There A 17
are
not enough
restaurants. isn’t enough food. • Review the explanation of too many,
parks. too many, too much = more than you want or need too much, and not enough and read
There are too many cars on the road. There is the sentences in the ­grammar chart.
too much traffic.
• Then, give prompts to help students
make ­example sentences.
A Listen to the complaints about world problems. Complete the sentences. Use the words For example:
in the box. 17
T: cars, too
aren’t enough are too many isn’t enough is too much S1: There are too many cars.
T: rain, not enough
isn’t enough is too much S2: There isn’t enough rain.

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1. There rain. 6. There traffic.
2. There aren’t enough jobs. 7. There isn’t enough public • Ask students to read the sentences in
Exercise A and say what some

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3. There are too many homeless people. transportation.
­possible answers could be.
4. There isn’t enough food for everyone. 8. There are too many plastic

ar
bottles. • Play the audio once all the way
5. There is too much snow. though.

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• Play the audio again and pause after
B ACADEMIC LET’S TALK. In a group, make a list of five things you like and five things you don’t
like about the area where you live. Answers will vary.
each ­question so students can fill in

c their answers.
hi
There are a lot of There is too • Check the answers as a class.
good restaurants. much crime.
ap

Things we like Things we don’t like B

• Ask the class what things they like
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1. 1.
about their town or state and what
2. 2. things they dislike.
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3. 3. • Start a list of these things on the

4. 4. board. Then, ask students to make
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their own lists in groups. Make sure

5. 5.
students write items in complete
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sentences like the examples in the

speech bubbles.
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• Have a volunteer from each group

read their group’s sentences to
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the class.
MORE ACTION
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For homework, ask students to write a paragraph about

the town or state they live in and say what things they
like and dislike about it.

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