Study the rules, look at the examples, then do the exercises.
At A2 you used a few basic words to show amount: a lot of, many, some. That works for simple sentences, but real B1 English needs to be more precise. Determiners and quantifiers are the small words that come before a noun to show which one or how much / how many: all, most, some, any, no, both, each, every, (a) few, (a) little.
The most important skill is agreement. Some quantifiers go only with countable nouns (few, both, each, every), some only with uncountable nouns (little, much), and some with both (all, most, some, any, no). Choosing the wrong one is the most common B1 mistake, so we will focus on it carefully.
These words show quantity from 100% down to 0%. They work with both countable (plural) and uncountable nouns. The tricky parts are some vs any and no vs none.
| Word | Meaning / use | Example |
|---|---|---|
| all | 100% of the group | All children need sleep. |
| most | the biggest part | Most people like music. |
| some | a part (in positive sentences & offers) | I bought some apples. |
| any | in questions & negatives | Is there any milk? / We don't have any bread. |
| no + noun | zero (with a positive verb) | There is no time. |
| none | zero (a pronoun; stands alone) | How many are left? None. |
Use a quantifier alone to talk about things in general, but add of the / of my / of these when you mean a specific, known group. Compare: "Most people..." (people in general) and "Most of the people at the party..." (a specific group).
| General (no "of") | Specific (+ of the) | Note |
|---|---|---|
| Most students study hard. | Most of the students in my class study hard. | a known group → add "of the". |
| Some cheese is expensive. | Some of the cheese was old. | works the same with uncountable nouns. |
| All children play. | All (of) the children were tired. | after all / both, "of" is optional. |
Use these three only when you talk about two things or people. The verb form is the key: both is plural, but either and neither are singular.
| Word | Meaning | Structure & example |
|---|---|---|
| both | the two together | Both restaurants are good. (both + plural + plural verb) |
| either | one OR the other | Either day is fine. (either + singular + singular verb) |
| neither | not one and not the other | Neither answer is correct. (neither + singular + singular verb) |
Both talk about all the members of a group, but seen one by one. They are followed by a singular noun and a singular verb — this surprises many students.
| Word | Focus | Example |
|---|---|---|
| each | the members one by one (2 or more) | Each player gets a card. |
| every | all members as a group (3 or more) | Every player was tired. |
| each of the + plural | one by one, a specific group | Each of the players was ready. |
These four are easy to mix up, but two questions decide everything: is the noun countable or uncountable, and is there "a" or not?
| Word | Goes with | Meaning |
|---|---|---|
| a few | countable plural | some — a small but positive amount |
| few | countable plural | not many — almost none (negative) |
| a little | uncountable | some — a small but positive amount |
| little | uncountable | not much — almost none (negative) |
Almost every B1 mistake with quantifiers comes from wrong agreement (countable / uncountable) or a missing or extra "of".
| Wrong ✗ | Right ✓ | Why? |
|---|---|---|
| Every students have a book. | Every student has a book. | every + singular noun + singular verb. |
| I don't have some money. | I don't have any money. | use "any" in negatives, not "some". |
| Most of people like it. | Most people like it. | no "of" without "the"; or "most of the people". |
| There isn't no bread. | There is no bread. | "no" already means zero; don't add a second negative. |
| I have a little friends. | I have a few friends. | friends is countable → use "a few". |
| Both my sister is a pupil. | Both my sisters are pupils. | both + plural noun + plural verb. |
Two classmates check the art cupboard before their drawing lesson. Read it twice and notice how each quantifier fits its noun — singular after each / every, plural after both / a few, and an uncountable noun after a little.
Choose the correct answer. — 10 questions, each one is marked instantly. Questions get harder as you go.
Learn the words, then use them — with quantifiers — to talk about your habits.
Write 8 sentences about how much of different things (toys, snacks, crayons, time...) you use, waste or share. Use at least 8 of the words above.
Sentence starters (you can begin with these):
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will review your task.)
Read the text, then answer the questions.
Good readers prepare before they start. Before you read, think about these three questions (you do not need to write the answers):
Words to spot (from the Speaking section): quantity · amount · plenty · spare · donate · reduce · waste · share
A few months ago, the children in Room 5 had a problem. Every week, most pupils brought too many toys and books to school, and some of them were soon forgotten. At the same time, a few classmates had almost nothing to read or play with at break time. One rainy morning, two friends, Emma and Sam, decided that neither of them wanted to see all these good things wasted. They shared a simple idea: a shelf where anyone in the class could leave a toy or a book and take one they needed.
Emma loved drawing, and Sam was mad about space and science. Neither of them had many toys, but both of them cared about the children around them. One afternoon, Emma saw several good books in the bin near the gate, while a little further away a quiet boy sat alone with no book at all. “This does not make any sense,” she said to Sam. “There are plenty of books in this school. The problem is that they are in the wrong places.” Sam agreed at once, and together they began to plan.
At first, few children believed the plan would work. There was very little room on the first small shelf, and none of the other classes wanted to join. Even so, the two friends did not give up. They asked each classmate to give a little time or a few spare toys. Slowly, both the shelf and the trust between the children began to grow.
Setting up the shelf was not easy. A kind teacher offered a little space by the door, and a boy called Deniz spent a whole lunchtime making sure each box was clean. Each of the first helpers brought something different: one girl brought bright stickers, another brought a box of jars for the pencils, and a few pupils painted a big sign that said “Take a little, give a little.”
Today, the Sharing Shelf stands by the door of Room 5. Every morning, the helpers check it, and each toy is cleaned so that all of the things stay safe to use. Most of the books come from the children’s own homes, and some of the games arrive from older pupils. If you look at the shelf, you will almost never find it empty; there is always at least a little of something for everyone.
The rules are easy. Take only what you need, and leave some for others. Both giving and taking are welcome, and either one helps the whole class. There is no charge, and no child is ever turned away. Several families now donate any spare books instead of throwing them out.
All of the helpers agree on one thing: none of this would have happened without a few determined children and a lot of patience. The project has reduced the number of things the class wastes, and the majority of the children say they feel closer than ever before.
The children of Room 5 now dream of doing more. They hope to add a second shelf in another classroom. Emma often reminds the helpers that big changes usually begin with small actions. “We did not have much at first,” she says with a smile, “but we had each other, and that was enough.”
Choose the correct answer.
Are these sentences true or false, according to the text?
Complete each sentence with ONE quantifier from the text. Mind the grammar (countable or uncountable noun).
Write your answer in your own words. These questions are not marked automatically.
1. Why did Emma and Sam decide to start the Sharing Shelf?
2. How did the classmates help the project in the beginning?
3. What are the main rules of the shelf, and why do they matter?
Find these quantifiers in the text — each one appears at least once: all, most, some, any, no / none, both, either, neither, each, every, a few / few, a little / little. (You will use these same quantifiers in the Writing section.) Note them down, then check.
Sarah and Todd talk about all the computers and phones they own.
You will hear two friends, Sarah and Todd, talking about the many computers and phones they own and why they keep so many. You will listen TWICE. First listen: answer questions 1-5. Second listen: answer questions 6-10. (Kaydı İKİ kez dinleyeceksin: ilk dinlemede 1-5, ikinci dinlemede 6-10.)
Write and submit your paragraph; your teacher will review it.
Weak B1 writing repeats the same vague words (a lot of, many) or lists short, separate sentences. What makes writing mature is precise, correct quantity. This unit gives you a full set of quantifiers for general amounts, two things, individuals and small amounts. Use them — and remember the golden rule: match the quantifier to its noun.
| Quantifier | Use it to... | Example |
|---|---|---|
| all / most / some | show a general amount | Most of my friends share toys. |
| no / none | show zero | None of us wastes paper on purpose. |
| both / either / neither | talk about two things | Both my parents help at school. |
| each / every | talk about individuals | Every child can help a little. |
| (a) few / (a) little | show a small amount | I waste a little paper and only a few crayons. |
| ... of the | point to a specific group | Some of the toys in my room are old. |
See the difference — the same facts, written two ways:
| Vague & separate ✗ | Precise, fluent writing ✓ |
|---|---|
| I have toys. I do not play with them all. I throw toys away. My friends are the same. | Every month my family buys a lot of toys, but we do not use all of them. Most of them are fine, yet a few are wasted, and none of us likes throwing them away. |
A "quantity" paragraph has three parts. The skeleton stays the same every time — you change the content, not the structure:
| Part | What to write | Example |
|---|---|---|
| 1. Opening | Name your topic in one general sentence | Every week my family uses a large amount of paper and time. |
| 2. Body | How much you use, waste and share. Use general amounts (all / most / some / none), two things (both / either / neither) and small amounts (a few / a little). | Most of my crayons still work, but a little paper is still wasted. Both of my parents try to reduce it. |
| 3. Closing | What you have learned or want to change | Now none of us wastes as much, and we share any spare toys. |
Write about how much of different things (toys, snacks, crayons, time...) you and your family use, waste and share. Show general amounts, individuals and small amounts with quantifiers.
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will evaluate your writing.)
Mixed questions from the whole unit, then check what you can do.
14 questions: grammar + vocabulary + reading + listening. Each question is marked instantly.
Tick what you can do now. Honest answers help your teacher.
İşaretlemediğin madde varsa ilgili bölüme dönüp tekrar çalış — soldaki menüden her bölüme geri dönebilirsin.
Oturum kontrol ediliyor...