Alumno Residente: Restivo Gisela

Período de Práctica: Nivel Secundario.

Institución: Colegio Salesiano Deán Funes

Dirección: Don Bosco 350- Comodoro Rivadavia

Sala / Grado / Año - sección: 4to año

Cantidad de alumnos: 25

Nivel lingüístico del curso: Pre Intermediate

Tipo de Planificación: clase

Unidad Temática: Haciendo planes y predicciones!

Clase Nº: 7

Fecha: 29 de Septiembre

Hora: 9:00 a 10.20 hs.

Duración de la clase: 80 minutos

Teaching points: Quantifiers.

Aims: During this lesson, learners will be able to:

Develop their listening and writing skills by talking about their eating habits.

Develop their reading skills by reading a text.

Work in a collaborative way.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION

Bread,

tea ,cookies

Butter,

milk,

Orange juice,

apples .

NEW Expressing

quantity

A lot of...

A little...

A few...

/fjuː/

Teaching approach: The lesson is based on the communicative approach.

Pedagogical use of ICT in class: There is no use of ICT in this lesson.

Materials: 25 cards (countries- food) to get students in pairs, students ‘books: Sign up to English 2B- Richmond, 25 sets of cards for activity 2, poster with images, 25 photocopies of activity 5, 25 worksheets of homework. Seating arrangement: As soon as the class starts, I will ask students to work in pairs. For this purpose, they will be given cards and they will have to find their partner. In this way, students will sit in pairs but they will work with a different classmate from the one they usually do. Cooperative work: students will cooperate with each other during the whole class. Sometimes they will just help each other and other times they will exchange information. Possible problems / difficulties and their possible solutions during the class: Students may be reluctant to work in pairs with a classmate they do not choose; however, I will not allow them to change pairs. As they are very talkative, this technique may help them to work better. Potential problems students may have with the language: Students may not remember the difference between countable and uncountable nouns. I will remind them; by counting nouns or by showing that the word has/has not got plural form. Assessment: what will be assessed and how: I will asses students ´participation through all the class. In addition, I will monitor the correct use of the target structure and I will let students know when they are making a mistake so that they are able to correct it-.

Routine: (3 min)

I will enter into the room and I will greet my students as I always do. T: Good morning boys! EA:

Good morning, teacher. I will ask a student to collect homework as I prepare the materials. I will

say: “Irwin is going to collect the dialogues from the previous class.”

Warm up (2 min)

I will ask students: “Which do you consider to be the main dish of Argentina? Empanadas? Asado?

At this moment I expect students to express their opinions.

Presentation: (5 min)

In order to group students in pairs and to prepare them for a reading comprehension activity, I will

give each student a card. I will explain: “Some of you have a typical dish and some of you have a

country. For example, someone has a card that says “Sushi”. So, where is Sushi from?” I expect

students to say: From Japan. T: perfect! So, he has to meet the person who has got the card that

reads Japan.

At this stage, students will stand up and try to meet his pair. Once all of them have met their

partners, I will ask them to sit together. As there are 25, students, there will be a group of three.

The cards will be:

PASTA

SUSHI JAPAN

ITALY

SPAIN PAELLA

TACO MEXICO

FEIJOADA BRAZIL

Once students are in pairs, I will say: “Well, we agree that empanadas are a typical dish of

Argentina.” What about your findings?” The, I will go through all the desks asking them. I expect

students to say: “Paella is a typical dish from Spain” and so on.

Transition: Perfect! We are going to work in pairs, as you are now.

Activity 1: (5 min)

I will ask students to open their books at page 36. I will read the title of the reading and say: “Now

we are going to read about different habits from people around the world. The text has three

different paragraphs but they do not have a title. In pairs, skim the text and choose the best title

from the boxes. Remember, to skim means, to read quickly, in order to find the main idea of each

paragraph!”

At this stage, I will give students some minutes so that they can read the text and put the correct

title to each paragraph.

Correct answers:

Habit 1: Eat a lot of fruit, vegetables and whole grains

Habit 2: Have long meals

Habit 3: Spice your plate.

Activity taken and adapted from “sign up to English. 3A” - Richmond

After all students have finished, I will ask some students to read each of the paragraphs and ask to

the whole class: “What is the best title for this paragraph?” I expect students to answer with the

correct name of each paragraph.

Transition: Perfect! Now, let´s move on to the following activity.

Activity 2: (8 min)

In order to work on students ‘comprehension of the text, I will give them some sentences to

match, with some facts from the text. For this purpose, each student of the pair will be given a

different set of cards. I will explain: “each of you has half of the sentences. You will have to form

sentences that are true according to the text. Is it clear?

Student A ‘cards

Student B ‘cards

For American people,

vegetables are not a main dish

Herbs and spices not only add flavour

but also prevent diseases.

If you eat slowly, you more spend time

with your family

and you help digestion.

People from China and India

use a lot of spices and herbs

It is a good idea

to add a few herb leaves to your salad

You should eat a lot of vegetables

and just a little meat

Correct answers:

For American people, vegetables are not a main dish.

Herbs and spices not only add flavour, but also prevent diseases.

If you eat slowly, you spend time with your family and you help digestion

People from China and India use a lot of spices and herbs.

It is a good idea to add a few leaves of herbs to your salads

You should eat a lot of vegetables and just a little meat.

During the activity, I will walk near students. I will assess their comprehension of the text by seeing

if they are able to match the sentences. I will also provide help with vocabulary if necessary.

After all the pairs have finished, I will ask students to come to the front and stick the sentence on

the blackboard. I will say: I need a volunteer. Who can come to stick any of the sentences?

At this stage, I will encourage students to check whether their matches are ok.

When the first sentence is finished, I will ask the student on the front to name a classmate. He will

come to the front to stick the second sentence,

Activity 3 (7 min)

In order to introduce the use of quantifiers, I will display the following poster on the blackboard. I

will ask them: “Which of the sentences (by pointing to the sentences of the previous activity) best

suits the first image?” I expect students to say: “People from China and India use a lot of spices

and herbs.” T: well done! “Can you come, Nicolás, please and stick the sentence next to the

picture?”

I will repeat the same with the two other pictures.

Correct sentences:

Image 1: People from China and India use a lot of spices and herbs.

Image 2: It is a good idea to add a few leaves of herbs to your salads

Image 3: You should eat a lot of vegetables and just a little meat.

After all the sentences are next to the images, I will say: “Can you see? There are a lot of

vegetables and there is a little meat. (While I point to the third image) As I say this, I will use my

hands to mime the phrases “a lot” of and “a little”.

Then, I will follow: “This salad contains a lot of vegetables and a few leaves of herbs. Do you see?

We can count them. One, two, three, four and five (While I point to the leaves) There are a few

leaves of herbs.”

Finally, I will say: “We use the quantifier “a little” for uncountable nouns and “a few” for countable

nouns. Do you understand?” I expect students to say whether they understand or not and in case

they do not understand, I expect them to express their doubts.

After the explanation, I will ask a student to display the poster on a wall where all of them are able

to see it. The poster will be a resource for following lessons and it will be useful for visual learners.

Transition: Perfect! Now, let´s work with the activity book.

Activity 4 (10 min)

In order to practise the target structure, I will ask students to open their books at page 123. I will

explain what they have to do: “Here, there is some information about eating habits from people

around the world. Look at Masahiro´ habits. He is from Japan. For breakfast, he has a few

pancakes, a little butter and a lot of orange juice. What about Lara? You have to write sentences,

using the information and quantifiers. The first one is a model for you.

Activity taken and adapted from “sign up to English. 2b” - Richmond

During the activity, I will walk near students- I will monitor their productions and I will provide

them with help. At this stage, I will check whether they are able to distinguish countable from

uncountable nouns. I will correct their productions. I will use ticks whenever their sentences are

good and crosses when they are not right.

After all the pairs have finished, I will ask any student to say 3 numbers from 1 to 25. I will look for

those numbers in the class list and I will call those students. I will say: “So, you.... Can you tell us

about Lara´s eating habits? I will repeat this action with the other two answers.

At this stage, I will encourage students to listen to their classmates.

Transition: Good job! Now, let´s talk about your own eating habits.

Activity 5 (5 min)

In order to make students talk about their own eating habits by using the target structure, I will

give each of them the following activity. I will explain: “Now, you are going to write about your

eating habits. Just use sign minus or plus in the photocopy. Do not write sentences!”

At this stage, I will monitor students’ comprehension of the activity. I do not want them to write

sentences. So, I will walk near them to see if they are doing what they are supposed.

Transition: Good! Now, you will share your habits!

Activity 6 (10 min)

In order to develop students speaking skills and to improve the use of the target structure, I will

invite students to do the following activity. I will explain: “Now, one of you will tell the other about

his habits during breakfast. The other will have to take notes because afterwards he will use the

notes to write a short paragraph! After you finish, you change roles. Is it clear?

During the activity, I will walk through the desks monitoring the use of L2 and if they are taking

notes. I will also pay attention to the correct use of the structure. In addition, I will correct them if

I hear they make a mistake in the use of quantifiers and I will provide help if they need so.

Transition: Fantastic! Now let´s write!

Activity 7 (10 min)

During this activity, students will develop their writing skills. For this purpose, I will ask them to

write a paragraph using the information of their classmates. I will explain: Now, you will have to

write a text similar to the one in activity 4, but this time about your partner”

As students are writing their texts, I will assess their productions. I will underline their mistakes

and help them to discover what the mistake is. I will use phrases such as: Well done! Or Very

good!

Transition: Now, let´s play a game!

Complete with your own information. Use (-) (++). Then

tell your classmate.

………………………….. (ARGENTINA)

Bread ( ) tea ( ) cookies ( )

Butter ( ) milk ( ) ………….( )

Orange juice ( ) apples ( ) …………..( )

Wrap activity: (7 min)

In order to wrap up this lesson, I will collect all students’ productions and I will invite them to play

a game. I will name a student and ask him to go to the front of the class. He will choose a writing

activity and he will have to read the text without naming the classmate. He will say, for example:

“He eats a lot of apples and a lot of orange juice for breakfast” Then, I will add: “Who is he?” I

expect students to guess the name of their classmate who eats a lot of apples. When they guess, I

will say: Right! He is! What do think? Are his habits healthy or not? I expect students to express

their opinions.

I will repeat this activity with 6 or 7 written productions.

Transition: Now, homework!

Homework ( 5 min)

I will give students the following image and say: “I have gone to the supermarket to buy some

things! Here there is an image. Write sentences to tell what I have bought. You have the first one

as a model.” I will read the first sentence and then I will ask: “What about meat?” I expect

students to say: The teacher bought a lot of meat. In this way, I will ensure that they have

understood what they have to do.

Activity: What did I buy? Write sentences

1- The teacher bought a lot of yoghurt.

2- The teacher bought........................

3- ......................................................

4- ...................................................

5- ....................................................

6- .....................................................

Closure: ( 3 min)

Before finishing the class, I will ask students to put their desks in order and to come back to their

places. I will also encourage them to do the homework and I will greet them. T: See you next class!

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Learning aims x

Variety of resources – Learning styles

x

Stages and activities x

Teaching strategies x

Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __26__ /35 = 7.5 Dear Gisela, Interesting lesson! How does it relate to the sequence? Can you think of a way of connecting it with the thread you have been developing? It would be great if you could do so. When working with grammar, aim at helping learners become aware of the rules and uses. It is very important that they have an active role at this stage, so that they can systematize the information more easily. Enjoy the lesson! Your tutors