This lesson plan aims to teach 3rd grade beginner English students about countable and uncountable nouns using food vocabulary. It includes interactive activities like singing songs, watching videos, and completing sentences about food. Students will describe food in a fridge using "there is" and "there are". They will also design menus to practice vocabulary. The plan scaffolds learning through visual aids, modeling, and building on prior knowledge.

1. PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bàrbara Viñolo
Grado y sección: 3rd Grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: Food
Clase Nº: 6
Duración de la clase: 40 minutes
Fecha de la clase: 19th November
Fecha de entrega de la planificación: 17th November
Learning Aims
During this lesson, learners will be able to:
Ø To introduce to students the differences between countable &
uncountable nouns.
Ø To talk about what they can see on an image of a fridge and answer
sentences by adding there is /isn`t- there are/ aren`t
Ø To make and describe their own menus.
Ø To develop listening and speaking skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary: water, hot dog,
broccoli, onion, egg, ice
cream, soup, cereal, toast,
jam, butter, crisps, apple,
cakes, orange, chocolate,
banana, fizzy drink, orange
juice. Snack, sugar, natural.
Meals: breakfast, lunch and
dinner
Verbs which describe likes
and dislikes regarding
food& drinks: Like don´t
like, love, hate.
Describing healthy and
unhealthy habits.
Describing students’ likes
and dislikes
Do you like (crisps)?
Yes/ No
(Cakes) is unhealthy
Do you think (orange) is
healthy or unhealthy?
Like/ don´t like/ love/ hate
+ -ing
Aurelia 18/11/19 19:15
Comment [1]: Aims are described in
terms of what LEARNERS will be able to
do.
Aurelia 18/11/19 19:16
Comment [2]: This should be re-
phrased
Aurelia 18/11/19 19:17
Comment [3]: Describe orally
Aurelia 11/11/19 20:31
Deleted: ´

2. N
E
W
Countable/ Uncountable
nouns
Vocabulary: strawberries, a
bar of, a bowl of, a glass of
Describing what they see.
There is/ isn`t
There are/ aren`t
There is a banana
There are two apples
Materials
Ø 8 worksheets from activity 2
Ø A poster which shows an image of a fridge with food & drinks items.
Ø Computer
Ø Internet connection
Ø Speakers
Ø Markers
Ø Sheets of paper
Ø YouTube videos:
If you`re happy song: https://www.youtube.com/watch?v=l4WNrvVjiTw
The very hungry caterpillar: https://www.youtube.com/watch?v=75NQK-Sm1YY
Procedures
(5 minutes)
First, I will get into the classroom and greet the students. Then, I will play “If you are
happy” song and encourage students to sing & imitate the movements they see on the
audio-visual YouTube video. Despite the fact the days of the week and months may
have not been already taught to students during English lessons, I will make use of
visual support by using posters.
Making use of this routine in every English language lesson, they may get used to using
them in a meaningful context.
Lyric of “If you are happy” song:
If You're Happy
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands clap your hands
If youre happy happy happy clap your hands
If youre angry angry angry stap your foots
If youre angry angry angry stap your foots
If youre angry angry angry stap your foots stap your foots
If youre angry angry angry stap your foots
If your scared scared scared say oh no oh no
If your scared scared scared say oh no oh no
If your scared scared scared say oh no say oh no
If your scared scared scared say oh no oh no
Find more lyrics at ※ Mojim.com

3. If youre sleepy sleepy sleepy take a nap
If youre sleepy sleepy sleepy take a nap
If youre sleepy sleepy sleepy take a nap take a nap
If youre sleepy sleepy sleepy take a nap
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands clap your hands
If youre happy happy happy clap your hands
END
Link of the song: https://www.youtube.com/watch?v=l4WNrvVjiTw
Transition comments: Wow! You sing beautifully! How do you feel today? Happy/
Sad/ Tired? Now, do you like stories? Great! We are going to see the story of a
caterpillar. Do you know what a caterpillar is? Yes /No? See the video to discover it!
(6 minutes)
I will ask students to see a video from YouTube about a story called “The very hungry
caterpillar”. By watching this video, students will be able to learn new structures and at
the same time they will be revising vocabulary learned on previous lessons.
Transition comments: Do you like the story? It shows a caterpillar, have you seen a
caterpillar? Yes/ No? What happened to the caterpillar? What did she eat? (I will expect
them to answer using the vocabulary learned so far). How did she feel? Did she feel
happy? Tired? (Making facial expressions while I mention states/ feelings).
(10 minutes)
I will show students a poster with an image of a fridge. Inside the fridge, I will add
some pictures related to the vocabulary students have learned about food & drink. Then,
I will ask students to see the fridge and tell me how many (for example, apples) they see
on the poster. This activity will be developed orally all students together as they will
help me to complete some sentences on the board. To introduce the use of there is/ there
are I will write sentences such as:
There is one apple
There are three bananas
Aurelia 18/11/19 19:18
Comment [4]: To connect stages, you
should include food mentioned in the
story.

4. By developing this activity, students will have the opportunity to revise the vocabulary
learned and acquire new knowledge regarding to new grammar structures. Through the
activity, I will introduce students the uses of there is and there are by telling students
that there is used with countable nouns, while there are is used to talk about uncountable
nouns. Furthermore, through this activity I encourage students to develop their oral
skills at the same time they revise vocabulary and make use of what they have learned.
Scaffolding strategies: Through the use of visual support, students will be acquiring
knowledge in a meaningful way as they will be able to build knowledge by inferring
meaning through context (in this case, the use of images such as the fridge, food and
drink pictures).
Transition comments: Well done! Now do you remember what you saw on the video
about the caterpillar? Now, we are going to complete these sentences together, let`s
start!
Activity # 1 (10 minutes)
To work with the video used in the introduction section, I will write some sentences on
the board and I will ask students to complete them orally.
This activity will be developed orally and students will be asked to answer the missing
words in the sentences related to the vocabulary they have learned.
The activity will help students to revise vocabulary through a story about a caterpillar.
The sentences I will use for this activity are the following ones:
On Monday, the caterpillar ate one ________________________
On Tuesday, the caterpillar ate two ________________________
On Wednesday, the caterpillar ate _________________ plumbs
On Thursday, the caterpillar ate _______________ strawberries
On Friday, the caterpillar ate five _________________
On Saturday, the caterpillar ate _______ piece of ________________ cake
The caterpillar ate ______________________________________________
Scaffolding strategies: Through this task, students will be able to revise how much they
comprehend the story. Moreover, developing this task help students to make use of
recycle and new knowledge regarding vocabulary and the grammar structures acquired.
In this sense, students will be able to build a bridge between the previous knowledge
and the new knowledge, making learning process meaningful.
Aurelia 18/11/19 19:18
Deleted: ing
Aurelia 18/11/19 19:19
Deleted: did you see
Aurelia 18/11/19 19:19
Deleted: ing
Aurelia 18/11/19 19:19
Deleted: ing
Aurelia 18/11/19 19:19
Deleted: o
Aurelia 18/11/19 19:19
Deleted: d
Aurelia 18/11/19 19:20
Comment [5]: This activity should
come right after the video session!
Aurelia 18/11/19 19:19
Deleted: eat
Aurelia 18/11/19 19:19
Deleted: eat

5. Transition comments: Great! Now we are going to work with countable and
uncountable nouns. Do you know what countable & uncountable is? Ok, do you
remember the fridge and the sentences “there is” and “there are”? We use there is with
countable nous and there are with uncountable (and I will give them some examples).
Now look at the picture, what can you see? (And I will encourage them to mention what
can they see on the picture).
Activity # 2 (10 minutes)
I will give students a worksheet which shows a picture of a table full of food & drinks
and two
children. I will ask
students to
complete the
sentences by using
there is and there are
accordingly.
Scaffolding strategies: Through this task, students will be able to develop their writing
skills and practise the uses of the new grammar structures learned. Through the visual
support, students will be able to infer meaning through context build by visual aids.
Transition comments: Well done! Now we are going to work on the menu for the play,
ok? What food & drink would you like to serve on your restaurant?
Aurelia 18/11/19 19:21
Comment [6]: How meaningful are
these comments for students?
The worksheet does not focus on
countable and uncountable nouns.
Aurelia 18/11/19 19:22
Comment [7]: The other way around!
Aurelia 18/11/19 19:22
Deleted: ed
Aurelia 18/11/19 19:22
Comment [8]: The sentences are
rather blurred. Make sure the copies are
clear enough.
Aurelia 18/11/19 19:25
Deleted: c
Aurelia 18/11/19 19:27
Deleted:
Aurelia 18/11/19 19:26
Comment [9]: They are acquainted
with the outcome, right?

6. (around 8 minutes)
As
stud
ents
are
pre
pari
ng a
proj
ect to show students` parents what they have learned through the year, I will ask
students to design their menus for the play.
Transition comments: You have worked very well today! I am really happy! … But it`s
time to put our things away to go home and say goodbye”
• https://cdn11.bigcommerce.com/s-
swdvv2w64y/images/stencil/1280x1280/products/6820/294933/6266__63169.1563420217.jpg
?c=2&imbypass=on
• https://cdn11.bigcommerce.com/s-
038ycaw9/images/stencil/1200x1800/products/884/860/C.O._B_25__45069.1419350593.jpg?
c=2
• http://4.bp.blogspot.com/-GIHFNfYOA3Q/VMt4W0bwE3I/AAAAAAAADG0/lZV
aUGsJ1A/s400/ORDINAL%2BNUMBERS.jpg
An example of the poster I will design for presentation stage

7. https://image.freepik.com/vector-gratis/frigorifico-alimentos_23-2147514472.jpg
Activity 2
Material used to prepare activity # 2:
https://www.liveworksheets.com/def_files/2016/10/7/610071407412788/thumb6100714
07412788.jpg
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement

8. 1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Go over comments. You should change the order of some activities.
Check use of there is /are. I´m positive you know the difference, but just
check how you introduce it to students.
Have a nice time.