Secondary Level

1. ALUMNO RESIDENTE: Calizaya, María Eugenia
Período de Práctica: Nivel Secundario.
Institución Educativa: CEM N° 39
Dirección: Avenida Antártida Argentina y Avenida Pocha López.
Sala/Grado/Sección: 3er Año II División
Cantidad de alumnos: 23 alumnos.
Nivel Lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Past Simple Tense
Clase N°: 5
Fecha: 26/09/2017
Hora: 13.20 hs a 13.55 hs
Duración de la clase: 40 minutos.
Fecha de primera entrega: 23/09/2017
Teaching points:
• Revision of Past Simple (Irregular and Irregular verbs)
• Revision of countable and uncountable nouns.
• Use of the new structure: Questioning and answering about quantities.

2. Learning Aims:
• Develop the students´ reading skills by texts in the target language.
• Practicing pronunciation and intonation by asking and answering using the new
structures.
• Develop speaking and listening skills by interacting with peers and the teacher.
• Develop their writing skills by writing sentences in context using the target
structure.
Language Focus:
Function Lexis Structure Pronunciation
REVISION Talking about
past events.
Question words:
What and How.
Regular and
Irregular verbs.
Countable and
uncountable
nouns.
There is some
milk.
How /haʊ/
NEW Talking about
food recipes.
How much? and
how many?
How much milk
is there?
Much /mʌtʃ/
 Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
 Integration of skills: The skills the students develop are listening and speaking
skills, through the listening of questions about the ingredients of meal recipes and
the production of their own chunks of language in order to answer those questions.
Also the students develop reading and writing skills throughout the activities.
 Materials and resources: For this lesson we need a blackboard and white chalk,
copies of the activities and a picture of a plate of pasta.
 Pedagogical use of ICT in class or at home: audiovisual material will be used to
support the exposure of the students to the teaching point.
 Seating arrangement: The students will be on their own tables, and later arranged in
groups. Assessment: I’ll check the students’ comprehension by making gestures and
miming. I’ll encourage them to produce chunks of language during the speaking
stage.
 Possible problems/difficulties and possible solutions: The activities may take longer
than expected. So, I´ll check the time spent during each activity. Students will
surely use their mother tongue as they are not used to using English. In that case I
will provide them with the equivalent in English.
Aurelia 9/25/17 8:14 AM
Comment [1]: No
ICT
in
this
lesson.

3.  Potential Problems students may have with the language: I will use different
techniques to help them use the new items, such as repeating the vocabulary items,
giving the first part of sentences and questions so they can complete them and
encourage the students to participate. Regarding the pronunciation, I will not focus
on correcting every item, but to the production of chunks of language and
encouraging them to use the new structures in context.
 Assessment: I will assess them by asking questions individually so as they can give
me examples, and using echoing to check their listening comprehension. Also I
correct the written activities and homework in order to check the comprehension of
the new items and grammatical structures.
Routine: 5 minutes
I´ll walk into the classroom and greet the students: “Hello! How are you?” I start the lesson
get them into the mood of work.
I prepared four sets of sentences, cut them out into words; they are written using different
colors. I divide the class in four groups and write on the board: Sentence order.
I ask the students to order the words into sentences as fast as they can. The first team to
order the sentences correctly will be the winner. The sentences will be:
There is some milk on the fridge.
There are three onions.
There is some wine and a carrot.
Transition: I congratulate the team that won the competition and tell the students: “Ok, now
we will work more with these expressions (pointing at the verb There is/are)”
Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
I write on the board two questions and ask the students to spot the differences between
them.
HOW MUCH PASTA IS THERE? HOW MANY CARROTS ARE THERE?
With the class as a whole I highlight the contrast between stating countable versus
uncountable nouns. I underline relevant structure on the board. I encourage students to
provide additional examples orally, using different nouns.
Aurelia 9/25/17 8:15 AM
Deleted: up
Aurelia 9/25/17 8:16 AM
Comment [2]: Context?
Aurelia 9/25/17 8:19 AM
Comment [3]: To
provide
a
context,
you
may
tell
them
that
you
are
planning
to
cook
spaghetti
bolognese,
for
instance.
So,
you
can
start
asking
about
the
ingredients,
to
see
if
you
need
to
buy
some.
You
may
have
a
list
of
the
ingredients
–
it
will
make
it
much
more
meaningful.
Aurelia 9/25/17 8:17 AM
Deleted: sentences

4. Then, in a more directed task, I ask the students to provide the correct questions with
specific nouns: “With these examples in mind, how do we ask about broccoli/apples/glasses
of water provided orally and the focus is accurate production of syntactically correct
questions.
In the next task, I show the students this picture:
I ask the students the previous question: How much pasta is there? EA: a lot! How many
carrots are there? EA: none! I elicit the answers for other items in the illustration and write
them on the board.
Transition: The students copy the examples elicited from the previous task in their
notebooks and then I tell them we are going practise a little more.
Development:
Activity 1: 10 minutes
Purpose: foster contextualized practice of the teaching points. Focus on specific structures
related directly to the class topic.
Materials: One copy of the activity for each student.
Aurelia 9/25/17 8:20 AM
Comment [4]: Tricky.
The
sauce
may
have
grated
carrots.
Aurelia 9/25/17 8:20 AM
Deleted: practice

5. I tell the students we are going to work with the recipe for an omelet. They have to ask
about it and the answers are already provided for them:
1.- Write the questions to these answers.
a) …………………………………………………..
There isn’t much milk.
b) …………………………………………………..
There are two large eggs.
c) …………………………………………………..
There is some Cheddar Cheese.
d) …………………………………………………..
There are two tomatoes.
e) …………………………………………………..
There isn’t much mayo.
Transition: Once they’ve finished, we check answers with the whole class writing on the
board the correct sentences. After doing this activity, I tell them: “Excellent job! Keep on
working!”
Activity 2: 10 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Materials: A copy of the activity for each student.
I asked students to work in pairs to complete two different recipes. Each student should
complete the recipes by asking to his/her partner about the ingredients. They have some
clues to help them to complete the task.
2. Complete the recipes:
Student A

6. Omelet Spring Pasta
…….large eggs.
……..butter
Cheddar Cheese.
2 tomatoes
………olive oil
some basil.
400 gr. Pasta
1 teaspoon olive oil
1 zucchini.
1 can of peas.
Some heavy cream.
2 teaspoons of mustard.
200 gr. parmesan cheese.
2 garlic cloves.
Clues: How much……….?
How many……….?
Clues: There is………
There are ……….
Student B:
Omelette Spring Pasta
2 large eggs.
1 teaspoon of butter
Cheddar cheese.
2 tomatoes
2 teaspoons of olive oil
some basil.
400 gr. pasta
………..olive oil
……..zucchini.
1 can of peas.
Some heavy cream.
…………… of mustard.
200 gr. of parmesan cheese.
Aurelia 9/25/17 8:21 AM
Deleted: Cheedar
Aurelia 9/25/17 8:22 AM
Comment [5]: Do
they
know
this
word?
Aurelia 9/25/17 8:23 AM
Comment [6]: In
this
case,
the
question
should
be
How
much/
many
….
do
we
need?

7. 2 garlic cloves.
Clues: How much……….?
How many……….?
Clues: There is………
There are ……….
Transition: Once they are finished, I ask some students to read the recipes aloud.
Closure: 5 minutes
Purpose: Review the vocabulary and end this lesson.
At this stage, I tell the students: “Well, now we are solving a small Maths problem!” I will
give them this Maths problem:
A RECIPE FOR 4 PEOPLE REQUIRES 150 GR. OF SALT AND 600 ML. OF
WATER.
HOW MUCH SALT FOR 7 PEOPLE?
HOW MUCH WATER FOR 3 PEOPLE?
Once they finish I tell them: “Oh no! The class is over! See you next class! Goodbye!
Aurelia 9/25/17 8:23 AM
Deleted: n
Aurelia 9/25/17 8:24 AM
Deleted: math

8. IMPORTANT!
The format in which the stages are presented will vary according to the teaching approach
or combination of approaches you decide to base your lesson plan upon.
➢ To be completed by your tutors:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
X
Variety of
resources –
Learning
styles
X

9. Stages and
activities
x
Teaching
strategies
X
Language
accuracy
x
Observations I liked the communication activity! Good!
I hope my comments and suggestions are useful. Do provide a
meaningful context.
Have a nice lesson!
Aure