1) The lesson plan reviews vocabulary about bugs, numbers up to 100, and the grammatical structure "there is/are" and "how many x are there?". 2) The warm up activity involves completing a crossword with bug vocabulary. Then, students read numbers aloud from their textbook and ask each other "how many x are there?" questions about bugs. 3) New numbers are introduced through bingo, where students listen to numbers called out and check them off on their bingo cards. Homework is assigned from the textbook.

1. PRACTICE II, DIDACTICS OF ELT
LESSON PLAN Nº 3
Teachers: Prof. Estela N. Braun, Prof. Vanesa Cabral, Prof. Luján Ramos, and ETA
Fulbright John Brakke
Trainees: Mara Barbieri and Mariel Matta
School: School N°6 “Dr. Ricardo Gutierrez”
Courses: 5th grade C & D
Textbook: “Howdy Friends” Level 1, Santillana
Date: August, 8th 2017 from 13:15 to 14:50
Topics: Bugs, Numbers and There is/are
Classes: N° 5 & 6
LEARNING OBJECTIVES
 Revise vocabularyaboutbugs (butterfly,ladybird,caterpillar,bee, beetle,cockroach,
ant, spiderandlocust) andincorporate vocabularytodescribe them.
 Countand recognize numbersuntil100.
 Incorporate anduse the grammatical structure thereis/are, how many x are there? in
connectionwithbugs.
ROUTINE
Singinggreetingsong“Yellow,red,greenandblue.Helloteacher,how are you?”.Giving
studentsbudgeswiththeirnames.Writingthe date onthe board.
WARM UP
First,the teacherwill collectstudents’homework,whichwillbe takenhome,correctedand
givenbackto studentsthe followingclass.Then,the teacherwill givestudentsacrosswordto
complete withthe name of differentbugslearned.Thenshe will checkonthe boardand will
make studentsnotice certainwordsfromthe descriptionsinthe cluessothattheyincorporate
themand use themto describe the bugs.

2. TYPE OF INTERACTION: studentsindividuallyandteacher–students.
MACRO-SKILLS:readingandwriting
TIMING: 7 minutes
MATERIALS: printedcrossword foreachstudent andblackboard
DEVELOPMENT:
(Firstand secondactivitiesbelongto lessonplan 1, but could not be completedinthat class.
So, we are usingthem to start class 2)
First Activity:
The teacherwill askstudentstoopenthe bookon page 25 and say whattheysee there
(numbers).Thenthe teacherandthe studentswillreadaloud,altogether, the numberswritten
on the page.
TYPE OF INTERACTION: teacher– students
MACRO-SKILLS:readingandspeaking
TIMING: 3 minutes
MATERIALS: textbook

3. SecondActivity:
The teacherwill asktwostudentsto readthe short exchange atthe bottomof page 25. Based
on this,the teacherwill revisethe usage of there is/are andintroduce the structure “how
many x are there?” for questions.
TYPE OF INTERACTION: teacher– students
MACRO-SKILLS:speaking–reading– listening
TIMING: 5 minutes
MATERIALS: blackboard- textbook
Third Activity:
The teacherwill choose fourstudentsrandomlyandaskthem forthe quantityof a particular
bug fromthe onestheyhave on page 25. Thenshe will write fourmore similarquestionson
the board and will askstudentstocopyand answerthemontheirnotebooks. Teacherswill
checkthe answersineachstudent’snotebookassoonasthey finish, andaftera few minutes
will checkthe answersorallywithall the classtogetherandwrite themonthe boardso that
everyone cancorrectthem.
TYPE OF INTERACTION:teacher- students,studentsindividually
MACRO-SKILLS:writing, speaking, readingandlistening
TIMING: 10 minutes
MATERIALS: blackboard– textbook
Fourth activity
The teacherwill explainhowtoformnumbers until one hundred.
TYPE OF INTERACTION:teacher- students
MACRO-SKILLS:listening
TIMING: 5 minutes
MATERIALS: blackboard

4. Fifthactivity
The teacherwill give studentsbingocards.While the teacherpicksupthe numbersandsays
themaloud,the assistantteacherwill write the numberonthe board(inordinaryspelling) so
that studentscanhave the oral and writtenversionof the numberandcheckif theyhave the
numbersontheircards.
TYPE OF INTERACTION:teacher- students
MACRO-SKILLS:listeningandreading
TIMING: 10 minutes
MATERIALS: Blackboard – bingocards – bingoballs
CLOSING UP:
• The teacherwill assignas homework activity9frompage 26.
• The teacherwill collectthe budges andsaygood-bye.
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