Lesson template 4 Unidad temática: Unit 5 - Possessions / Expressions of quantity

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Dumrauf Johanna
Institución educativa: Nuestra Señora de Pompeya
Año y sección: 4 año Naturales
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 25 alumnos
Tipo de Planificación: Clase
Unidad Temática: Possessions
Clase Nº: 4
Duración de la clase: 1 hora
Fecha de la clase: 23 de junio
Fecha de entrega de la planificación: 21 de junio
Learning Aims
During this lesson, learners will be able to…
 Acquire new expressions related to quantity;
 Develop speaking skills;
 Develop reading and writing skills;
 Develop interpersonal skills;
 Practise using expressions of quantity in different activities and a game;
 Revise the present simple by reading.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Nouns
 a/ an/ some/ any
 Expressing their
opinion;
 Expressions of
quantity.
 Present simple
 Possessions
 There is / there are
 Have got

2. N
E
W
 Nouns
 Much/ many/ a lot of
 Expressing their
opinion;
 Expression of
quantity.
 Present simple
 Possessions
Materials
 Classroom app
 Blackboard
 Laptop
Procedures
(2 minutes):
I’ll say “good morning, everyone” to the students and ask them how they are.”
Scaffolding strategies: asking
Transition comment: Are you ready? Great! Let’s start!
(25 minutes):
I will explain that we are going to read a couple witing a shopping list and I will ask
students to go to the Classroom app where they will find the dialog. I will invite the
students to read. I will ask “Who wants to be Maria and who wants to be Juan?”
Then, when the students finish reading, I will ask them to classify the nouns that appear in
the dialogue into countable and uncountable. I will say "Now that we have finished reading,
we are going to work on the table below the text. We are going to classify nouns into
countable and uncountable.". Then we correct together and clarify doubts.

3. Dialogue: “Let’s go shopping!”
(by Johanna Dumrauf)
Maria: What are we going to have for dinner tonight?
Juan: mmm…I don’t know. There's not much in the fridge. Let's go to the
supermarket.
Maria: Ok. Let's make a shopping list. What do we need? Is there any Coke?
Juan: Yes, there is some Coke and we’ve got a lot of orange juice, too.
But there isn’t any coffee.
Maria: Ok. And have we got any meet or fish?
Juan: We’ve got some sausages and some tuna.
Maria: Have we got any crisps?
Juan: Yes, we have. And we have got a lot of chocolate and biscuits, too.
Maria: Good! Is there any fruit?
Juan: We’ve got some apples but we haven’t got any oranges.
Maria: Are there any vegetables?
Juan: There aren’t any potatoes. But there are some carrots. By the way, Maria, have
we got any money? I didn’t go to the bank yesterday.
Maria: yes, don’t worry. I’ve got some money!
 Complete the table with the nouns from the dialogue in the correct column.
Countable nouns Uncountable nouns

4. Then I will ask questions about the dialogue to incorporate new expressions of quantity. I
will write on the board “How much …?” and “How many…?”. As I ask the questions, I will
encourage the students to find the answers and then I will write on the board the
examples/ answers of the students under each corresponding question.
I will say “Look at the dialogue again and the table you have already completed and
answer the following questions.” I will ask:
 How much Coke do they have?
 How much coffee do they have?
 How much fish do they have?
 How much sausages do they have?
 How much chocolate do they have?
 How many apples do they have?
 How many oranges do they have?
 How many carrots do they have?
 How many potatoes do they have?
 How much money do they have?
After answering the questions and writing the examples, I will ask some questions so that
the students can find the differences between both expressions of quantity.
Scaffolding strategies:asking, modelling, explaining
Transition comment: “Well done! Now we are going to practice these expressions of
quantity.”
(15 minutes)
I will explain the activity “Now in your folders, you are going to carry out a dialogue similar
to the one we just read. We are going to work in pairs. With your partner you will write a
dialogue where you will put together your shopping list, what you want to drink and eat,
what things you have at home and what things you need to buy. Use Maria and Juan's
dialogue as an example. Any questions?”
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Let's keep practicing with the last activity.”
(15 minutes):
I will explain to the students that we will end the class with a game to review the contents
seen today. I will say "We are going to make a game to review the contents learned today.

5. It is a game as if we were in a quiz! We are going to play together. You have to look at the
computer screen and answer each question. We have a limit of time and score. Ready? "
Link game:
Scaffolding strategies: modelling, asking.
Transition comment: “Well done everyone! That’s all for today.”
(3 minutes):
I will say "Good job everyone. See you next Tuesday! Have a nice weekend!"
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

6. Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations