This document outlines a lesson plan for a 4th grade English class. The lesson focuses on counting and identifying food items. The teacher will review previous vocabulary and introduce new food vocabulary using pictures of food. Students will practice counting items using "there is/are" structures. They will complete a worksheet activity identifying the quantity of different foods in a shopping bag. The lesson integrates listening, speaking, reading and writing skills through vocabulary practice, counting activities, and a worksheet. Materials include food pictures, a worksheet, and classroom resources like a whiteboard. The lesson follows a communicative approach and uses the PPP method to present and practice new vocabulary.

1.
I.F.D.C.
LENGUAS
VIVAS
TALLER
DE
PRÁCTICA
DOCENTE
ALUMNO
RESIDENTE:
CALIZAYA,
María
Eugenia
Período
de
Práctica:
Educación
Primaria
Institución
Educativa:
Escuela
Nro.
81
Dirección:
Calle
118
y
120
B.
Industrial
Sala
/
Grado
/
Año
-­‐
Sección:
4to
Grado
Cantidad
de
alumnos:
24
Nivel
lingüístico
del
curso:
Principiantes
Tipo
de
Planificación:
Clase
Unidad
Temática:
Días
de
la
Semana
Clase
Nº:
4
Fecha:
12/07/2017
Hora:
13:00hs.
–
14:20
hs.
Duración
de
la
clase:
80
minutos
Fecha
de
entrega:
09/07/2017

2. ✓ Aims
or
goals:
During
this
lesson,
learners
will
be
able
to…
• Review
vocabulary.
• Make
predictions
about
the
new
topic.
• Introduce
new
vocabulary
related
to
countable
and
uncountable
nouns.
• Participate
actively
in
the
tasks
to
enhance
the
development
of
listening
skills.
✓ Teaching
points:
• Revision
of
food,
numbers
and
colors.
• Use
Present
Simple:
There
is/are.
✓
Language
focus:
Lexis
Functions
Structures
Pronunciation
Revision
Hello.
Numbers.
Colours
and
Food
Greetings
and
Giving
commands.
Identify
the
numbers,
food
items
and
colours.
Present
Simple
Hello!
Fish/ɪ/
New
Fruits,
vegetables
and
food
items.
Present
simple
with
There
is/are.
Countable
and
uncountable
nouns.
There
is/are….in
the
fridge
How
many
eggs
are
there?
There
/ð/

3. ✓ Teaching
approach
or
combination
of
methods
/
approaches:
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
pronunciation
of
the
objects
they
can
see
and
producing
their
own
chunks
of
vocabulary
on
their
own.
Also
the
students
develop
reading
and
writing
skills
throughout
the
activities.
✓ Materials
and
resources:
For
this
lesson
we
need
a
picture
of
a
child,
a
La
Anónima´s
bag,
potatoes,
eggs,
carrots,
bananas,
apples,
spaghetti,
sugar,
tea,
tomatoes,
rice
and
milk,
glue,
worksheets,
a
whiteboard
and
markers,
colours.
✓ 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.
Also
I’ll
check
if
they
understand
and
identify
names
of
the
objects
they
see
and
identify
what
the
activities
will
be
about.
I’ll
encourage
them
to
produce
chunks
of
language
during
the
speaking
stage.
➢ Routine:
5
minutes
Purpose:
Start
the
lesson;
get
students
into
the
mood
for
work.
I’ll
walk
into
the
classroom
and
greet
students:
“Hello!
How
are
you?”
EA:
Hello!
Transition:
I’ll
tell
the
students
I
saw
Juan
this
weekend
(I
stick
Juan’s
picture
on
the
board)
do
you
remember
Juan?
EA:
Yes!!
➢ Warm
up:
5
minutes
Purpose:
Introduce
the
topic
and
the
teaching
points.
I
say
to
the
students:
“Ok,
I
saw
Juan
in
“La
Anónima”
with
his
mother.
Juan´s
mum
was
buying
some
food
there
and
me
too.
Do
you
want
to
see
what´s
in
my
bag??”
EA:
yes!!
I
show
them
the
La
Anónima´s
bag
and
open
it.
I
show
them
what
is
in
my
bag.
I
elicit
the
vocabulary
as
I
do
that
and
also
it
is
the
opportunity
to
review
colours.
Transition:
I
tell
my
students:
“OK!
We
are
talking
about
how
many
things
are
there”.
➢ Presentation:
10
minutes
Purpose:
To
further
expose
learners
to
the
target
language,
foster
comprehension.
Materials:.
I
give
my
students
a
worksheet
of
a
similar
bag
with
some
food
items
in
it.
I
tell
the
students:
“This
is
Juan´s
mum`s
shopping
bag,
let´s
see
how
many
things
are
there.
For
example,
how
many
apples
are
there?
I
write
on
the
board:
There
are…
EA:
There
are
four
apples.
Then
I
ask:
How
many
carrots
are
there?
I
write
on
the
board:
There
is…
EA:
There
is
one
carrot!”
I
ask
them
also
how
many
bananas
and
potatoes
are
there.
Aurelia 7/10/17 8:48 AM
Deleted: ed

4.
Transition:
I
say
to
the
children:
“Excellent
work!”
➢ Development:
Activity
1:
10
minutes
Purpose:
Foster
contextualized
practice
of
the
teaching
points.
Focus
on
specific
vocabulary
related
directly
to
the
class
topic.
I
ask
the
students
we
are
going
to
work
with
my
shopping
bag.
I
tell
the
students
that
some
items
are
countable
and
some
are
uncountable.
Which
are
they?
I
provide
them
first
an
example
on
the
whiteboard
so
that
all
the
students
understand
the
task.
I
check
if
they
understand
what
the
activity
is
about
and
monitor
the
activity.
Once
they’ve
finished,
we
check
it
with
the
whole
class
writing
on
the
board
the
correct
sentences.
1. Complete the chart with the items of my shopping bag:

5. COUNTABLE
UNCOUNTABLE
CARROTS
MILK
Transition:
After
doing
this
activity,
I
tell
them:
“Excellent
job!
Keep
on
working
with
food
items!!!
Activity
2:
20
minutes
Purpose:
review
the
vocabulary
and
to
further
expose
to
the
new
vocabulary.
Materials:
My
shopping
bag
with
the
food
items,
the
whiteboard
and
markers.
I
tell
the
students:
“Now,
we
are
asking
and
answering
about
what
my
shopping
bag
has.
”
I
write
on
the
board:
How
many
carrots
are
there?
There
are
two
carrots.
How
much
milk
are
there?
There
is
some
milk.
I
explained
the
difference
between
them
and
asked
the
students
to
do
the
same
with
the
food
items
listed
on
the
chart.
The
students
will
be
allowed
to
sit
in
small
groups
to
do
the
activity.
I’ll
monitor
the
activity
and
provide
the
vocabulary
items
as
necesasry.
2. Write the questions and answers:
How
many
carrots
are
there?
There
are
two
carrots.
How
much
milk
are
there?
There
is
a
carton
of
milk
Transition:
I
say
to
my
students:
“Great!!!
Now,
you
can
have
it
in
your
notebook!!!
Activity
3:
25
minutes
Purpose:
Work
collaboratively
and
review
the
vocabulary.
Further
expose
the
learners
to
the
new
lexical
items.
Materials:
blackboard
and
colour
pencils
I’ll
ask
the
students
to
sit
down
in
groups
of
four
students.
I
tell
them
they
have
to
draw
and
then
explain
how
they
prepare
these
meals.
They
have
to
choose
between
these
different
meals:
Pizza,
soup,
hamburguer
and
fruit
salad.
I
help
them
to
understand
using
some
visual
aids
so
that
they
understand
what
they
have
to
do.
I
develop
an
example
using
the
recipe
of
spaghetti:
Aurelia 7/10/17 8:50 AM
Deleted: ed
Aurelia 7/10/17 8:50 AM
Deleted: do
Aurelia 7/10/17 8:51 AM
Comment [1]: As
far
as
I
can
see,
they
will
be
working
on
the
ingredients,
not
on
the
recipe
itself.
Aurelia 7/10/17 8:50 AM
Deleted: usign

6. 3. Draw and complete your recipe:
.
Once
they’ve
finished,
I
choose
two
or
three
menus
at
random
and
they
share
their
work
with
the
rest
of
the
class.
I
provide
assistance
if
any
additional
new
vocabulary
is
needed.
Closure:
10
minutes
Recipe:
1. A packet of
spaghetti
2. Three tomatoes
3. Salt
4. Chicken
5. Some cheese
6. Some water
Recipe:
1.
7. 2.
8. 3.
9. 4.
10.5.
11.6.
Aurelia 7/10/17 8:50 AM
Formatted: Indent: Left: 0.25", No bullets
or numbering
Aurelia 7/10/17 8:51 AM
Comment [2]: Lists
of
ingredients

7. Purpose:
Review
the
vocabulary
and
end
this
lesson.
At
this
stage
I
tell
the
students:
“I
found
some
food
items.
Some
are
countable
and
some
are
uncountable.
Colour
the
countable
nouns
with
red
and
uncountable
nouns
with
green”
4. Colour the uncountable nouns with red and uncountable nouns with green:
.
Once
they
finish,
I
tell
them:
“Oh!
No!
The
class
is
over!!!
See
you
next
class!!!!
Goodbye!!!

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
Stages
and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Lovely
lesson!
Work
on
your
teaching
strategies,
and
make
sure
you
use
L2
as
much
as
possible.
Think
of
the
classroom
arrangement,
so
that
everybody
can
see
and
participate
actively.
Do
your
best!
Aure
Aurelia 7/10/17 8:52 AM
Comment [3]: Realia
