This experience was very rewarding, I do hope to be able to plan my next lesson with them using the computer lab so that I can promote ICT in the classroom.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Primario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: 6to y 7mo
Cantidad de alumnos: 11 alumnos
Nivel lingüístico del curso: Pre Intermediate/ Intermediate
Tipo de Planificación: Clase
Unidad Temática: Sports and Games
Clase Nº: 2
Fecha: 6/11/2018
Hora: 1.30 a 3.30 pm
Duración de la clase: 35 min
Fecha de primera entrega: 3/11/2018
● Teaching points: In this class, students will learn and recycle content. On the one
hand they will recycle information about food expedition, and containers, on the
other hand they will ???? “some, any, no” in the use of countable and uncountable

2. nouns. They will also practice (?) listening for detail.
● Aims:
* To develop listening and writing skills
* To develop speaking skills along with writing skills
* To develop and recycle target language.
* To work collaboratively
● Language Focus
Lexis Function Structure Pronunciation
Revision Countable and
uncountable
nouns
Must - mustn’t
Using
countable/unc
ountable food
and packaging.
Obligations
Place the
nouns under
the correct
column(counta
ble/uncountab
le)
Rules: I must
pay attention
in school
/s/
New Some, any and
no (food and
packaging)
Useful
Expressions
(school, work
and sports)
Talking about
food.
school, work
and sports.
asking for and
giving
permission
There is/there
are some, any,
no….
Can I …?
Yes you can/
No you can’t
/z/
● Teaching approach: In this lesson, the approach is communicative with a
task-based method. Students will recycle target language through games and
phrases and will gain new target language through games and task.
● Integration of skills; In the first activity students integrate speaking with writing,
then reading with speaking, listening with writing and at last speaking with
writing.
● Materials; game cards, audio cd,
● Pedagogical use of ICT: none
● Seating arrangement: Students will sit as arranged in previous lessons, one big
table with 5 students (3 special needs sts and 2 advanced) the rest of the class
sits individually.
● Assessment in the class: As usual I will assess students monitoring their
progress, helping them infer meaning through context, addressing random
students to participate of each activity.

3. Routine:​ (5’)
Hello Everyone! how are you? How was your weekend? On Tuesdays, students usually
tell me about their weekend and the things they did.
The students have just finished having lunch so I let them go to the bathroom and put
their things in order.
Warm -up: (10’)
I write down on the board with big letters this phrase “Expedition Food”. Then I ask
students that one by one step to the front and write down one word they remember
from the text we worked with the previous class. (beans, biscuits, cereal, milk, coffee,
eggs, jam, juice, lemonade, oil, rice, sugar) . The main idea is to recycle vocabulary
ttrough the creation of an acrostic.
Then I ask them: Can you recall which container each of these nouns belong to? (for this
I provide them with the vocabulary)
Bottles of…… - Cans of…… - Jars of….. - Boxes of….. - Cartons of ….. - Packets of…..
Very good!
Presentation.​ (5’)
Look at the nouns we have just worked with and place each one of the under the
appropriate column (Countable/uncountable). Can you think of two more examples for
each column? Which ones?
Development:
(15’)
1) We know that there are countable and uncountable nouns, but what we don’t know
is that there are words that we can use to go along with the nouns, those words are
“SOME, ANY and NO” . Look at these examples:
They ate ​some​​ biscuits
There isn’t ​any​​ cheese
Do you have ​any ​​apples?
Use ‘some’ with plural countable nouns and uncountable nouns. Use ‘any’ for negatives or
questions with countable and uncountable nouns. We use ‘a’ or ‘an’ with singular countable
nouns.
I’ve got some bananas and some honey.

4. I haven’t got any oranges or any milk.
Have you got any pears or any juice?
Do you want a cup of caffe?
Can you hand me an orange?
Having read the examples, can you complete these sentences? Let’s try it together!
a) Do you have ___________ biscuits?
b) There is ________________ lemonade left in the fridge.
c) Do we have __________ jam left?
d) There is _____________ oil in the cabinet
e) He drank _______ cup of tea.
f) He made _______ omelette.
g) Do you want _______ biscuit with your tea?
h) Do we have _________ cans of beans left?
10’
2) Now let’s go to the students´ book on page 69 and complete individually ex 7 and 8.
3) Asking for permission.
a) For this topic, I will write down on the board the following phrase: “Can I go to
the bathroom?” Students will be likely to laugh because they ask me that all the
time. So I would take advantage of this moment to ask them, do you know what
this means? and do you know what are you doing by asking me “can I go to the

5. bathroom?” Can I listen to music? ... Yes, you are asking for my permission to go
to the bathroom, and If I say “Yes, you can” you go but if I say “No, you can’t” you
have to stay in the classroom.
B) Now, we are going to listen to a
dialogue from the book, students´ book
page 70.
In the dialogue, What do that Judy
and Kate need?
Underline the sentences where they
ask for permission.
c) Now, some useful expressions that we
can gather from the dialogue are: Can I,
Can’t I, Do we have to , Yes, of course, Yes
you do, No you don’t, You can but you
must.
Let’s try to use these expressions. Gather
in pairs, close your books and get ready to
play a game!
As you gather in pairs, cut the sheet
that’s been given to you and mix the
cards. Then make sure that each of
you has 6 cards. Taking turns to ask
for permission from each other. As
you ask for permission your
classmates will have to answer
yes/no. In any case, he/she will
have to use must/mustn't can/can’t
to respond.
Remember to write down your
questions and the answers.
(For this activity I will monitor
students´ progress and help them as
they develop the activity)

6. d) Listening and pronunciation. Listen to the pronunciation of the consonants /s/ and
/z/ can you notice the difference?
1) Ice - eyes
2) race - rays
3) rice - rise .
4) Closure:
Brainstorming! With all the new phrases and vocabulary we have gained and revisited,
pass to the front and write on the board :
● one phrase asking for permission
● one countable/uncountable noun phrase (use: some, any, no, an, a)
If we finish this activity in less than 5 minutes an extra point will be given to each
student in their next assignment!!!
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 Minimum score: 18 / 30
Score: __18__ /30
Anita, proofread for language mistakes!
Try to use different resources to convey meaning. For instance, you could show some
pictures (of a fridge, a cupboard, etc) to base your examples on what students can actually
see​ in the pictures. Visual aids are really important.
Work on transitions. They should demonstrate the connection between stages.

7. I hope you find the comments useful. Take them into account when delivering the lesson and
in future lesson plans.
Last, but not least – are activities truly coherent with the teaching approach? How
communicative and challenging is the game?
Remember you must include this chart at the end of your lesson plans.