Lesson template 5 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: 28 de junio
Fecha de entrega de la planificación: 21 de junio
Learning Aims
During this lesson, learners will be able to…
 Review expressions related to quantity;
 Identify countable and uncountable nouns;
 Identify quantifiers;
 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
 How much…?
 How many…?
 A lot of
 Expressing their
opinion;
 Expressions of
quantity.
 Present simple
 Possessions
 There is / there are
 Have got

2. N
E
W
 Nouns
 How much…?
 How many…?
 A lot of
 a/ an/ some/ any
 Expressing their
opinion;
 Expression of
quantity.
 Present simple
 Possessions
 There is / there are
 Have got
Materials
 Classroom app
 Blackboard
 Laptop
 Cell phones
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!”
(15 minutes):
I will say “We are going to start our class with a game. Do you remember our game about
computer technology with Kahoot? Well, we are going to play another Kahoot, but this time
the game is relate to expressions of quantity that we saw last week”
I will explain to the students that we will divide into two teams (A and B) as we did last time
and we will compete one group against another. One member of each group will be
chosen to use the cell phone and select the answers, but all members of each group must
participate.
To divide the groups equally, the students will take out of a small box a piece of paper,
which contains the letters A and B. As they take the letters out of the box, they will be
divided in front of the desk where my computer will be located.
I will say: "Now, you will take a piece of paper out of this box, which contains the letter A or
B. Then, you will approach the desk. Group A will be placed on the left side of the desk
and group B on the right side. Are you ready? Let’s start”
Game Link:

3. Scaffolding strategies:asking, modelling, explaining
Transition comment: “Well done everyone! I hope you have enjoyed the game. Go back
to your seats and please, enter into Classroom from your cell phones”
(15 minutes)
We will work on a listening activity. I will say “Now we are going to work on the activity that
you have on Classroom. We are going to continue practicing the expressions of quantity
and for that we are going to listen to Andy talking to Nicky about some shopping.” I will ask
them to think about the first question while they listening.
Listening activity
1) Listen to Andy and Nicky. Where is Andy?
2) Listen again and tick the correct shopping list.

4. Audio link:
We will check our answers. I will ask “Where is Andy?”. Then I will explain that we are
going to listen to the audio once again, but this time we must pay close attention, since we
must select which of the two lists shopping is what Andy and Nicky need. I will say "Now I
ask you to look at both shopping lists, what foods do our characters need? How much?
How many? Let's listen to the audio one more time so we can select the correct list. Are
you ready?". Then we will check the correct list.
At the end of the activities, I will ask comprehension questions orally. I will ask:
 Why does Nicky need a lot of lemons?
 How many lemons does she need for her cake?
 How much milk does Andy buy?
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great!! We continue practicing.”
(15 minutes)
I explain to them "Nicky in our previous activity wanted to make a lemon cake. Now we
are going to make another recipe. For that it is important to have the necessary
ingredients." I will ask "Look at the list of ingredients and the fridge. What do we have for
our recipe? What do we need to buy? Put a tick or a cross next to each ingredient and
then make sentences like the one in the example."

5. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “We continue with our recipe.”
(10 minutes):

6. I will say "Now we are going to put together our recipe. We are going to complete the text
with the expressions of quantity a/ an/ some and any. Any questions?”. “Great! Let’s start!
You can do it!”
Scaffolding strategies: modelling, asking.

7. Transition comment: “Well done everyone! Now I will explain our homework.”
(5 minutes) – For homework:
Before finishing the lesson, I will explain the task. I will ask you to enter Classroom from
your cell phones and I will also show you the activity on my computer. I will tell them “You
are going to make a very simple task for homework that will allow you to reinforce
expressions of quantity. In the first activity you should complete with much and many.
Remember which one we used for countable nouns and which ones for uncountable
nouns. And in the next activity you are going to choose the correct answer, some or any”

8. Transition comment: “Well done everyone! That’s all for today.”
(3 minutes):
Students prepare to put away their supplies. I tell them "Very good job everyone. Before we
leave class, please help tidy up the classroom”; “Thank you very much”; “See you on
Thursday. Bye"
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

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