Alumno Residente: Restivo Gisela Período de Práctica: Nivel Secundario. Institución: Colegio Salesiano Deán Funes Dirección: Don Bosco 350- Comodoro Rivadavia Sala / Grado / Año - sección: 4to año Cantidad de alumnos: 25 Nivel lingüístico del curso: Pre Intermediate Tipo de Planificación: clase Unidad Temática: Haciendo planes y predicciones! Clase Nº: 8 Fecha: 3/10/16 Hora: 10.30 a 11:10 hs. Duración de la clase: 40 minutos

Teaching points: Quantifiers

Aims: During this lesson, learners will be able to:

Develop their reading skills by reading a questionnaire.

Develop their speaking and listening skills by asking and answering a questionnaire.

Reflect about healthy and unhealthy habits

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Healthy and unhealthy habits: smoking, eating fruit and chewing gum, doing exercise, visiting the dentist´s, sleeping, consuming drugs, drinking alcohol.

Expressing whether habits are healthy or unhealthy.

Smoking is an unhealthy habit. Eating fruit is a healthy habit.

NEW Stroll, Snacks

Asking quantity How much water...? How many cups of coffee...?

/mʌtʃ/ /meni/

Teaching approach: The lesson is based on the communicative approach. Pedagogical use of ICT in class: During this lesson there is no use of ICT.

Materials: phrases for the warm up stage, 25 questionnaires, poster, 25 cards with answers. Seating arrangement: Students will sit individually during the first part of the class. Then, they will be asked to work in pairs in order to answer the questionnaire. Cooperative work: They will cooperate with each other when answering the questionnaire. Possible problems / difficulties and their possible solutions during the class: I do not think there might be any problems. Potential problems students may have with the language: The structures how much and how many may be difficult for those who do not distinguish between countable and uncountable nouns. Therefore, I will remind them this difference if necessary. Assessment: what will be assessed and how: During the whole class, I will assess students´ productions by paying close attention to their work. I will also assess their participation and enthusiasm in the proposed activities.

Routine: (2 min) I will enter into the room and I will greet my students as I always do. T: Good morning

boys! EA: Good morning, teacher.

Warm up (5 min)

In order to start the lesson I will write on the blackboard: HEALTHY HABITS/

UNHEALTHY HABITS. Then, I will show them a phrase and I will ask students: “Is

smoking a healthy or an unhealthy habit? I expect students to say: “unhealthy”. T:

“Correct! Smoking is an unhealthy habit and it causes many problems.” Then, I will ask

any student to come and stick the phrase under the correct title, in this case:

UNHEALTHY HABITS.

I will repeat the same action with the following habits:

SMOKING DRINKING ALCOHOL

EATING FRUIT EATING CHEWING

GUM

DOING EXERCISE SLEEPING EIGHT

HOURS

CONSUMING DRUGS SPENDING FREE TIME

OUT DOORS

VISITING THE DENTIST REGULARLY DRINKING 1,5/ 2

LITRES OF WATER

Transition: Well done! Now, let´s see if you are a healthy person.

Activity 1: (5 min)

I will give students the following questionnaire and I will give them some minutes to read it

and I will ask: “What is this questionnaire about? Is it about food, health or sport?” I expect

students to say: “Health”. T: Yes, it is true. It is a questionnaire about health.

Taken from “Your choice Next. Student´s book 2. Richmond”

Activity 2: (7 min)

In order to foster students’ comprehension of the text, I will write the following

words/phrases on the blackboard and I will ask students to find words in the questionnaire

which means the same. I will say: “The first who finds the word comes to the front and

writes the word on the blackboard!” During this activity, I will remain standing on the front,

near the blackboard, waiting for students to come and write the synonyms. Then, after

each student has written his finding, I will check with the rest of the class: “Is this the right

word?” At this stage, I expect students to say whether they agree or not.

The words will be:

a- Meat eater

b- Light meals

c- Long distance run

d- Walking slowly

Answers:

a- Carnivore

b- Snacks

c- Marathon

d- Strolling

Activity taken and adapted from “Your choice Next. Student´s book 2. Richmond”

Transition: Perfect! Now let´s answer the questionnaire.

Activity 3: (7 min)

In order to answer the questionnaire, I will ask students to work in pairs. I will explain:

“Now, you are going to work with your closest classmate. One of you is going to ask and

the other is going to answer. Then you change roles. Therefore, you will write your

classmate´s answers and he is going to write yours.”

As students work, I will walk near the groups, so that I am able to monitor their work. I will

check whether they are using L2 and if they are doing what they have to do. I will provide

help with vocabulary and I will answer questions if there are.

Activity 4 (5 min)

In order to clarify the use of the structure “How much” and “how many”, I will focus their

attention on a poster I will take to the class.

QUANTIFIERS

HOW ............................ WATER DO YOU DRINK A DAY?

HOW ...................... CUPS OF COFFEE DO YOU DRINK A DAY?

Rule:

WE USE......................+ COUNTABLE NOUNS

WE USE......................+ UNCOUNTABLE NOUNS

I will make students aware of the target structure, and for this purpose, I will say:” Look. These are

two questions from the questionnaire. Can you help me to complete the two questions? I expect

students to say: “how much water and how many cups...”, because both questions are in the

questionnaire. T: GOOD! Then, I will add: “So, Now, help me with the rule. We use..... plus

countable nouns (while pointing to the rule)” I expect students to say “How many”. T: Good! We use

“how many” to make questions about countable nouns and “how much” with uncountable nouns. I

will write the words on the poster and I will ask a student to display the poster next to the one of the

previous class.

Transition: Well done! I´m sure this poster will help you a lot!

Activity 5 (5 min)

In order to wrap the lesson, I will let students to analyze their questionnaires. For this purpose, I will

give them the following card. I will explain: “Now, let´s see how healthy you are. Count how many

letters A , B and C your classmate has got. Compare your results with the information in this card

and let the class know!”

As students are analyzing the answers, I will walk near them to monitor whether they are working or

not. If it is necessary, I will help them to interpret the information.

After all of them have finished, I will say: “Now, you are going to exchange your questionnaires and

let us know your results. For example, you Emi, are you a healthy person? What is the result of your

questionnaire?” At this moment, I expect students to report their results. I will ask the same question

to 6 or 7 students.

Wrap up: (2 min)

To finish the lesson, I will say: “All students who got an “A”, stand up, please”. And I will follow:

Congratulations!

Then, I will say: “All students who got a “B” raise your hands” And I will add: “Well done. But you

need to improve”

Finally: I will ask: “Are there any students who got “C”? If there are, I will add: “Oh my God! It is an

emergency. You must change some bad habits!

Answers:

MOSTLY A: Congratulations! You are serious about your health and fitness. Keep

it up

MOSTLY B: You are quite healthy and fit, but you CAN IMPROVE!

MOSTLY C: You have to change your lifestyle! You are unhealthy. Pay attention

to what you eat and do more exercise!

Closure: (2 min)

I will say: Well boys, you have done a good work today! Let´s put the desks in the correct place. We

have finished. See you next class.

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Learning aims x

Variety of resources – Learning styles

x

Stages and activities x

Teaching strategies x

Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __28__ /35 = 8 Well done, Gisela! Try to provide and elicit examples from students so as to scaffold the learning of the ones who cannot distinguish from countable and uncountable nouns. Have a nice lesson! Your tutors