UNIVERSIDAD LIBRE

FACULTY OF EDUCATIONAL SCIENCES

B.A. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES AND LANGUAGES
LESSON PLAN#
c

PRE-SERVICE TEACHER: Leidy Natalia Zuleta Sánchez LESSON TOPIC: The shopping list

SCHOOL: LESSON LENGTH: 2 hrs GRADE: 1A extension courses

SUBJECT AREA: English NUMBER OF STUDENTS: 19 DATE: September 19th
ADVISOR TEACHER : Wilder Nieto
ACHIEVEMENT: By the end of the class students will be able to shop a list of ingredients to do a recipe.

INDICATOR OF ACHIEVEMENT:. Identify countable and uncountable nouns.

What is the relationship between this class and your research project? (Second and Third Semesters)

TUTOR’S
CLASE STAGE TIMING AIMS PROCEDURE RESOURCES
COMMENT
To recognize the
difference The teacher divides the board into two halves and the class into two Board – Markers –
between countable and teams. The teacher provides food flashcards to each team and asks flashcards- students-
uncountable noun. them to situate each card according to how they think corresponding. teacher.
The team with the most correct answers will win.
Countable Bananas, sweets, noodles, tomatoes, mushrooms, grapes,
strawberries, apples, eggs, snacks, potato   chips, vegetables, cakes.
Uncountable garlic, meat, salt, ice-cream, sugar, pork, food, water,
chicken(meat), butter, soup, tea, coffee, money
15 mnts
WARM UP
The teacher will correct the possible mistakes, then she points out that
the words are in plural or singular, finally she asks why they choose
some foods in determinate item. For example

Why do you think water is an uncountable noun?

Why do you think rice is an uncountable noun?
Why do you think noodles are countable nouns?

PRESENTATION To teach students the uses of count The teacher teaches the basic rules when you use countable and Board – Markers –
30 mnts and non-count nouns according to uncountable, the grammar to review includes the use of there is and ppt- students-
teacher.
the quantifiers/determiners which there are, a few and a little, much and many, and some and any.
 precede them >
 How much is for uncountable nouns and how many is for
countable nouns.
 There are" and "many" are for countable nouns.
"There is" and "much" are for uncountable nouns.
 Countable nouns have a singular and a plural form. In plural,
these nouns can be used with a number (that's why they are
called 'countable nouns'). Countable nouns take a few.
4 apples – a few friends
 Uncountable nouns can only be used in singular. These nouns
cannot be used with a number (that's why they are called
'uncountable nouns'). Uncountable nouns take a little.
A little money.
 Some: plural countable and uncountable nouns in affirmative
sentences.
 Any: plural countable and uncountable nouns in negative and
interrogative sentences.
 How to count the uncountable nouns
a bar of  white chocolate,   3 bars of white chocolate
a bottle of milk / juice,   four bottles of milk / juice
A jar of coffee / jam, three jars of coffee / jam
a carton of milk / juice,   4 cartons of milk / juice
a bowl of ice,   a few bowls of rice
To identify vocabulary and structure With the information obtained the teacher provides hand out in order the Board – worksheets-
suitable with common expressions to students do some fill-gabs activities. (annex 1) video- Markers –
eat. The teacher plays a video clip called “Takeshi's food”: students- teacher.
Before: The teacher asks the following questions
 What are typical foods you eat in your country for breakfast,
lunch, and dinner?
 Is there another small meal or snack between the main
PRACTICE mealtimes?
40 mnts
 Who usually prepares the food in your home?
 What kind junk food have you eaten?
While: Review the key vocabulary from the conversation. Write
categories of food on the board, such as Fruit, vegetables, meat,
seafood, grains, sweets
Post: (annex 2) Multiple-Choice Questions
 According to a recipe video played by the teacher “snacks” about a Board – video-
To develop skills to make a recipe. recipe, in pairs the students must do their own recipe. And the next class Markers – students-
each group must expose it using didactic resources. teacher.

Before: The teacher asks the following questions

 Do you like to cook?
 What kind of food do you like to prepare?
 What is a typical meal for breakfast in your home and what are
25 mnts
PRODUCTION the ingredients for that dish?
While: Review the key vocabulary from the conversation. Teacher
writes transition words of time including first, second, then, next,
and finally.
Post: Imagine you are hosting a party at your house, and you have a
variety of people attending. You are considering the option to make a
recipe. Use your imagination to do a recipe using the grammar learnt in
class.

ASSESSMENT STRATEGIES TO EVALUATE LEARNERS PRESERVICE TEACHERS REFLECTIONS

Listening comprehension. How did I feel?
Filling the gaps
Creation of a recipe