Lesson Plan 1 - Primary practicum

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bárbara Viñolo
Grado y sección: 3rd Grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: Food
Clase Nº: 1
Duración de la clase: 40 minutes
Timetable: Tuesday and Thursday- from 9.30 am - 10.15 am
Fecha de la clase: 24th October
Fecha de entrega de la planificación: 21st October
Lesson Aims
During this lesson, learners will be able to:
● Revise the vocabulary learned on the previous lesson about food and drink
● To practise the grammar structures: like / don´t like
● To develop oral and written skills through the use of worksheets
● To develop speaking skills through a game
● To learn & practise recycling and new vocabulary by playing a board game
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2. Language focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to food and
drinks: burger, French fries,
pizza, fish, cheese, orange
juice, etc.
Grammar structures to
demonstrate likes and dislikes
Describing their likes and
dislikes
Revise vocabulary and
practice the use of grammar
structures learned from
previous lessons.
Do you like (burgers)?
Yes, I do / No, I don´t
N
E
W
Vocabulary: water, hot dog,
broccoli, onion, egg, ice cream,
soup, etc.
The construction of sentences
using “I like” and “I don´t like”
Describing students´ likes
and dislikes adding the new
set of vocabulary
I like (ice cream)
I don´t like (fish)
Materials
✔ Printable flashcards with pictures related to food and drink items
✔ 8 Printable worksheets with exercises to develop
✔ Scissors
✔ Glue
✔ Computer
✔ Speakers
✔ Projector
✔ Internet connection
✔ Snakes and ladders board game
✔ A dice
✔ YouTube songs- Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
Clean- up song: https://www.youtube.com/watch?v=SFE0mMWbA-Y
Procedures
ROUTINE (5 minutes)
First, I will get into the classroom and greet the students. Then, I will play the “Hello song” and
encourage students to sing & imitate the movements they see on the audiovisual YouTube song.
After seeing the video online, I will ask students to help me to write the date on the board. Then, I
will ask them about the weather.
Despite the fact the days of the week and months may have not been already taught to students
during English lessons, making use of this routine in every English language lesson, they may get
used to using them in a meaningful context.
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Comment [1]: This is not a language
function.
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Comment [2]: So you should have some
visual aids.
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3. Lyrics of Hello song: Hello, hello, hello, how are you?
Hello, hello, hello, how are you
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Link of the song: https://www.youtube.com/watch?v=tVlcKp3bWH8
Transition comments: Well done! You sing beautifully! Now let's look what I have here!
(Looking inside a bag), look a happy face and a sad face too! And a lot of flashcards to
play!
WARM- UP (5 minutes)
In order to create a meaningful context to motivate students through their learning process,
I will invite them to watch a video from YouTube in which students will revise the
vocabulary seen in previous lessons regarded food and drink´s items.
YouTube video: https://www.youtube.com/watch?v=PZrS76RUgwA&t=152s
Then, I will show students some flashcards with which we are going to work on an oral activity in
order to refresh the vocabulary they have learned from the previous lesson regarding the topic
already seen, food and drinks. I will encourage students to repeat the food items name out loud,
then I will ask them to answer the question “Do you like (orange juice)? Yes, I do/ No, I don´t”
(pointing to the happy face or the sad face to help him / her to choose where to paste the food
item´s picture), and then ask the student to paste the food item above the correct face.
Scaffolding strategies: use of facial and body movements in order to help students to infer the
meanings of unknown words for them, repeating the phrases, and if it is necessary I will show
students flashcards as visual support to help students to acquire knowledge in a meaningful way.
Transition comments: Good job!, Well done!. Or if they don't share the right time card, the
teacher will say: Don`t worry! Let's try with another flashcard…. (Showing a friendly face as she will
encourage students to keep trying). Also if I feel that the students are a bit lost to answer their
questions, I will help him/ her to find the right flashcard by asking the student questions like: Is
this an apple? Yes? / No? What is it?
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Comment [3]: Before-watching
activity??
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4. After reviewing the vocabulary related to food & drinks, I will ask students: Now, would you like to
know what food & drinks I like and which ones I don`t like? Then maybe you could tell me what
our favourite food and drink is!
Activity # 1 (10 minutes)
I will give a worksheet to each student (it will be divided in half: half with the chart and half will
contain the pictures to paste them on the chart) in order to make a revision of the vocabulary
learned on the previous lesson. Then, I will ask students to write sentences using the grammar
structures I like and I don`t like. For example: I like ice cream / I don`t like fish.
Activity # 2 (10 minutes)
I will give students a worksheet with a crossword puzzle in order to continue working with
vocabulary revision, also this task will be useful for them to practise writing the food and drink
items´ names. In addition, this task will help students to improve their linguistic skills as they have
to read the descriptions provided to find the correct word. For example,” it isn`t white but it is part
of a cow” we know that the right answer is meat.
During both activities, I will be moving around student`s seats so as to check student`s activities
development and to help them if they need help through the activity. The tasks can be done alone,
or in groups as a collaborative way to acquire new vocabulary meaningfully. My role in these
exercises is to guide and help them in their learning process but allowing them being the active
learners.
As a final task, I will provide them a board game in order to recycle vocabulary from the previous
class and adding to students´ knowledge acquisition the new set of vocabulary learned, through a
game called Snakes and Ladders. This task will be a meaningful way for students to acquire the
vocabulary through enjoyment. I will have a guiding role during this activity.
Finally, I will invite students to listen and sing “Clean Up” song while they pick up their things to go
back home.
Lyric of Clean Up song: Clean up,
Everybody, let`s clean up
Clean up,
Pick up your toys
Pick up your books
Put up your shoes
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5. Put your things away
Clean up,
Clean up, everybody, let`s clean up
Clean up,
Clean up
Put your things away (Repeat)
Link of audiovisual song: https://www.youtube.com/watch?v=SFE0mMWbA-Y
Transition comments: You have worked very well today! I am really happy! … But it`s time to
put our things away to go home and say goodbye” (teacher and students clean the classroom
while they listen to the song). “Goodbye kids, have a nice day!”
• https://cdn11.bigcommerce.com/s-
swdvv2w64y/images/stencil/1280x1280/products/6820/294933/6266__63169.1563420217.jpg?c=
2&imbypass=on
• https://cdn11.bigcommerce.com/s-
038ycaw9/images/stencil/1200x1800/products/884/860/C.O._B_25__45069.1419350593.jpg?c=2
• http://4.bp.blogspot.com/-GIHFNfYOA3Q/VMt4W0bwE3I/AAAAAAAADG0/lZV
aUGsJ1A/s400/ORDINAL%2BNUMBERS.jpg
Images of fruit food to use as flashcards (I will paint them and print them bigger/smaller
depending on the activity):

7. Happy/ sad faces:
Chart:

8. (The images used will be the same as the presentation flashcards, but smaller in size).
Snakes and Ladders Game
(This is an example of the game as final task- The game will be adapted to the time and amount of
vocabulary learned)
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9. Resource:https://ecdn.teacherspayteachers.com/thumbitem/Snakes-Ladders-Scales-Game-
Suzuki-Piano-Book-1-Game-B-3327509-1518218451/original-3327509-1.jpg
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Proofread for language mistakes, pls.
Try to follow a solid context. All activities are related to food, but there is no
concrete thread. You may think of a situation / story / character, etc.
Remember to include this chart at the end of each lesson plan, pls.