Lesson Plan 3 - Primary practicum

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bàrbara Viñolo
Grado y sección: 3rd Grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: Food
Clase Nº: 3
Duración de la clase: 40 minutes
Fecha de la clase: 5th November
Fecha de entrega de la planificación: 3th November
Learning Aims
During this lesson, learners will be able to:
Ø Learn what healthy & unhealthy food (?) do in our bodies by seeing a YouTube
video.
Ø Differentiate healthy from unhealthy food through a game
Ø Demonstrate students` comprehension of the benefits of eat healthy food than
unhealthy food by showing in a game what happens to our mood/body energy:
asleep/ with full of energy.
Ø Showing students` comprehension of healthy food & unhealthy food by drawing
what healthy food items they eat on the different meals.
Ø Revise the set of vocabulary they`ve learned on previous lesson through a
meaningful context: kinesthetic game and sharing what food they eat & drink
during breakfast, lunch and dinner time.
Ø Explore students` comprehension of healthy & unhealthy food by sharing its
benefits and controversies.
Ø To develop students` cognitive, creativity and oral skills through games and free-
making activities.
Aurelia 4/11/19 20:52
Comment [1]: Read the complete
sentences. They do need some re-
phrasing.
Aurelia 4/11/19 20:55
Comment [2]: The aims should reflect
what learners will be able to do. Check.

2. Ø To develop its intrapersonal skills through communicative and engaging activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary: water, hot dog,
broccoli, onion, egg, ice
cream, soup, cereal, toast,
jam, butter.
Meals: breakfast, lunch and
dinner
Describing what students
eat during breakfast, lunch
and dinner time.
Do you like (milk) for
breakfast?
Do you like (chicken) for
lunch?
Do you like (pizza) for
dinner?
Yes, I do / No, I don`t
N
E
W
Healthy/ Unhealthy food
Vocabulary: crisps, apple,
cakes, orange, chocolate,
banana, fizzy drink, orange
juice. Snack
Describing healthy and
unhealthy habits.
Do you like (crisps)?
Yes/ No
(Cakes) is unhealthy
Do you think (orange) is
healthy or unhealthy?
Materials
Ø 8 worksheets with three divisions to ask students to make their daily meals.
Ø Big flashcards with pictures related to healthy & unhealthy food & drinks.
Ø Small flashcards in order to give students` visual vocabulary support through
activities` development
Ø YouTube songs- Hello song:
https://www.youtube.com/watch?v=tVlcKp3bWH8
Clean- up song: https://www.youtube.com/watch?v=SFE0mMWbA-Y
Procedures
(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

3. 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, I will make use of visual support by using posters. So,
Making use of this routine in every English language lesson, they may get used to using
them in a meaningful context.
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 in here!
(Looking inside a bag), Look! I have (orange juice)! (Showing them some flashcards from
last class and encourage them to answer for example: “orange juice”) Well done! Or if they
answer wrong: Don`t worry! Let`s try again!
(around 7 minutes)

4. I will share students a YouTube video related to healthy & unhealthy food, which will also
show what happens in our bodies as a consequence of eating unhealthy food. Then, I will
ask students questions to reflect on what they have already seen on the video.
YouTube video link: https://youtu.be/kKuYfLM0yDc
(5 minutes)
In order to create a meaningful context for the lesson`s development, I will ask students
some questions so that I can explore students` comprehension from what they have
perceived from the video. Some questions would be: what happens to Maggie after she eats
cakes, crisps and the unhealthy food she steals to Steve? / How did she feel? And Steve?,
among others.
Then, I will explain students the benefits of having healthy habits for our bodies telling
them:
“Our body is a machine and it needs fuel to run! And our energy comes from the food we
eat and some food is much better for our body than other.
For example, when you eat a banana, you can run, play games! But when you eat a burger
with French fries, you feel tired and you want to sleep.
Then I will ask students to join me sitting on the floor in a circle. After that, I will give each
of them a big flashcard with a food or drink item and I will explain them the procedure of
the game.
Scaffolding strategies: Show students some flashcards as to refresh their knowledge of the
vocabulary learned on the previous lesson, retell the questions/ phrases as many times as
students need, the use of visual support in order to help students to refresh their knowledge
of learned vocabulary and also to acquire new vocabulary in a meaningful way.
Transition comments: Good job! Well done!. If they get lost/ they don`t give the right
answer I will say: Don`t worry! Let's try with another flashcard…. (Showing a friendly face
as she will encourage students to keep trying). Also I will try to give them some options
like: Is it (banana)/ (apple) / (chocolate)? Now I want to play a game with you! Do you
want to know how we are going to play the game?
Aurelia 4/11/19 20:56
Comment [3]: Which??
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Deleted: felt
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Deleted: they
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Aurelia 4/11/19 20:57
Comment [4]: What does the game
consist of?
Aurelia 4/11/19 20:58
Deleted: S

5. Activity # 1 (5 minutes)
For this activity, students are going to work all together in an oral activity. I will give each
of them one flashcard which show a picture related to the vocabulary learned or the new set
of vocabulary. Then, I will explain students that they will need to pay attention to
understand how to play the game. This game will consist on: I will ask one of the students
to share his/her flashcard to their peers and say the name of the food or drink it shows, then
I will ask: do you think (crisps) are healthy (showing a big happy face) or unhealthy
(showing a big sad face) and he/she will have to run around the circle if the flashcard shows
a healthy food, or show him/ herself tired.
Scaffolding strategies: The use of this type of and visual support (the big flashcards and the
big happy/sad faces and their emotions) help students to make use of all/ part of the
vocabulary they have gained through English lessons in a meaningful way. Also, it helps
students to build a bridge between the words and their meanings through what they see on
the flashcards. Moreover, by using this activity they will be able to relate and connect their
gained knowledge in L2 language with their daily routines making language meaningful for
them to learn.
Transition comments: Good Job! You have made a wonderful job! Do you enjoy the
activity? Now, we are going to work do another activity. Now, I want you to draw your
healthy habits, what you eat & drink for breakfast, lunch and dinner time, ok?.
Activity # 2 (10 minutes)
For this activity, students are going to work individually drawing their healthy daily habits
in a menu worksheet. In the worksheet, students will find three divisions which correspond
to the meals we have during the day: breakfast, lunch & dinner.
Then, we will share all together our daily food routines as to share students` comprehension
of healthy & unhealthy food.
Aurelia 4/11/19 20:59
Deleted: do
Aurelia 4/11/19 20:59
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6. Scaffolding strategies: Through this activity, students will be able to explore their knowledge
about food & drinks, making them active participants on their learning process by using
their creativity and building a gap between cognitive understanding of the vocabulary and
the grammar structures used during the lesson (they will be able to build vocabulary words`
definitions through context given by visual support- the flashcards and what they draw on
the chart). Also, they will be able to share what they understand about healthy and
unhealthy habits and its consequences, and building their knowledge in a enjoyable and free
activity.
Transition comments: Wow! Good Job everyone! These menus look great! They make me
feel hungry! Oh look at the watch (pointing to its direction) it is time to put our things into
our bags and clean to have breakfast! Yeah! Let`s put our hands to work! Come on!
(10 minutes)
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
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!”

7. • 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

10. https://learnenglishkids.britishcouncil.org/sites/kids/files/image/have%20br
eakfast.png
Source: Young Explorers 1- Activity Book page 83- Nina Lauder/ Paul Shipton
& Suzanne Torres- Ed. Oxford
The flashcards will be used for the oral activity and it will be used for the menu
activity.
To be completed by your tutor:

11. 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
Fine!
Make sure you encourage students to produce meaningful (and
complete) chunks of language.