Lesson Plan 7 - 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 (Revision)
Clase Nº: 7
Duración de la clase: 40 minutes
Fecha de la clase: 21st November
Fecha de entrega de la planificación: 20th November
Learning Aims
During this lesson, learners will be able to:
Ø Revise and practice vocabulary about foods & drinks
Ø Revise and practice the use of there is / there are through a free activity
Ø Practice the different use of there is / there are through an oral & written activity
Ø To develop speaking and writing skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to food
& drink: water, hot dog,
broccoli, onion, egg, ice
cream, soup, cereal, toast,
jam, butter, crisps, apple,
cakes, orange, chocolate,
banana, fizzy drink, orange
juice.
Countable/ Uncountable
nouns
Describing what they see.
There is/ isn`t
There are/ aren`t
There is a banana
There are two apples
Aurelia 21/11/19 12:10
Comment [1]: No anticipation…

2. Vocabulary: strawberries, a
bar of, a bowl of, a glass of
N
E
W
Some
Any
Describing if there is some
amount of a specific food/
drink item or if there isn’t
any.
There are some eggs
There aren´t any crisps
Materials
Ø 8 worksheets to develop the practice activity
Ø Flashcard with food & drink pictures
Ø A poster which shows an image of a fridge with food & drinks items.
Ø Computer
Ø Internet connection
Ø Speakers
Ø A sheet of paper/ poster to be used through a free activity
Ø YouTube videos:
If you`re happy song: https://www.youtube.com/watch?v=l4WNrvVjiTw
Goodbye friends: https://youtu.be/2O975ewRT7Q
Procedures
First, I will get into the classroom and greet the students. Then, I will play “If you are
happy” song and encourage students to sing & imitate the movements they see on the
audio-visual YouTube video. Then, I will ask students the date and I will write it on the
board.
Lyric of “If you are happy” song:
If You're Happy
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands clap your hands
If youre happy happy happy clap your hands
If youre angry angry angry stap your foots
If youre angry angry angry stap your foots
If youre angry angry angry stap your foots stap your foots
If youre angry angry angry stap your foots
Aurelia 21/11/19 12:10
Comment [2]: existence

3. If your scared scared scared say oh no oh no
If your scared scared scared say oh no oh no
If your scared scared scared say oh no say oh no
If your scared scared scared say oh no oh no
Find more lyrics at ※ Mojim.com
If youre sleepy sleepy sleepy take a nap
If youre sleepy sleepy sleepy take a nap
If youre sleepy sleepy sleepy take a nap take a nap
If youre sleepy sleepy sleepy take a nap
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands
If youre happy happy happy clap your hands clap your hands
If youre happy happy happy clap your hands
END
Link of the song: https://www.youtube.com/watch?v=l4WNrvVjiTw
Transition comments: Wow! You sing beautifully! How do you feel today? Happy/ Sad/
Tired? Now, look what I have here! Do you remember my fridge? What can you see inside
the fridge? An apple, broccoli, some eggs.
(5 minutes)
I will ask students to make a circle on the floor, in the middle some flashcards with pictures
of food and drinks are going to be faced up to play the game. I will ask each student to tell
me what each flashcard shows. Then, I will ask two students to locate the flashcard with the
food/ drink I mention and handle it up.
(5 minutes)
I will show students a poster with an image of a fridge. Inside the fridge, I will add some
pictures related to the vocabulary students have learned about food & drink. Then, I will
ask students to see the fridge and tell me how many (for example, apples) they see on the
poster. This activity will be developed orally all students together as they will help me to
complete some sentences on the board. To introduce the use of there is/ there are I will
write sentences such as:
There is one apple
There are three bananas
Aurelia 21/11/19 12:11
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4. This activity will be adapted to the new lexis presented for this lesson (the use of some and
any) and I will encourage students to help me completing some sentences on the board
orally. I will encourage them to make full sentences, some examples of the sentences I´m
going to developed on this activity are:
There aren´t any onions in the fridge
There are some bananas in the fridge
There is a bar of chocolate in the fridge
By developing this activity, students will have the opportunity to revise the vocabulary
learned and acquire new knowledge regarding to new grammar structures. Through the
activity, I will introduce students the uses of there is and there are by telling students that
there is used with countable nouns, while there are is used to talk about uncountable nouns.
Furthermore, through this activity I encourage students to develop their oral skills at the
same time they revise vocabulary and make use of what they have learned.
Scaffolding strategies: Using visual support, students will be acquiring knowledge in a
meaningful way as they will be able to build knowledge by inferring meaning through
context (in this case, the use of images such as the fridge, food and drink pictures).
Transition comments: Well done! Now, I have something for you! We are going to
practise how we use there is and there are with this activity, OK? Look, you need to look at
the picture and choose the right option. (I will give them an example).
Aurelia 21/11/19 12:12
Deleted: c
Aurelia 21/11/19 12:12
Deleted: ok

5. Practice (10 minutes)
I will give students a worksheet which shows a picture of a table full of food & drinks and
two children. I will ask students to complete the sentences by using there is and there are
accordingly.
Scaffolding strategies: Through this task, students will be able to develop their writing
skills and practise the uses of the new grammar structures learned. Through the visual
support, students will be able to infer meaning through context build by visual aids.
Transition comments: Well done! Now we are going to play a game, yeah! Are you ready?
Let´s start!
(10 minutes)
I will ask students to sit on the floor by making a circle in the middle. Then, I will explain
students how to play the game and I will ask one student to start. The game is focused on

6. helping students to use language and practise the vocabulary and grammar structures they
have learned through lessons in a meaningful and enjoyable way for them.
An example of the game I will be preparing for the lesson:
https://encrypted
tbn0.gstatic.com/images?q=tbn%3AANd9GcSprprLLbJM66xZx_LTNNnLHyRmSN0p4h
M1J7Q_BfpU9dMZ_AkA
I will use the poster I have used from the first class to write the date on the
board
• https://cdn11.bigcommerce.com/s-
swdvv2w64y/images/stencil/1280x1280/products/6820/294933/6266__63169.156
3420217.jpg?c=2&imbypass=on
Aurelia 21/11/19 12:13
Deleted: c
Aurelia 21/11/19 12:13
Comment [3]: rules??
Aurelia 21/11/19 12:14
Comment [4]: You should include the
version you are planning to use, taking
into account you submit the lesson plan
the day before the lesson takes place.

7. • https://cdn11.bigcommerce.com/s-
038ycaw9/images/stencil/1200x1800/products/884/860/C.O._B_25__45069.1419
350593.jpg?c=2
• http://4.bp.blogspot.com/-
GIHFNfYOA3Q/VMt4W0bwE3I/AAAAAAAADG0/lZV
aUGsJ1A/s400/ORDINAL%2BNUMBERS.jpg
To be completed by your tutor:
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
Aurelia 21/11/19 12:15
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