Lessons

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRACTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Luis Andrés Redondo
Grado y sección: 4° B
Nivel lingüístico del curso: Principiantes
Cantidad de alumnos: 35 Alumnos, 25 mujeres y 10 varones.
Tipo de Planificación: Clase
Unidad Temática: Comida
Clase Nº: 1
Duración de la clase: 105 minutos
Fecha de la clase: 01/11/2019
Fecha de entrega de la planificación: 26/10/2019

2. Lesson Plan 1
Lesson aims
 To enjoy watching a story
 To understand the story
 To introduce vocabulary related to food (apple, orange, cake, cheese, cupcake, etc.)
Language focus
Lexis Function Structure
Rev Days of the week Telling the days of the
week
Monday, Tuesday, etc.
New Food (apple, orange,
cheese, cake, etc.)
Recognizing some
food items
It is an apple
List of Materials
 Board and markers of different colours.
 Flashcards
 Video of the story
 Handouts
Routine: (5 minutes)
 Greet students, elicit date and write it on the board.
 Ask them What’s the weather like today? and ask: Sunny? Windy? Cloudy? Rainy? And
write the answer on the board.
Transition comment: Very good! Do you like stories? Great! We are going to watch a story about
a very hungry caterpillar.
Comentado [A1]: Apart from having a good time, which
skills will they develop?
Comentado [A2]: Naming
Comentado [A3]: They might not know the meaning. You
should show them a picture of a caterpillar.

3. Warm up: (10 minutes)
 I will show the students some rubber food figures.
 I will ask the students, what is this?, showing them the different rubber food figures.
 I will say very good! It is a cake. The students may answer in L1 and I will ask them, and
in English? And then I will say Yes, it is a sandwich. Repeat with me! Great!
Scaffolding strategies: Repeating the different chunks while pointing at the figures.
Transition Comment: Very good! Now, we are going to watch the story! Are you ready?
Comentado [A4]: If you are introducing vocabulary, avoid
this question, as it will trigger answers in L1.

4. Presentation: (35 minutes)
 The students will watch the story of “The very hungry caterpillar” twice.
 The first time, the students will see it from the beginning to the end without any pauses.
 The second time, the students will watch it again, but this time I will make as many pauses
as necessary to help students understand the whole story in detail.
 The students will revise the days of the week, which are mentioned in the video.
 I will elicit the meaning of the words related to food and all others.
Scaffolding strategies: Miming the actions and repeating the phrases.

5. Transition Comment: Well! Do you like the story? Great! Now we are going to do some activities
about food.
Practice: (35 minutes)
Activity 1:
Time: 25 minutes
 I will deliver to the students, handouts with pictures of food and their names, which
students have seen in the story.
 I will ask students to cut the different pictures of food and stick them in their folders as they
can see them on the board.
 Then, I will ask the students to stick their corresponding names to their food pictures, while
I copy them on the board.
SANDWICH APPLE CHEESE LOLLIPOP
ORANGE CAKE
Comentado [A5]: Title?
You should make reference to the story, somehow.
Comentado [A6]: You should expose them to complete
sentences.
Thus, I think you should write It is an apple, and so on.

6. Scaffolding strategies: I will help the students asking them about food and I will copy their names
on the board.
Transition Comment: Well done! Now, you are going to do a word search.
Activity 2:
Time: 10 minutes
 I will deliver the students handouts with the word search.
 I will say you have 10 minutes to solve it.
CAKE
CHEESE
HAMBURGER
LOLLIPOP
ORANGE
SANDWICH
SWEET
APPLE
Scaffolding strategies: I will help the students telling them how the words are distributed: down,
across and diagonally.
Transition Comment: Very good! Now we are going to play a game!

7. Closure (20 minutes)
 I will say: we are going to play a memory game!
 I will stick the food flashcards (the same of Activity 1) folded on the board, but this time I
will stick an extra copy of each flashcard to form each pair for the memory game.
 I will explain the students how to play. Each queue will be a team; three teams in all.
 They will go to the front in pairs and the rest of the team will help them.
 Before the next team goes to the front, I will rearrange the flashcards.
 The team that makes more pairs of flashcards wins.
Transition comment: Very good! Perfect! See you next Friday, have a nice weekend!
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 Nice start!
Go over comments and suggestions.