Lesson Plan 2

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
AlumnoPracticante: Saboy,María Fernanda
Períodode Práctica: Nivel Primario
InstituciónEducativa: InstitutoRosarioVeraPeñaloza
Dirección:Ex Ruta 3 – Parcela18 – Viedma– Río Negro
Sala / Grado / Año – sección:6º grado – Primaria– Jornadaextendida(apartirde las14 hs.)
Cantidad de alumnos: 11
Nivel lingüísticodel curso:Principiantes
Tipo de Planificación:Clase
Unidadtemática: Comida(Food)
Clase Nº:2
Fecha: 30/10/2018
Hora: 14:30 – 15:15 hs.
Duración de la clase: 45’
Fecha de primera entrega:26/10/2018
. Teaching Points:Food
. Aims: Duringthislesson,learnerswillbe able to…
- Identifyandname differentkindsof food(Vegetablesandfruits)
- Developtheirlisteningskillsbylistening toasong.
- Deepentheirunderstandingof commandsorinstructions(e.g.sitdown,standup,
listenandrepeat).
. Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sitdown
Standup
Numbers
Colours
Giving/Followi
ng
commands or
instructions.
Answering
simple
questions:
Let’slistento…
What’sthis?
It’s…
Thisis…
Look /ʊ/
Stand/ᴂ/

2. What…?
How many…?
NEW Apple,tomatoes,
chicken,carrots,
bread,orange,
hamburger,fish,
banana,cheese,
eggs,milk
Name and
identify
differentkinds
of food.
Expresslikes
and dislikes.
Thisis a/an…
These are…
What colour…?
I like…
I don’tlike…
Do youlike…?
Yes,I do/No,I
don’t
Apple,banana
/ᴂ/
Orange /ʤ/
Hamburger/h/
Fish/∫/
Don’t/әʊ/
. Teaching approach: This lessonisbasedonthe Natural Approachandorganizedaccordingto
the PPPmethod.
. Materialsand resources:Flashcardsshowingdifferentkindsof food.
. Pedagogical use of ICT inclass: We will watcha video(mp4).Since the school doesnothave
technological devicesandthe Wi fi connectionisfaulty,Iwill bringmylaptop.
. Seatingarrangement: The studentssitaroundtwolarge tables.There are twolongbenches
pertable and one chair at eachend of the tables.Thisimpliesthatthere isnottoo much room
for changingthe seatingarrangement.
. Cooperative work: In thislessonstudentswill workasawhole groupfirst(while watchingthe
video).Then,theywill workindividuallyandinpairs inorder to dothe activities.
. Assessment:whatwill be assessedandhow:I’ll checkthatstudentscanidentifyandname
the differentkindsof foodthatI will present andthattheycan communicate inEnglishwith
theirpartners.
Routine – 5’
Purpose:to start the lesson,getthe studentsinto the mood for work and establishrapport.
I’ll getintothe classroomand greetstudents:“How are youtoday?”
Students’expectedanswers:“Fine”,“I’mfine”,“Good”,“Verywell”,“Bien”,“Máso menos”
Teacher:“What date is it today?”“What day of the week?”“Do yourememberthe daysof the
week?”
EA: “Yes” “Sí”
T: “Couldyou tell me the daysof the week?”
EA: “Yes,Monday, Tuesday,Wednesday,etc…”
T: “And the number?”

3. EA: “Treinta”,“Thirty”
T: “Now,couldyou tell me the month?”
EA: “October”,“Octubre”
NB: I will acceptanswersinSpanish, since the learnershave verydifferentlevels.There are
childrenwhohave takenEnglishprivate lessonsinthe past(notnow);but,forexample,there
isa boywhostartedat thisschool thisyearand has neverstudiedEnglishbefore.
Warm-up– 5’
Purpose:to introduce the topic and the teaching points
We will startbyrevisingthe vocabularythatIpresentedlastclass.
T: “Last classwe talkedaboutsome fruitsandvegetables”,“Doyourememberthe names?”(I
will use mime tohelpthemunderstandthe meaningof “lastclass”and“remember”)
EA: “Bananas”,“Oranges”,“Apples”,etc
T: “OK. I will write onthe blackboardthe namesthatyoutell me”
NB. First, I had thoughtaboutdoinga competition (Ingroups,theywouldhave towrite as
manynamesas they couldin a settime limit).However,asthe writtenformof the fooditems
isnewto them (at leastforsome of the learners),perhapsitwouldbe betterto write the
nameson the blackboard. Icoulddraw twocolumns,“Fruits”and“Vegetables”andthe
childrenwouldhave totell me inwhichcolumngoeseachfooditem.Anotheroptionwouldbe
to stickon the blackboardthe tags that I usedlastclassand the kidswouldhave toplace each
of theminthe correct column.(Lastclass theywere eagertocome to the BB inorderto place
the correct namesunderthe picturesof fruitsandvegetables).Theycouldalsodothat intheir
exercise books(inorderto practice writingthe words).
Transition:
T: “OK, youwere fantastic.Now,wouldyoulike towatcha video aboutfood?”
EA: “Yes”,“Sí”
Presentation– 15’:
Purpose:to furtherexpose the learnersto the target language about food.
In thisstage,we will watcha videocalled“Doyoulike spaghetti yogurt?”(SuperSimple Songs,
2,32’), inorder to presentmore vocabularyandthe structure “Do youlike…?Yes,Ido/No,I
don’t”.

4. We will watchthe videotwoorthree timesandthenwe will singalong.
Lyrics:
Do you like spaghetti?
Yes, I do! (repeat)
Do you like yogurt?
Yes, I do! (repeat)
Do you like spaghetti yogurt?
No, I don't. Yucky!
Do you like cookies?
Yes, I do! (repeat)
Do you like salad?
Yes, I do! (repeat)
Do you like cookie salad?
No, I don't. Yucky!
Do you like tomatoes?
Yes, I do! (repeat)
Do you like pancakes?
Yes, I do! (repeat)
Do you like tomato pancakes?
No, I don't. Yucky!
Do you like carrots?
Yes, I do! (repeat)
Do you like cereal?
Yes, I do! (repeat)
Do you like carrot cereal?

5. No, I don't. Yuck!
NB.I will displayflashcardswiththe new items,sothe studentscansee the writtenformof the
newitems.Some of the wordsare transparentand theyalreadyknow them(e.g.cereal,
spaghetti,yogurt).Iwill explainandshow the flashcardsif necessary.
Transition:
T: “OK. You were verygood.Nowwe’ll dosome activities”
Development– 15’
Activity 1:
I will showsome flashcards(fromthe previousclassandfromthe currentclass) to exemplify
whatI want the studentstodo.
T: “What’s this?”or “What are these?”
EA: “Orange”
T: “Verywell,It’sanorange”“Repeatplease,It’sanorange”
EA: “It’san orange”
T: “Excellent”“Andthese,Whatare these?”(showingsome apples)
EA: “Apples”
T: “Verygood.Theyare apples”“Please repeat”
EA: “Theyare apples”
T: “I like apples”“Doyou like apples?”
EA: “Yes”
T: “Let’s repeat,Ilike apples”
EA: “I like apples”
T: (showingsome onions)“Idon’tlike onions”“Doyoulike onions?”
EA: “No” “No”
T: “Please repeat,Idon’tlike onions”
EA: “I don’tlike onions”

6. T: (I will distribute the handouts) “Now youare goingtowrite aboutwhat youlike and what
youdon’tlike,like this”(Iwill writeone exampleof eachonthe BB)
NB.I thinktheycouldalsodraw the itemnexttothe sentence,butIhave toconsiderif there
will be enoughtime forthe nextactivity.Insteadof drawing,Icouldmake themsayat least
one of the sentencesthattheyhave justwritten.
Activity 2:
At thispoint,Iwill give the childrenamore communicativeactivity(informationgap) inorder
to practice theirspeakingskills.Iwill givethemagridto complete withinformationabouttheir
matespreferencesasregardsfood.
T: “Now,we will doa differentactivity”
EA: “What?” “Yes!”
I will give themthe handouts,explainandmodel whattheyhave todo.
T: “Well,nowyouhave to ask fourfriendswhatfoodtheylike ornot. You have to write the
namesof your friendshere (pointingtothe row where theyhave towrite the names),OK?”
EA: “Yes,teacher”
T: “I will stickthe namesof the fruitsandvegetablesonthe blackboard,andyouhave to find
the correct name for the picturesyouhave on the paper(pointing).Right?”
EA: “Yes,yes”
T: “You have to ask questionstoyourfriendstoknow whattheylike.Doyourememberthe
song?Well,youhave to askthat question.” “Forexample,Doyoulike apples?”“Whatdidthe
girl answer?”
EA: “Yes,I do”
T: “And whenthe boydidnot like the food?(Miming)
EA: “No,I don’t”
I will model the questionandanswerwithastudent.
NB: Asan aid, I will use the tags thatI usedlast lessonandIwill addthe new itemsthatare
includedin the song.
NB: If I considerthattime will notbe enoughtofinishthislastactivity we cando itthe
followinglesson.
Transition:

7. T: “Verygood children!Youwere wonderful!”“Now,it’stime tosaygoodbye”
Closure – 5’
I coulduse thisstage to obtainsome feedbackaboutthe lesson,forinstance,Icouldaskthem
if theylikeditor not,and why.
Next,Iwill give themsome cereal andcookies (whichIalsousedduringthe lesson)fortheir
afternoonsnack(Theyhave thisimmediatelyafterthe English lesson.The school givesthem
some teaand cereal or bread.Last classI brought themsome cookies andtheywere delighted.
Theyalsoaskedme if theycouldeatthe fruitthat I broughtto the class –bananas,orangesand
apples-,andof course I gave those to them.)
Materialsand Resources:
Video: Doyoulike spaghetti yogurt? – 2,31’ – SuperSimple Songs
Link:https://www.youtube.com/watch?v=ddDN30evKPc
Tags: These are the tags thatI usedlast class (Iwill use themagainthisclass):
Flashcards:These are some of the flashcardsthatI usedinLesson1 (I downloadedpictures
fromthe Internet,Ihadthemphotocopiedandthenlaminatedthem).Iwill alsouse some of
these flashcardsagaininthe presentclass:

8. For thisLesson(2),I wouldinclude the followingimages (of the itemspresentedinthe video):
Worksheets:
-Handouts(homemade) tocompletewithsentencesusing“Ilike…”“Idon’tlike…”:

9. -Handouts(homemade) forspeakingpractice:
Sources:
-Google images.
-I borrowedideasforthe handoutsfrom:EnglishAdventure1,ActivityBook,Anne Worrall,
Longman,2005.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing
Variety of resources
– Learning styles
Stages and activities
Teaching strategies

10. Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30