- The document provides details of an English lesson plan for a 6th grade class focusing on food vocabulary. - The 45-minute lesson will take place in the school orchard and involve identifying fruits and vegetables in English. - Activities include revising food names from prior lessons, learning new names of plants in the orchard, and potentially a worksheet to practice writing the names.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Alumno Practicante: Saboy, María Fernanda
Período de Práctica: Nivel Primario
Institución Educativa: Instituto Rosario Vera Peñaloza
Dirección: Ex Ruta 3 – Parcela 18 – Viedma – Río Negro
Sala / Grado / Año – sección: 6º grado – Primaria – Jornada extendida (a partir de las 14 hs.)
Cantidad de alumnos: 11
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad temática: Comida (Food)
Clase Nº: 4
Fecha: 13/11/2018
Hora: 14:30 – 15:15 hs.
Duración de la clase: 45’
Fecha de primera entrega: 8/11/2018
. Teaching Points: Food
. Aims: During this lesson, learners will be able to…
- Identify and name different kinds of food (Vegetables and fruits)
- Develop their listening and speaking skills.
- Develop their writing skills.
- Deepen their understanding of commands or instructions (e.g. sit down, stand up,
listen and repeat).
. Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sit down
Stand up
Numbers
Colours
Giving/Followi
ng
commands or
instructions.
Answering
simple
Let’s listen to…
What’s this?
It’s …
This is…
Look /ʊ/
Stand /ᴂ/

2. questions:
What…?
How many…?
NEW Apples, bananas,
oranges, grapes,
cherries, onions,
strawberries,
tomatoes,
potatoes, salad,
cookies, cereal,
lettuce, radish,
aubergine,
cabbage, celery
Name and
identify
differentkinds
of food.
Express likes
and dislikes.
This is a/an…
These are…
What colour…?
I like…
I don’t like…
Do you like…?
Yes, I do/No, I
don’t
Apple, banana,
salad /ᴂ/
Orange, cabbage
/ʤ/
Grapes,tomatoes
/еɪ/
Don’t /әʊ/
Radish /∫/
. Teaching approach: This lessonisbasedonthe Natural Approach and organized according to
the PPP method.
. Materials and resources: Flashcards showing different kinds of food.
. Pedagogical use of ICT in class: In this class we will not use any technological devices.
. Seatingarrangement: The students sit around two large tables. There are two long benches
pertable and one chair at eachend of the tables.Thisimpliesthat there is not too much room
for changing the seating arrangement. However, during this lesson we will go to the orchard
(or kitchengarden) where we will walkaroundlearningthe namesof the vegetables,fruitsand
herbs that they cultivate there.
. Cooperative work: In this lesson students will work as a whole group.
. Assessment: what will be assessed and how: I’ll check that students can identify and name
the different kinds of food that I have presented so far and that they can communicate in
English to ask and answer about the vegetables that they grow in the orchard.
Routine – 5’
Purpose: to start the lesson, get the students into the mood for work and establish rapport.
I’ll get into the classroom and greet students: “How are you today?”
Students’ expected answers: “Fine”, “I’m fine”, “Good”, “Very well”, “Bien”, “Más o menos”
Teacher: “Could you help me to write the date? What date is it today?” “What day of the
week?” “Do you remember the days of the week?”
EA: “Yes” “Sí”
T: “Could you tell me the days of the week?”
EA: “Yes, Monday, Tuesday, Wednesday, etc…”

3. T: “And the number?”
EA: “Thirteen”
T: “Now, could you tell me the month?”
EA: “November”, “Noviembre”
NB: I will accept answers in Spanish, since the learners have very different levels. There are
childrenwhohave takenEnglishprivate lessonsinthe past (not now); but, for example, there
is a boy who started at this school this year and has never studied English before.
Warm-up – 5’
Purpose: to introduce the topic and the teaching points
We will start by revising the vocabulary and structures that I presented last class.
T: “Last classyou wrote some sentencesaboutwhatyourfriends(orclassmates) like and what
they don’t like, remember?”
EA: “Yes teacher”
T: “For example, Morena likes yogurt and bananas”, “Maru doesn’t like broccoli or carrots”,
Could you finish writing the sentences at home?
EA: “Yes teacher. I finished”
T: “OK. Could some of you read some of the sentences that you wrote?”
EA: “Yes, yes” (At this moment, some of them will read their sentences)
NB. There are some students that understand easily what I say in English and complete their
activities quite fast. However, as I said in previous plans, there are some of them that have
studiedalittle orno Englishat all before comingtothisschool.These learnersneedextra help
or more time to do the activities.The previousclassesIaskedthe more advanced ones to help
theirclassmatesandtheywere willingtodoso(as I statedbefore,theyare a close-knitgroup).
Transition:
T: ”Well done children!” “Now, would you like to go outside?”
EA: “Yes!!” “¿Adónde vamos? ¿Qué vamos a hacer?”
NB. I will have to check the weather forecast beforehand, just in case. This spring has been a
rainy season so far, so I hope that day does not rain.

4. Presentation – 5’:
Purpose: to further expose the learners to the target language about food.
T: “We are going to the orchard to learn more about vegetables and fruits” “Are you ready?”
NB. I am not sure about the word “orchard”, since according to the dictionary definition it is
“an area of landwhere fruittreesgrow”.A more adequate termwould be “kitchen garden” or
“vegetable garden”. However, in the school yard there are some fruit trees and a little
greenhouse nearthe kitchengarden.The childrenlearn to plant the seeds there and later on,
when the plants are ready, they transplant them to the kitchen garden.
EA: “Yes, yes” “Sí”
T: “Do yourememberthe vegetablesthatyoulearnt the previous classes?” “What vegetables
and fruits are there in the orchard?”
EA: “Tomatoes” “Peppers” “Zanahorias”
T: “Let’s say it in English, please”
EA: “Carrots”
T: “What other vegetables do you cultivate?
EA: “Rabanitos”
T: “You can ask me “How do you say ‘rabanitos’ in English?”
EA:” How do you say ‘rabanitos’ in English?
T: “Radishes”
Transition:
T: “Very well children” “Are you ready to go now?”
EA: “Yes”
Development – 25’
Activity 1:
Once we get to the orchard:
T: “Verywell”“Nowwe will learnthe namesof the vegetables, fruits and herbs that you grow
here” “You can ask me the names”
EA: “¿Cómo se dice berenjena?”

5. T: “Aubergine” “Please, listen and repeat”
EA: “Aubergine”
NB. The horticulture teacher,Diego,willguide us during the visit. He will tell us the names of
the plants, herbs and spices that they grow there and I will teach the children the English
names. I will also bring some pictures of the plants that have not borne fruit yet, or of root
vegetables that grow under the ground, like potatoes, beetroots or radishes(and we cannot
see). Iwill askstudentsaboutthe namesof the food items that they grow there (they will tell
me in Spanish the names that they do not know in English). If they do not remember we will
ask Diego about that.
T: “What’s this?” or “What’s this plant here?”
EA: “Tomatoes”
T: “Very good children” “What have you planted here?”
EA: “Zapallo anco” “¿Cómo se dice en inglés?” (Here I could remind the children about the
question: How do you say “zapallo” in English?)
T: “Remember you can ask me: How do you say “zapallo” in English?”
EA: “How do you say “zapallo anco” in English?
T: “It’s butternut squash” “Let’s repeat, please”
EA: “Butternut squash”
T: “And here, what do we have here?”
EA: “Porotos” “How do you say “porotos”?
T: “Beans. They are beans” or “These are beans”. “Do you like beans?”
EA: “Yes, I do” “No, I don’t” (Here we can revise what they learnt last class)
NB. We will revise some names that we saw the previous lessons, e.g. carrots, onions,
potatoes. I will also teach some new words (I will try not to overload the children with too
many words).
Transition:
T: “OK. You were very good. Now we’ll go back to the classroom”
Activity 2:
This activity is meant to teach children how to write the names of the vegetables and fruits
(andherbs) that theycultivate inthe orchard.I thoughtabout givingthemachart tocomplete.
I woulddisplaythe namesonthe blackboard(usingsimilarlabelstothe ones that I used in the

6. previouslessons),orI couldsimplywrite the namesonthe BBfor the students tocopy them in
the correct column.However,the listthatthe horticulture teacher gave me is too long. I think
that there are too manywords to present in one lesson. Besides, we will not have time to do
this in the present lesson.
Another activity could be to give them a matching activity: in column A we would have a
drawingof the fooditem(or the name inSpanish), and in column B I would write the name in
English. The students would have to match the item with the corresponding name in L2.
Closure – 5’
I coulduse thisstage to obtainsome feedbackaboutthe lesson,for instance, I could ask them
if they liked it or not, and why.
I will bringthemsome fruitfortheirafternoonsnack,whichtakesplace immediately after the
English lesson.
Materials and Resources:
Tags: These are the tags that I used the previous lessons (I will use some of them again this
class and add new ones):

7. Flashcards: These are some of the flashcards that I used for the previous lessons. I will use
some of themagain thislessontohelpchildrenrememberandrecognize the different items. I
will alsoaddsome newones(the onesrelatedtothe vegetablesthatthere are inthe orchard).
Sources:
-Google images.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing

8. Variety of resources
– Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimum score: 18 / 30
Score: ____ /30