Lesson Plan 5

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:5
Fecha: 15/11/2018
Hora: 14:30 – 15:15 hs.
Duración de la clase: 45’
Fecha de primera entrega:11/11/2018
. Teaching Points:Food
. Aims: Duringthislesson,learnerswillbe able to…
- Identifyandname differentkinds of food.
- Developtheirlisteningskillsbylisteningtoastory.
- Develop theirspeakingskillsbyretellingthe story.
- Deepentheirunderstandingof commandsorinstructions(e.g.sitdown,standup,
listenandrepeat).
. Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sitdown
Standup
Numbers
Colours
Giving/Followi
ng
commandsor
instructions.
Answering
simple
Let’slistento…
What’sthis?
It’s…
Thisis…
Look /ʊ/
Stand/ᴂ/

2. questions:
What…?
How many…?
NEW Apples,pears,
plums,
strawberries,
oranges,ice
cream,pickle,
sausage,cupcake,
watermelon,
cherry,cheese
Name and
identify
differentkinds
of food.
Expresslikes
and dislikes.
What are these?
Theyare…
What colour…?
I like…
I don’tlike…
Do youlike…?
Yes,I do/No,I
don’t
Apple,banana
/ᴂ/
Orange,sausage
/ʤ/
Cherry,cheese
/t∫/
. Teaching approach: This lessonisbasedonthe Natural Approachandorganizedaccordingto
the PPPmethod.
. Materialsand resources:Video:“The veryhungrycaterpillar”,cut-outsof the differentitems
showedinthe story.
. 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. Theywill watchthe videoasawhole group.
. Cooperative work: In thislessonstudentswill workasawhole groupfirst(while watching the
video).Then,theywill workinsmall groups inordertodo the activities.
. Assessment:whatwill be assessedandhow:I’ll checkthatstudentscanidentifyandname
the differentkindsof foodthatthe video presentsandthattheycan communicate inEnglish
withtheirpartners.
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…”

3. T: “And the number?”
EA: “Fifteen”
T: “Now,couldyou tell me the month?”
EA: “November”,“Noviembre”
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 vocabularythat we saw the previouslessons,inparticular,the
vocabularyrelatedtofruits.
T: “Do youlike fruit?”
EA: “Yes” “Yes,I do”
T: “Great” “What fruitsdoyou like?”
EA: “Apples,bananas,cherries,strawberries,etc.”
Transition:
T: “Verygood.Now, wouldyoulike towatcha story?”
EA: “Yes”,“Sí”
Presentation– 15’:
Purpose:to furtherexpose the learnersto the target language about food.
We will proceedtowatchthe video. The storygoeslike this:
One Sunday morning the warm sun came up and –pop!- out of the egg came a tiny and
very hungry caterpillar. He started to look for some food.
On Monday he ate through one apple, but he was still hungry.
On Tuesday he ate through two pears, but he was still hungry.
On Wednesday he ate through three plums, but he was still hungry.
On Thursday he ate through four strawberries, but he was still hungry.

4. On Friday he ate through five oranges, but he was still hungry.
On Saturday he ate through one piece of chocolate cake, one ice-cream cone, one
pickle, one slice of Swiss cheese, one slice of salami, one lollipop, one piece of cherry
pie, one sausage, one cupcake and one slice of watermelon. That night he had a
stomachache!
The next day was Sunday again. The caterpillar ate through one nice green leaf and
after that he felt much better.
Now he wasn’t hungry any more –and he wasn’t a little caterpillar any more. He was a
big fat caterpillar.
He built a small house, called a cocoon, around himself. He stayed inside for more than
two weeks. Then he nibbled a hole in the cocoon, pushed his way out and…
He was a beautiful butterfly!
Transition:
T: “OK children. Nowwe’lldosome activities”
Development– 15’
Activity 1:
I will displayflashcards andlabels withthe new items (asIdidinpreviouslessons),sothe
studentscansee the writtenformof the words.Theyalreadyknow some vocabulary,e.g.the
daysof the week,the numbersandthe namesof some fruit. Ithinkthat we shouldpractise the
pronunciationof the items,since theywill needthatforthe speakingpractice.
T (afterstickingthe imagesonthe BB): “Now,Iwant youto say the namesof the foodthat the
caterpillarate through”“Are youready?”
EA: “Yes teacher”
T (pointingatthe apples):“Whatare these?”
EA: “Apples”“Theyare apples”
T: “Verygood!” “Andthese?”(pointingatthe oranges)
EA: “Theyare oranges”
I will continue inthe same fashionwiththe otherfruits.Then,Iwill helpthemwiththe other
items.
T: “What isthis?”(pointingata sausage)

5. EA: “No s锓Una salchicha”“Sausage”(some studentsaskedme aboutthatina previous
lesson)
T: “Verywell,it’sasausage”“Please,repeat”“It’sasausage”or “This isa sausage”
EA: “It’sa sausage”
T: “What’s this?”(pointingata piece of chocolate cake)
EA: “Chocolate cake”“It’schocolate cake”
NB.I thoughtabout doingthe same activitythatwe didthe firstclass,i.e.matchingthe names
and the drawings,butI am notsure because itwouldbe veryrepetitive.Besides,we wouldnot
have time forthe nextactivity.Icoulduse some flashcardswiththe namesinstead.
T: “OK, nowI’dlike youto orderthe foodthat the caterpillarate through” “Youwill workin
groupsof three”(NowIwill give eachgroupa setof cutoutsshowingthe differentelements
and theywouldhave toorderthem) “I’ll give yousome picturesandyouhave toorder them
accordingto the story”“For example,doyourememberwhathappenedfirst?” (There wasan
eggon a leaf)
EA: “Había unahoja y unhuevito”
T: “Verygood.There was an eggon a leaf”“Andwhat didthe caterpillareatonMonday?” or
“On Monday he ate through…”
EA: “An apple”
T: “Great. Nowyou have to orderthe restof the pictures”“Do youunderstand?”
EA: “Yes,yes”“No”
NB.Here I will helpthe studentsthatdonot understand.However,the more advancedpupils
will helpinthatprocess,since theylike helpingeachother.
Activity 2:
Then,theywouldhave totell the story(or at leastsome sentences) intheirownwords. This
activityismeantto developtheirspeakingskills.
T: “OK. I can see that youare doingverywell”“Canyoutell me the story?”“Let’s sayone
sentence”“Maru,wouldyoulike tostart?” “What can you see inthe firstpicture?”
EA: “An eggon a leaf”
T: “Verygood!” “Juani,whatdidthe caterpillareatonMonday?”
EA: “He ate (through) one apple”
T: “Excellent!”“Benja,whatdidthe caterpillareat(through) onTuesday?”

6. EA: “He ate (through) twopears”
(We will continue like thistillwe finishwith all the items)
NB: If I considerthattime will notbe enoughtofinishthislastactivitywe cando itthe
followinglesson.
Transition:
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. I will alsogive childrensome fruitfortheirafternoonsnack.
Materialsand Resources:
Video: Story“The VeryHungryCaterpillar”byEric Carle.
Link:https://www.youtube.com/watch?v=75NQK-Sm1YY&t=56s
Flashcards:
Cut-outs:

7. Sources:
-Google images: https://co.pinterest.com/
-I borrowedideasfrom:The Teacher’sMagazine,Nº196, Noviembre 2016.
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
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30