Rodrigues - TPD - Tercer Período - Planificación 2

Instituto de Formación Docente Continua Lenguas Vivas Bariloche
ALUMNO PRACTICANTE: Laura Natalia Rodrigues
Período de Práctica: Nivel Secundario
Institución Educativa: Liceo Militar “General Roca”
Dirección: Avenida Hipólito Yrigoyen 2351 – Ruta 3
Sala / Grado / Año - sección: 3° B
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes avanzado
Tipo de Planificación: clase
Unidad Temática: La comida y la salud
Clase Nº: 2
Fecha: 15/10/2015
Hora: 07:30 – 08:50 hs
Duración de la clase: 80’
Fecha de primera entrega: 11/10/2015
 Teaching points: Food and drink vocabulary / healthy and unhealthy food .
 Aims: During this lesson, learners will be able to…
- Identify and name different foods and drinks in a meaningful context.
- Improve their speaking skill by interacting with the partners and the teacher when talking about
healthy and unhealthy diets.

 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands and
instructions
Asking and
answering
questions
related to
favourite food
and drink
The imperative:
Listen!
Look!
Food: apple,
coffee, water,
milk, hamburger,
pizza, lemons,
cake, juice
Recognition and use of
Wh- questions in the
simple present:
What is your favourite
food and drink?
Let´s:
Let´s start / Let´s
continue.
Recognition of the
sound:
Voiced palatal
affricate
/dʒ/ (juice)
New Answering
questions
related to food
and drink
identification /
healthy and
unhealthy diet
Healthy –
unhealthy
Food: chicken,
meat, cabbage,
grapes, crisps,
cereals, rice,
bacon, coke,
lemonade,
strawberries,
steak, salad,
spaghetti,
cheese, yoghurt,
sugar, egg
Advice
Recognition and use of
Yes /no questions in
the simple present:
Is it healthy or
unhealthy?
Recognition and
use of the sound:
Voiceless dental
fricative
/θ/ (healthy)
Recognition of the
sound:
Voiced palatal
affricate
/dʒ/ (cabagge)
Recognition and
use of the sound:
/ iː/ (cheese)
 Teaching approach: Communicative Approach.
 Materials and resources: names cards – CD player – food and drink flashcards – “Real Life” Pre-
intermediate (Student´s Book) – worksheet.

Pedagogical use of ICT in class: In this second lesson I have chosen not to use ICT. I will try to
include them in the next lessons.
 Seating arrangement: Students will be sitting in lines as they usually do in order to work in pairs
and then I will tell them to make groups of four for activity 2.
• Cooperative work: Students will work cooperatively while working in groups. They have to decide
whether the girl in the text has a healthy diet or not and why. Students will also work cooperatively
while working in pairs. They need to come to agreements in order to find the odd word out and to
divide food and drink into different categories. I will walk around the class checking that each pair
is working together and cooperatively.
 Possible problems / difficulties and their possible solutions during the class:
- Students may have problems to understand some instructions or what the teacher says. I will
paraphrase the instruction using gestures and miming.
- Some students may be shy to speak aloud. I will stay near them in order to make them feel
confident.
 Potential problems students may have with the language:
- Students may not understand a question, so I will guide them pointing to pictures and modelling
the answer first.
- Some students may have problems to pronounce certain words or sounds. I will ask them to
repeat the words several times and to listen carefully to the way I pronounce them (how I use my
lips, teeth or tongue).
- Students may have difficulties thinking of vocabulary to express themselves. I will provide
some help using miming or asking another student to help.
 Assessment: I will check that students comprehend and understand by listening to them during
their participation in class. I will also check understanding by asking questions such as: “Is it clear?”
“Do you understand?”

LESSON PROCEDURE:
ROUTINE 5’
Purpose: To start the lesson, get students into the right atmosphere for work, build rapport with
students.
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening and speaking (every day greeting)
Learning styles:
Auditory
I will enter the classroom together with the local tutor and we will both say “Good morning!
Then, I will say: “How are you today? Fine?”
“Great! What day is today?
Students: “Thursday”
I will write it on the board and I will say: “What number is today?”
Students: “Fifteen”
Teacher: “Ok. Thursday, 15th
of October”. I will write the date on the board. “I have the cards with
your names here. Remember. So I call you and you come and take your card and place it on your
desk as we did last class”.

WARM UP 10´
Purpose: to get the students engaged with the topic of food and health.
Teacher-Student
Teacher-Class
Listening and speaking (answering)
Learning styles:
Auditory
I will say: “Do you remember that last class we got to know each other? That you asked me some
questions about the things I liked and that I asked YOU about what you liked?”
Students: “Yes!”
Teacher: “Ok! There is something that I forgot to ask you…and that I really want to know about
you. Can you guess what?”
I will let students make their guesses and if they do not guess it, I will say:
“What is your favourite food and drink?”
I will ask each of them, and help them if they do not know the vocabulary in English. If any of them
says “Empanadas”, I will tell them that this word should be said in Spanish, as it is an Argentinean
meal.
Then, I will say:
“My favourite food is pizza! I love pizza! It´s delicious” And I will touch my tummy, as if I were
hungry. And my favourite drink is water. I love drinking water”.

“Now… do you think that your favourite food is healthy for you?” “Do you think that pizza is a
healthy food?
Students may not know the word “Healthy”, so that I will tell them that something healthy is
something good for their body, and that something unhealthy I something bad for their body.
After these questions, I will tell them that today we will talk about healthy and unhealthy eating.
Transition: “Good! Let´s see which food and drinks are healthy and unhealthy for your body!”
- PRESENTATION 25´
Purpose: To introduce the new items of vocabulary related to food and drink in a meaningful
context.
Teacher-Class
Listening
Speaking (repeating, answering)
Learning styles:
Visual, auditory
I will draw the following chart in the middle of the board and I will ask students to come to the
front and to write their favourite food and drink in the correct column. I will write my favourite
food and drink first as an example and I will ask the local tutor to do the same.

HEALTHY UNHEALTHY
WATER PIZZA
“Look at this chart. We have a “healthy” column and an “unhealthy” column. You are going to come to
the front and write your favourite food and drink in the corresponding column. Think carefully and
consider if your favourite food is healthy or not. I am going to write my favourite food and drink as
an example. Pizza is an unhealthy food and water is healthy. Miss Graciela, would you like to add
your favourite food and drink to the chart? Thanks!!”
“Come on! It´s your turn now! Sofía, can you start?”
I will encourage the rest of the class to check if what their partner writes is in the correct column.
I will say for example:
“What do you think? Is that OK? Is coke a healthy or unhealthy drink?”
Once all the students come to the front, I will place the following flashcards on both sides of the
board in order to introduce new vocabulary and we will write the words in the corresponding column.
Students may know some of the words.
“Look at these pictures. Here we have crisps. Can you repeat please? They are crisps”.
Students: “They are crisps”
Teacher: “Where do we place them? Are they healthy or unhealthy?
Students: “Unhealthy”
Teacher: “Well done! Now, here we have an apple. It is an apple”
Students: “It is an apple”.
Teacher: “Were do I write the word apple? Healthy or unhealthy?”

Students: “Healthy”.
Teacher: “Great! Let´s continue.”
I will follow the same procedure with the rest of the pictures until all the words are written in the
chart.
Source: “Our World” flashcards - National Geographic Learning, 2014.
Transition: “Now, let´s divide all these food and drink into different categories!”

- DEVELOPMENT
 Activity 1 (15´)
Purpose: to practice new vocabulary about food and drink.
Teacher-Class
Teacher- Student
Student- Student
Listening and speaking
Learning styles:
Visual, auditory
I will tell students to open their Student´s book at page 38. I will check that everybody has the
book in class. If not, I will tell them to share.
“Do you all have the book? Ok, let´s open the book at page 38”.
“Ready? Ok, let´s start! Look at exercise number 1. Who can read what we have to do?”
Student: “I can”.
Teacher: “Ok then”
Student: “Find the odd word out and put it in the correct group”.

Teacher: “Do you understand what you have to do? You have six groups of food or drinks (a-f) but
there is an odd word out in each group. That means that one word of each line corresponds to
another group. Is it clear? There is one example there: “bananas” is the odd word out in the first
group of words. It should go in the last group”.
“Do you understand what you have to do? Can you please explain what you have to do?” I will tell one
of the students to explain or translate the instructions. I will ask them to work in pairs.
“Please, work with your partner next to you and then we check”.
Source: “Real Life” Pre-intermediate – Student´s Book – Longman.
I will walk around the class checking how they work and helping them with any new word they may
not know, such as cabbage.
Once they finish we will check orally. I will say:
“Jordan and Matias, can you tell us which the odd word out in group B is?”

Students: “Sausages”.
Teacher: “Is that all right? What do you think?” I will ask the rest of the class. “In which group
should the word “Sausages go?
Students: “Group C”.
Once we finish checking I will tell students to continue working in the same pairs and I will tell
them to concentrate on exercise 2.
“Now, look at activity 2. Work in pairs again and match groups a-f from the previous activity to the
categories 1-6. For example, group A: Potatoes, onions, lettuce and cabbage, correspond to category
number…” I will encourage them to answer.
Students: “4”
Teacher: “Fantastic. They are all vegetables. Ok, now you continue. Then, we will listen to the cd
and check”.
Once they finish, they listen and check.
Transcript (CD 2 Track 20)
Unit 5 – Words to know
A- Vegetables: potatoes, onions, lettuce cabbage
B- Drinks: orange juice, mineral water, milkshake, lemonade
C- Meat: steak, bacon, chicken, sausages
D- Cereals: pasta, rice, cornflakes, bread
E- Dairy products: yoghurt, margarine, cheese, cream
F- Fruit: lemons, grapes, strawberries, bananas
Transition: “A job well done! You are hard workers!”

• Activity 2: 20´
Purpose: to practice the new vocabulary and to think about a healthy diet.
Teacher- Class
Teacher- Student
Student - Student
Listening, speaking
Learning styles:
Visual, auditory
I will deliver the following text and I will ask students to work in groups in order to decide if the
girl in the text has a healthy diet or not and to explain why.
“Now you are going to work in groups. You are going to read this short text about Celine´s diet and
then you have to tell me if you think she has a healthy diet or not and explain why”.

WORKSHEET:
Read what Celine has to eat every day. Is her diet healthy?
Source: “Sky 2” Student´s Book page 21. Brian Abbs & Ingrid Freebairn – Longman
“Are you ready to share? What do you think? Does the girl have a healthy diet?”
Students: “No”.
Teacher: “Why?”
Student: “Because she doesn´t eat healthy food”.
Teacher: “Very good. For example?”
Student: …
I will tell them to open their folders, write the date and I will write the title “Healthy diet” on the
board. I will tell them to copy and stick the worksheet under the heading.
Transition: “We have learnt a lot today!”

HOMEWORK & CLOSURE: 5´
Teacher-Class
Skills:
Listening
Speaking
Learning styles:
Auditory
“As homework I want you to write what you usually have for breakfast and lunch every day. Write
just simple sentences. For example: “I have chocolate milk and bread and butter for breakfast”.
We will use that information tomorrow. Right? Thanks!”
I will tell the students that our lesson is over.
I will greet them goodbye and tell them to give me their names cards to keep them for the
following lesson.
“Can you give me your names cards? Thanks!”
“Goodbye! See you tomorrow!”
Students: “Goodbye”.

Rodrigues - TPD - Tercer Período - Planificación 2

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