Lesson 17-18

1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: E.E.S N°1
Año y sección: 1° II
Nivel lingüístico del curso: Beginers
Cantidad de alumnos: 21
Tipo de Planificación: Clase
Unidad Temática: My favourite food
Clase Nº: 17-18
Duración de la clase: 105’
Fecha de la clase: 05/09
Fecha de entrega de la planificación: 29/08
Learning Aims
During this lesson, learners will be able to…
 Identify food from different countries
 Foster their speaking and listening skills by exchanging information about different
types of food.
 Develop their listening skills, by listening to an authentic audio.
 Design a multicultural poster about typical foods
 Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to foods:
- Hamburger
- Pizza
- Spaghetti
- Taco
Vocabulary related to
nationalities:
Talking about their favorite
food.
What is your favorite food?

2. - American
- Mexican
- Argentinian
- Brazilian
- Chinese
N
E
W
Vocabulary related to food:
- Croissant
- Sushi
- Feijoada
- Paella
- Bulgogi
- Rice
Vocabulary related to
nationalities:
- Korean
- Chinese
-
Identifying and mentioning
ingredients for each food.
Talking about foods and
places where you can eat
them.
Adverbs of frequency:
Usually
Sometimes
Materials
- Cards of different foods
- Downloaded audio
- Photocopies
- Posters
- white sheet of A4 paper
- Magazines
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
As to continue with the topic of the previous class “My favourite food” I will invite students to
play the “Food and nationalities” Memory game, using the images of the previous class.
I will divide the group into two, and I will explain them the basics of the game:
“The game starts with all the cards face down and you have to take turns to turn over two
cards. If the two cards match in food and nationality, then they keep the cards, otherwise
they turn the cards face down again. The winner team is the one with the most cards when
all the cards have been taken.

3. Transition: Well done! So, now we are going to listen an audio about Phil favourite food.
Before listening: 10
I will ask students to open their English folders, I will give them a photocopy to write the
possible unknown words and images from the audio.
PRE-LISTENING ACTIVITY
USEFUL VOCABULARY
While listening: 15 min
I will tell students “I will play the audio once, and you have to listen and jot down at least
three words related to food”
Then, I will ask them to share their notes.
I will play the audio one more time if needed.
After listening: 15
I will give students a photocopy with the words of the audio, and I will ask them to listen
again and underline the correct word.

4. PHIL FROM ENGLAND
WHAT'S MY FAVORITE FOOD?
MY FAVORITE SPORT/FOOD IS OKONOMOYAKI. OKONOMOYAKI IS A
CHINESE/JAPANESE FOOD. IT'S SIMILAR I GUESS TO AN ENGLISH/AMERICAN
PANCAKE BUT IT INVOLVES DIFFERENT KINDS OF CABBAGE AND MEAT AND AN
EGG. AND THEIR MIXED TOGETHER AND THEN IN THE RESTAURANT/CLUB YOU
WOULD EAT/COOK IT IN FRONT OF YOURSELF AND IT'S VERY DELICIOUS AND
USUALLY/SOMETIMES YOU HAVE BARBECUE SAUCE AND MAYONNAISE ON TOP. I
ALSO LIKE PAELLA/EMPANADA, WHICH IS SPANISH/ARGENTINE FOOD. IT HAS
BLUE/YELLOW RICE AND LOTS OF SIMILAR/DIFFERENT TYPES OF SEAFOOD AND
SOMETIMES IT CAN/CAN’T BE SPICY.
Focus on grammar
I will encourage students to identify the adverbs of frequency and its order in the sentence.
I will ask them to find examples in the text.
Then I will ask a volunteer to write the example on the board. After that, I will ask them to
build up the rule with the notes they have taken in the previous class.
SUBJECT + ADVERB + MAIN VERB.
I USUALLY HAVE
I ALWAYS EAT
Sometimes can be placed before the verb, at the beginning or at the end of the sentence.
Can you find the example in the text?
LOOK

5. Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Giving them the unknown vocabulary to understand the audio. Using
authentic audios. Checking activities on the board, and with the whole class.
Transitions comments: Great job! Now, let’s practise our writing skills.
Pre-writing activity 10’
Activity 1
What is your favourite? Circle one type of each food and write the sentences.
Then, I’ll stick the following example to help them organize their writing
I will encourage students to read and identify the different stages.

6. Writing activity: 30’min
I will ask students to choose a card about food and nationality (the ones we used in the
previous class). I will add more cards, in order to have one for each student.
Then, I will give them a white sheet of A4 paper and I will ask them to create a collage with
images and words from magazines (some asked to students beforehand and some
provided by me). After that, I will ask them to complete the following information about the
chosen food.
- Type of dish:
- Ingredients
- Eat with
I will ask them to work individually and I will tell them they can use their cell phones to
search for specific information on the web.
After that, I will collect their productions to create a multicultural poster about foods.

7. After writing: 15 min
I’ll ask students to stick their productions at the school corridors. Before that, they have to
take photos to their works, because they will be uploaded to the Facebook school page to
develop multicultural awareness on the community.
I will ask volunteer to record their writings, to be used in the school radio program.
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice and improve their reading and writing skills with a meaningful purpose.
Giving them the chance to be active in their learning process.
Transitions comments: Great job! Now, let’s read your productions, take pictures, and stick them on
the corridors.

8. I’ll ask students to share their productions with the whole class.
Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and
recasting to English when necessary. Giving them the opportunity to use the target language with a
meaningful and communicative purpose.
Transition comments: Great job! Thanks a lot for sharing your findings about typical food from other
countries.
It’s time to say goodbye! See you next Tuesday!
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to students (include
direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
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

9. Scaffolding
strategies
x
Language
accuracy
x
Observations
Good job!
Make sure their productions are varied. If the school policy allows them
to do so, they could use apps to design some digital posters to post
online, too.
Remember to submit a video from one of your first 12 lessons.