Lesson-plan 2 Primary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Primaria
InstituciónEducativa:I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección:5ºgrado
Cantidadde alumnos:25
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
Unidadtemática:Comidas
Clase Nº : 2
Fecha:04/09/18
Hora: 10:20 a 10:55 hs
Duraciónde laclase:35’
Fechade primeraentrega: 31/08/18
The class isactuallyshortersince childrencome fromanother class.Besides,Ican’tprepare
the materialsbeforehandbecause thereisanothergroupof studentsuntil 10:20 hs.
Teaching points: Food andmeals(structure: “I’dlike …….”)

2.  Aims: Duringthislesson,learnerswillbe able to..
- Use the structure “I’dlike a (hamburger)
-Revise foodvocabulary
-Developtheiroral skillsbytakingpartina roleplay
-Developtheirlisteningskills
 Language focus
Lexis Function Structure Pronunciation
Revision
Hello!,
Goodbye!
Look!
Listen!
Food:
Hamburger,
chicken,pasta,
orange juice,
cheese,fries,
chocolate cake
apple,ice-
cream
Cereals,soup,
jam,toasts,
salad,coffee,
potatoes,fruits
water,fishand
chips.
vegetable pie
Greetings
Following
commandsor
instructions
Identifyand
name food
Askingand
answering
questions
aboutfoodand
meals.
It’san apple
What do you
have for
(breakfast)?
I have (milk
and cereals) for
breakfast
/əʊ/ sound
Toasts
New
Fast food
Cheeseburger,
soda,green
salad,
spaghetti
Askingand
answering
questions
aboutfood
Orderinga
meal
How can I help
you?/May I
take your
order?
I’dlike a
(cheeseburger),
please.
/i:/ sound
Cheeseburger

3.  Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)
 Materials and resources: worksheets to complete a listening activity, audio,
flashcards,aprojector,a computer,loudspeakers,students’course book,photocopies
for homework
 Pedagogical use of ICT in class: I’ll use a projector to display some slides and two
short videos.
.
 Seatingarrangement: Studentssitinrowssharingdesks.Then, they’ll work in groups
of three.
 Cooperative work: In the warm-up and presentation stage, the whole class will
interactwiththe teacher. Inactivity1, studentswill workindividually whileinactivity2
they’ll work in groups of three to roleplay a dialogue.
 Potential problems student may have with the language: : Since students have
different levels of English, some of them may not understand the teacher or the
activities, so I’ll use different strategies such as: prompting, gesturing, modelling,
exemplifying,etc.If necessary,I’llapplythe sandwichtechnique.I’ll approach to those
students who have difficulties with the language to provide help.
 Assessment: what will be assessed and how: I’ll check students’ comprehension
throughtheirparticipationinthe warm-upand presentation stage. I’ll check students
comprehend the structure “I’d like a (hamburger) by asking questions or eliciting
“What would you like to eat? Would you like a hot dog or a hamburger?” In addition,
I’ll provide students with visual aids to help comprehension. I’ll encourage them to
produce some chunks of language. In the activities, I’ll monitor and guide students’
work.

4. Routine: 3’
I’ll wait for students to come to the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: Are you hungry today? I’m hungry! (Touching my stomach). So, let’s go to
some restaurants!
Warm up: 5’:
I’ll use the projectorto show students the followingslides and ask some questionstoactivate
theirpriorknowledge andrecycle vocabularyaboutfood. I’ll alsostickflashcardsonthe board.
T: “ Look!What are these places?EA:Mc Donalds!,BurguerKing! T:”good!But What are the
namesof these places?”EA:Fast food restaurants!T: Great!They’re fastfood restaurants.And
whatkindof foodcan you order at a fast food restaurant/place?” EA:Hamburger,fries,hot
dog!T: “ Mmm delicious!Ilove hamburgers!Doyoulike fastfood?EA:yeah! T: “ But fast
foodisnot good foryou” (pointingthe thumbdown) “Andwhatkindof fooddoyoueat at a
restaurant?” (showingthe followingslide) Ican pointto the flashcardssostudentscan choose
differentfood. EA:pasta,fish!T: “Good!So in a fastfood place you can have quickmeals,and
take themhome.Andina restaurantyousitat a table andeat more elaboratedfood.

5. Transition: Great!Nowlet’swatchhow to ordersome food…..
(Thistime I’ll stickfoodvocabularyona wall paperandI’ll use tape )
hamburger soda greensalad spaghetti
Orange juice chicken rice fish
Broccoli grapes carrots meatballs

6. Nuggets Hot dog cheese chips
Soup chocolate cake vegetable pie ice-cream
Presentation: 5’
I’ll showthe studentsashort videotointroduce the structure:“I’dlike….”
T: “ Payattentiontothe dialogue.”Whatdo the kidsorderto eat?
https://www.youtube.com/watch?v=49QFHWIky-k (until second48)
After watching the video I’ll ask some questions. T: “What did the kids order to eat?”
(Gesturingwithmyhandnearto my mouth) EA:a hamburger, frenchfries, twocheeseburgers!
T: “Great! ( I’ll play the video again but I’ll stop it after each dialogue.)
I’ll ask some questions so students can discover the meaning of the structures, “May I take
your order”, I’d like…”, though they answer in Spanish. More advanced students may know
them.
T: Now, look here, what does it mean ‘ May I take your order?’ EA: “Le pregunta que quiere
comer!” T: “Right! She’s offering ordering . You can also use ‘How can I help you’” (I’ll write
the sentences on the board) And what is I’d like a hamburger?’ EA: Me gustaría/Quiero una
hamburguesa! T: “ Yes! I’d like is the same as I would like” (The students recently studied “ I
wouldlike”) I’ll write it on the board along with an example. T: “For example, now I’d like to
eat pizza”
Then,I’ll asksome questionstopractice the structure.T: “Now,tell me,whatwouldyoulike to
eat?” EA.:“ I ‘dlike chicken! (I’llshowstudentsthe flashcardsthatare on the board, overall to
helpthose whodon’t know well the vocabulary.) I also use the structure “How can I help you
or may I take your order?”

7. T: “How can I helpyou,Franco” EA: I’dlike pizza” If studentsdon’tanswer,I’ll use the strategy
of eliciting.
Transition: Excellent!Now,let’sworkonyourbooks!
Development: 17’
Activity 1: 5’
I’ll askstudentstoopentheirbooksto doa shortexercise inwhichtheyhave tocomplete a
short dialogue.
T: “ Now,openyourbooksand goto page forty-two.Ready?”EA:Yes!T: “Ok,Look at exercise
five,youhave tocomplete the dialoguewiththesewords(pointingtothe wordsinthe box .
ok?
Whenstudentsfinishcompletingthe activity,I’ll asksome volunteerstoreadthe short
exchange.
T: “ EvelinandJuana,can youread,please”
Transition: Great girls!Now,let’slistentoadialogue ata restaurant…….
Activity 2: 12’

8. Students will listen to a recording (maybe twice) at a restaurant in order to develop their
listeningskills.I’llgive themthe transcriptbutwithsome gapsforstudentsto complete. After
studentscomplete the dialogue, I’ll show them the video to check their answers. Finally, I’ll
invite some students to roleplay the dialogue to the class.
T: “Now,I’ll give youthese worksheetstocompletealisteningactivity.Ok? Valen,canyouhelp
me to hand out these worksheets please? Thank you!”
“OK. Payattention! You will listen to a short dialogue at a restaurant (Pointing to my ear) As
you listen to it, complete the missing parts. (pointing to the dialogue), Then, we’ll watch a
video to correct the dialogue” Ready?
https://www.youtube.com/watch?v=IWMMkp35d6Y Thisisthe videoforchecking (Until
second38)
The worksheetissimilartothisone:
 Listen to the dialogue and complete it
with words.
At the restaurant
Waiter: Hi. May I take your order?
Mother: Yes. I’d ……….a…………… and …………………………….
Waiter: Anything else?
Son: A ……………. ……………, please.
Waiter: A ……………., …………………….. and a green
…………... Right?
Mother: Yes. That’s right.
Son: Oh, it’s too hot!
Mother: Do you want some ………………?
Son: Yes, please.

9. Transcript:
At the Restaurant
Waiter: Hi. May I take your order?
Mother: Yes. I’d like a pizza and spaghetti.
Waiter: Anything else?
Son: A green salad, please.
Waiter: A pizza, spaghetti and a green salad. Right?
Mother: Yes. That’s right.
Son: Oh, it’s too hot.
Mother: Do you want some water?
Son: Yes, please.
T: “Did you complete it?” If necessary, I’ll play the recording again.
Ok, now, let’s watch the video so you can check your answers…..” Did you check the
answers?” EA: Yes! T: “ Now, make groups of three and practise the dialogue. One of
you is the waiter, and the other will be the mother and the son.” Is it clear?. OK, Manu
what do you have to do?” (the student will use L1)
After a couple of minutes, I’ll invite the groups to perform the dialogue.
T: “ So, who wants to act the dialogue?” “ Great! So the group of Gonza, Valen and
Ignacio will do it !” I’ll invite them to come to the front, if they like.

10. Closure and homework: 5’
I’ll praise students for their work and in order to recycle vocabulary, I’ll give them a word
search as homework.
T: “ Excellent! You did it very well! Now paste the dialogue on your folders, please.”
“I’ll give youthisword searchfor homework” “You have to match the words with the pictures
and find them in the word search.” “We finish today! Bye bye!”
Adapted from:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/food_wordsearch/food/107416https://en.
islcollective.com/resources/printables/worksheets_doc_docx/food_wordsearch/food/107416

11. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:__29__ /30
Lovelylesson!Encourage students touse L2.