PPP Lesson Plan

1. Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
School Class:
Nº of SS:
Date: Time: Length: Pre service Teacher:
Aim: Learning Outcome:
Swbat to talk about what countries different food come from, orally.
REF to Planes y Programas
Exponent: Sushi is made in Japan
- Target Language:
- Use: To explain a friend who has never tried this food before its
place of origin.
- Meaning: Referring to the place of origin of different food.
Sushi is made in Japan
- Form: S+ verb to be in present simple+ participle+ in country
[ˈsuːʃi ɪz meɪd ɪn dʒəˈpæn]
Pronunciation of : pizza, sushi, hamburger, chocolate, fish and chips
Assumed knowledge:
- Verb to be
- Basic vocabulary related to food
- Common participle verbs
- Active voice
Anticipated problems …..and Solutions
- Ss may getconfusewhen using verb to be -Writing down the use of verb to be on the board
-Ss may have trouble with the pronounciation of some - Practicing difficult words by repetition and drills
phonemes such as sh /⨜/ in the word sushi and ch / t⨜/ in chips
Aids:
- Whiteboard
- Pictures
- Realia
Stages PROCEDURE (What T and SS are going to
do)
Time
(min)
What I’m going to say

2. LEAD IN
PRESENTATION
The teacher greets the students. The students
answer.
The teacher elicits previous knowledge by
asking the students if they have tried food
from other countries. The students answer.
The teacher presents the aims of the lesson.
Teacher Talking Time (TTT).
The teachers selects two students at random
and ask them to explain what the aim of the
lesson is.
The teacher presents a video showing two
people in seven different situations in which
one of the two people tries foreign food for
the first time.
The teacher shows the video again so the
students can reassure what they have
listened.
The teacher now focuses on CCQ to ensure
that students understand the topic
5 min
20 min
Good morning students. How are you today?
Does anybody know what this is? (The teacher shows
students a pack of Sushi rolls) Do you know where this
food comes from?
At the end of the lesson you will be able to talk about
typical foreign food and its place of origin.
According to what you understood. Could you explain
what you are going to learn in this lesson?
I need you to pay special attention to the vocabulary
referring to food and countries and the expressions used,
for example, Pizza is made in Italy.
Listen to the video again and take notes of the words you
hear.
Is Sushi a typical dish from Chile?
Is Pizza a traditional meal from Japan?
Can you eat Pizza in Italy?

3. PRACTICE
The teacher writes a series of examples of two
different structures on the whiteboard:
examples of active voice such as People make
Sushi in Japan, and examples of passive voice
such as Sushi is made in Japan. The teacher
pronounces every of these expression to
check pronunciation.
The teacher explains the students the correct
usage of these expressions when referring
where this food comes from.
The teacher starts doing drilling exercises so
that all students can participate.
The teacher shows the students pictures of
seven flags representing countries and sticks
them on the whiteboard
12 min
Pay attention to these expressions on the whiteboard and
tell me the ones you recognize or are familiar to the video
you just saw.
To use these expressions, for example, Sushi is made in
Japan; you must state the subject first. The subject is
followed by two verbs: a verb to be and a participle verb.
Finally, you can add extra information to refer to the
country this food comes from. In this case Sushi is the
subject, is-made are the verbs and in Japan is the extra
information we add. Note that the passive voice is the
reverse form of the active voice.
I say first Sushi is made in Japan. Then I ask one of you to
use the same structure but naming a different food and
country.
Look carefully at the pictures I am showing you.

4. PRODUCTION
The teacher writes randomly beneath the
country flags only the words related to
foreign food. The flags are assigned letters
and the words are assigned numbers.
The teacher asks student to get in groups of 4.
Each group is given 4 pictures of different
food items. Each student gets to pick one
picture, and will have to explain his/her
partners where his/her item is made in. Using
the passive voice.
Afterwards, the teacher asks one student from
each group to present one item to the rest of
the class.
Wrap-up: The teacher asks students what
they learned today.
Then the teacher does a short pronounciation
review, making the students repeat few words
with difficult pronounciation.
8 min
I want you to match, on your copybooks, each word with
the corresponding country and compare your answers
orally.
Now get in groups of four. I will hand you four pictures of
different food we have seen in this lesson. Each of you has
to pick one and tell your partners where the food you
chose is made in. Each of you has the chance the speak.
When you are done, choose one person from your group
to present one item to the whole class.
What did you learn today?
( students answer)
Showing pictures
What is this ….? ( shows a sushi roll)
What is this…? ( shows a chocolate bar)
What is this? ( shows fish and chips)
Ok, dear students, this is it for today. I hope you enjoyed
the class. See you next week for another fun class!
Students: Luis Sanhueza O.
Lina Pamela Añazco

5. Course: ESL Methodology
Teacher: María Gabriela Sanhueza

6. Course: ESL Methodology
Teacher: María Gabriela Sanhueza