Moure primary 5thgrade_lesson_plan2_week1 - 9.5

Taller Práctica Docente Regina de los Ángeles Moure
Tutor: Prof. Cecilia Zemborain regis246@hotmail.com
August 31st, 2015
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Alumno practicante: Regina Moure
Período de práctica: Primaria
Institución educativa: Instituto Marcelo Spínola – Nivel Primario.
Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)
Sala/Grado/Sección: 5° grados Reina de la Paz/ Inmaculada Concepción
Cantidad de alumnos: 27
Nivel lingüístico del curso: Básico
Tipo de Planificación: Clase
Unidad temática: Alimentos.
Clase Nº: 2
Fecha : Jueves 3 de septiembre de 2015
Hora: 5° Reina – de 9:40 a 10:20
5° Inmaculada – de 10:30 a 11:10
Duración de la clase: 40’
Fecha de primera entrega: 31 de Agosto de 2015
Teaching points: Healthy eating - Comparatives – adjective+ (i)er than.
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify and name food items.
 Be able to discriminate between healthy and unhealthy food and compare them.
 Develop their listening skill by getting detailed information from a song.
 Develop their speaking and listening abilities by taking part in short oral exchanges and
singing a song.
 Develop their writing and reading skills by comparing features between food items
 Develop their critical thinking by transferring information from a text to a table and
assessing food’s benefits by making comparisons
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello! Bye-bye!
-Good morning.
- How are you
today? Fine!
Numbers:
1-20
Commands:
-Stand up
-Sit down!
-Come here! +
-Greeting.
-Counting.
-Following
commands
and/or
instructions.
-Making
comparisons
WH questions and
answers in the simple
present:
- What’s this?
- How much
(sugar) is there
in (a glass of
cola)?
There
is…../there
isn’t (any)
Recognition of
the following
sounds in initial
position:
/h/
how
/ð/
Than/
that/these/ this

August 31st, 2015
2015
please.
Adjectives:
Healthy, sugary
Drinks:
Cola, lemonade,
orange juice,
Sweet tea, sports
drink, orange
soda, water.
Food items:
carrot(s),
orange(s), fruits,
vegetables, milk,
meat, fish, bread,
spaghetti, cake
Adverbs:
More – Less
Other:
A bottle of….
a glass of…..
(one) teaspoon of
(sugar)
(sugar)
- There are ….
Recognition of
/r/ in final
position (not
followed by a
vowel):
more /mɔː/
New Adjectives:
unhealthy
Food items:
(green) beans,
dairy, pears,
yoghurt, tuna,
sweets.
Making
comparisons
WH questions and
answers in the present
simple:
- Why (isn’t)
(Cola) a
(healthy)
drink?
- Because…..
- Which is/are
healthier?
(a/an) (glass
of/ piece of)
(cola/cake/
orange-s) or
…..?
Comparisons:
An orange is healthier
than a piece of cake.
A piece of cake is
unhealthier than an
orange.
Recognition and
pronunciation of
the suffix –ier in
the comparative
form.

August 31st, 2015
2015
Teaching approach: Natural approach – CBL - CLIL
Materials and resources:
 A board and chalks (white and coloured).
 A poster with the list of food items from the previous class.
 A video: “The food groups song” taken from
https://www.youtube.com/watch?v=cORkrfqK10s
 Notebook, projector, speakers
 Flashcards of food items taken from the following course-books:
 Super Me 1 & 2 (OUP)
 Zabadoo 1 (OUP)
 Your Quest 1 (Macmillan Publishing)
As well as from the Internet (green beans)
 2 handouts per Student. (see appendix)
Pedagogical use of ICT:
Ss will work with a video.
Seating arrangement:
This lesson will take place in two different rooms.
The regular classroom, where Ss sit in rows of two desks, allows for either pair-work and group work
(by moving the desks in order to face those ss sitting behind).
The stage of the lesson that takes place in the video-room will have Ss sitting in lines facing the
screen. Even though pair-work could be promoted here, the lack of a proper desk for them to write
on may turn the situation uncomfortable to Ss. T will bear this in mind, limiting while-listening
activities to spotting lexis items and asking Ss to provide oral feedback only.
Cooperative work:
No instances of cooperative work.
Possible problems and possible solutions regarding behaviour:
This T will continue paying attention to those Ss whose engagement seems to be weak.
The strategy to be applied will be the same as the one employed during the previous encounter.
That is, encouraging Ss to take part in the different activities suggested by nominalizing and praising
Ss’ contributions and performance.
Potential problems students may have with the language: Ss are expected to use their mother
tongue less and less as this practicum schedule advances. As it was stated in the previous lesson
Comentario [R1]: Pieces of chalk
Comentario [R2]: Will there be any in
future lessons?

August 31st, 2015
2015
plan, T will resort to miming, use of intonation, body language, similes and visual support to enhance
comprehension.
Assessment: What will be assessed and how:
Ss will keep on learning about healthy eating (food groups), at the time they reinforce their
acquisition of the structure employed for making comparisons.
In this lesson, they will be introduced to the suffix – er + than, which will be an addition to what
they met the day before. Therefore, T will focus her attention on Ss’ understanding of how to make
comparisons as well as the right pronunciation of the already mentioned suffix.
Warm- up (5 minutes)
Aim: To make a connection between the previous lesson and the current one.
After greeting the Ss with a warm “Good morning” and telling them to sit down, T will start the
lesson by saying.
T: Yesterday you helped Ms. Mónica and me to decide which drinks we should
include in our healthy party. Do you remember that?
(Ss are expected to nod their heads in agreement)
This was our original list
(T puts the list on the board)
and after the work you did, we left cola drinks out of consideration
(T shows how the word Cola is crossed out from the list)
Why did we do that? Why did we eliminate Cola from our list and not
Lemonade?
Anyone?
Ss: (because) there is more sugar in (a glass of) cola than in (a glass of)
lemonade.
T: Ok, there’s too much sugar in Cola drinks, you are right…Too much sugar is
not good for me, for you, for us.
But is that enough to make our party a healthy one?
Comentario [R3]: Excellent!

August 31st, 2015
2015
Transition:
T: What about the other items on the list? Are they all healthy? What do you
think? Are they all good for you and me?
Activity 1: Pre-listening task (5’)
Aim: To activate Ss’ prior knowledge about healthy food items (no sugary ones)
Ss will be asked to work in pairs, going over the party list and agreeing on which food items are
healthy or not. They will base their decision on what they learned the day before.
T: Now, I need you to work with your mate, the one sitting next to you and
look at our list. You have two minutes to decide which food items are healthy
enough for our party.
Then, we will come back here and share our ideas on the board.
Is it clear? Have you understood? Can anyone tell me and the others what
you have to do?
T waits for spontaneous answer from the Ss. If that does not happen, then she will nominate a
student. This student may provide the explanation in L1, and T will re-phrase it in the target
language employing a reassuring intonation.
Once the allotted time is over, T will ask Ss for feedback:
T: So, Which of these food items are healthy? And Which ones are Unhealthy?
As Ss share the outcomes of their discussion, T takes notes on the board, which will be kept there for
further use.
After that, T will explain to Ss:
T: You’ll see , all these food items are made of several ingredients, right?
Let’s take, for instance, Sandwiches. What do we use to make a sandwich?
Bread…what else?

August 31st, 2015
2015
Ss: (cheese, tomato, lettuce, ham, mayonnaise)
This task may give way to some incidental learning of lexical items related to the topic of the lesson.
Mayonnaise is one of the examples, considering Ss are used to adding different types of sauces to
their sandwiches (ketchup, mustard).
T: And Cakes? What do we use to make a cake?
Ss: (sugar, milk, eggs, flour, butter, chocolate, etc.)
Again, as Ss mention the ingredients, T will draw the following diagram on the board:
T: Each ingredient belongs to a particular food group.
(T points at every ingredient written on the board)
And that is what we are going to learn today, FOOD GROUPS. Are you ready?
Transition:
T: So, grab your pencils and folders and get into two lines. We are going to
the video room.
Activity 2: While listening ( 10’)
Aim: To have Ss watching a video for specific information.
As soon as Ss get into the video room and sit, T will ask them to focus their attention on the first
image of the video:
Sandwiches
 Bread,
 Cheese,
 Tomato,
 Lettuce,
 Ham,
 Mayonnaise (ketchup, mustard)
 etc

August 31st, 2015
2015
T: As I told you, here you have a first image of the food groups.
How many food groups are there?
Ss: (there are) (five) (food groups).
T: Do you know any food item from the picture? Can you name any of those?
As Ss call out the names of a few food items, T takes notes of them on her notebook. Then she will
say to Ss:
T: Now you are going to watch the video. It’s very short. As you watch it, pay
attention and check if all the food items you dictated to me
(T shows her notebook)
are mentioned in the song.
After checking Ss’ comprehension of the task, T proceeds to play the video
Video transcript:
The food group song
Green beans and carrots,
Pears and oranges, too.

August 31st, 2015
2015
These are fruits and vegetables,
And they’re good for you!
Milk and yoghurt.
Cheese and eggs, too.
These are milk and diary,
Cereals and spaghetti.
Bread and pasta, too.
These are bread and cereals,
Chocolate and ice-cream.
Sweets and cake, too.
These are sugary food,
They’re NOT so good for you!
Once Ss have watched the video for a first time, T will ask them for feedback about whether the food
items they mentioned before were in the song or not and to which of the five food groups they
belong.
T: Let’s check our list here. (Yoghurt). Is (yoghurt) mentioned in the song?
Ss: Yes/No
T: and (yoghurt) is in the vegetables, diary, meat group?
Ss: (Diary)
T will invite Ss to name any food item that could be new to them (green beans and tuna, for
instance).

August 31st, 2015
2015
Ss may want to sing along, so a second watching of the video will be necessary.
Transition:
T: Ok, now that we know more about food groups, we can move on to our
next activity, which will be carried out in our classroom. Grab your stuff,
make two lines here, and let’s go!
The time spent in taking Ss to and fro the video room was included in the time estimation for the
While- listening stage
Activity 3: After listening activity (10’)
Aim: To have Ss arranging the information they got from the video into a table so that they can
use it in an upcoming writing task.
As soon as Ss and T have come back to their classroom, T will ask a student to distribute the
following handout.
Comentario [R4]: Strongly advisable!


August 31st, 2015
2015
In this opportunity, T will ask one of the Ss to read the prompt:
T: Can anyone read the prompt?
(T points at a) )
(Amparo)?
After the student has finished reading, T will proceed to explain and model the task:
T: Here you have four columns: Food item, Food group, and two
questions for you to answer by drawing a tick or an X here,
( T draws the symbols on the board)
and by writing healthy or UNhealthy.
You will have to complete this table with the information you got from
the song. For instance:
The first column here is empty, blank, but the second says “vegetable”.
Do you remember any vegetable from the song?
Ss: (Carrots/green beans)
T: Ok, so what are you going to write in this cell?
Ss: (Carrots/ green beans)
T: Carrots and green beans are…
(t points at the heading of the second column)
Ss: Vegetables
T: Right, Carrots/green beans are vegetables. Are they good for you?
(T points at the heading of the third column)
Ss: Yes!
T: yes, (Carrots/green beans) are good for you! Therefore, they are
Healthy? Unhealthy?
Ss: Healthy!
Comentario [R5]: How will SS know the
spelling for the words? Will you help /
provide / check?

August 31st, 2015
2015
T: That’s correct! (Carrots/green beans) are healthy!
Now you can complete the table.
Pay attention here, where it says “YOUR IDEA”, you will have to think
about any food item you know. Can you give me an example?
S1: (apple)
T: Great! Apple. To which food group does the apple belong? Meat?
Dairy?
Ss: (fruit)!
T: Ok, is the apple good for you? Is it healthy?
Complete these columns and think about another food item.
Is it clear? Yes?
Ok…You have 5 minutes to complete your tables and compare your
work with your mate.
As Ss work on their own, T will go round the classroom to make sure they have understood the task,
especially those shy Ss who might have feared to ask the teacher to repeat the prompt or explain it a
bit further.
When the allotted time is over, T will ask Ss for feedback.
T: All right, everybody! Let’s see what you have done.
T will ask individual Ss to read one of the rows in his/her handout, asking some questions if
necessary. After the whole chart is covered, including Ss’ own ideas, T will lead Ss to the last activity
in the lesson.
Transition:
T: Great job, everybody! Now, Let’s analyse the information we have here

August 31st, 2015
2015
Activity 4: Language focus (8’)
Aim: To introduce Ss to the structure –(i)er than to make comparisons between two different food
items.
T: Today we keep on learning about food, about food groups. How many food
groups are there?
Ss: (There are) (five) (food groups)
T: and they are….
Ss: fruits, vegetables, diary, cereals, sugary food.
T: Right! Now, let’s look at fruits and sugary food
(T writes the words on the board)
Which one is healthy?
(T points at each word)
Ss: Fruits
T: Ok, Fruits are healthy.
Fruits Sugary food
Fruits Sugary food
are
healthy

August 31st, 2015
2015
T: What about sugary food? Is it healthy or Unhealthy?
Ss: Unhealthy
T: Yes, Sugary food is unhealthy.
At that point of the lesson, T will ask Ss to read both sentences aloud.
T: So far, we all agree on this. Fruits are healthy and sugary food is
unhealthy. Now, can you tell me:
Which one is healthier than the other? Fruits or sugary food?
(T raises one of her hands, with the palm facing the ceiling so as to convey meaning)
Ss: Fruits!
T: Yes!! Fruits are healthier than sugary food.
(T proceeds to write the new sentence on the board in the following way)
T will read the new sentence aloud and then will ask Ss to read it themselves. Two more
comparisons will be made, but this time individual Ss will come to the board to write as the rest of
the class dictates and reads.
Fruits Sugary food
are is
healthy IER THAN unhealthy
Fruits Sugary food
are is
healthy unhealthy
Comentario [R6]: Will SS copy the
examples in their copybooks?

August 31st, 2015
2015
Transition:
T: Great job, everybody!
Closure and homework assignment : (5’)
Aim: To close the lesson relating the new knowledge acquired with the situation at the beginning
of the lesson, assigning homework.
T: Since today is Thursday, you are going to take some homework. (Brenda) is
distributing the handouts.
Ss write the date in the folders and paste the handouts under the heading “Healthy and unhealthy
food”
Taller de Práctica Docente 2015
Lesson plan criteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required information?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are they clearly written to explain what the learners will learn and
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materials and
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

Comentario [R7]: Will you explain it?

August 31st, 2015
2015
8 Seating arrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students? Is there a set of guidelines and instructions for this work
to be carried out?
Does the lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficulties and
possible solutions
Does this section explain possible difficulties according to previous
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lesson or
classroom
management
problems and their
possible solutions
Does this section explain possible difficulties according to previous
lessons’ experiences and class observation?

Lesson development
12 Lesson stages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lesson context and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share


August 31st, 2015
2015
their work with the class?
21 Active learning:
Bloom’s Taxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance, and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Dear Gina
You have done a great job!
Learners will learn about a meaningful topic in English, which is the focus of more innovative approaches,
such as CLIL. 
The lesson plan is guided and challenging at the same time.
Keep it up!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimum score: 20 / 32
Score: 31/32=9.5
Comentario [R8]: Explanatations for
HW are missing.

Moure primary 5thgrade_lesson_plan2_week1 - 9.5

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