Moure primary 5thgrade_lesson_plan3_week2 - 9.5

Taller Práctica Docente Regina de los Ángeles Moure
Tutor: Prof. Cecilia Zemborain regis246@hotmail.com
September 6th, 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: 3
Fecha : miércoles 9 de septiembre de 2015
Hora: 5° Reina – de 14:00 a 14:40
5° Inmaculada – de 14:40 a 15:20
Duración de la clase: 40’
Fecha de primera entrega: 6 de septiembre 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 make comparisons among
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 afternoon.
- How are you
today? Fine!
Numbers:
1-20
Commands:
-Stand up
-Sit down!
-Greeting.
-Counting.
-Following
commands
and/or
instructions.
-Making
comparisons
WH questions and
answers in the
simple present:
- What’s this?
- Which food
group is
this?
Recognition of
the following
sounds in initial
position:
/h/
how
/ð/
Than/

September 6th, 2015
2015
-Come here! +
please.
Adjectives:
Healthy,unhealthy,
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,
(green) beans,
dairy, pears,
yoghurt, tuna,
sweets, sugar.
that/these/ this
Recognition of
/r/ in final
position (not
followed by a
vowel):
more /mɔː/
New Making
comparisons
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.
Teaching approach: Natural approach – CBL - CLIL
Materials and resources:
 A board and pieces of chalk (white and coloured).
 A poster with a visual organizer to help Ss work with the song.
 Markers.
 “The food groups song” mp3 taken from a video hosted at
https://www.youtube.com/watch?v=cORkrfqK10s
 Notebook, speakers
 Flashcards of food items taken from the following course-books:
 Super Me 1 & 2 (OUP)
 Zabadoo 1 (OUP)

September 6th, 2015
2015
 Your Quest 1 (Macmillan Publishing)
As well as from the Internet
Green beans
http://15printcoloringpages.pindesktop.com/coloring-images/printable-colouring-pages-of-
vegetables/peas-coloring-pages/peas-17-coloring-page.gif
Pears
http://15printcoloringpages.pindesktop.com/coloring-images/printable-colouring-pages-of-
fruits/pears-coloring-pages/019-pears-coloring-sheets.gif
Oranges
http://www.kddoodle.com/color/wp-content/uploads/2012/09/oranges.gif
Cereals
http://www.preschoolactivities.us/wp-content/uploads/2014/12/cereals-for-breakfast-
coloring-page.jpg
Pasta
https://s-media-cache-
ak0.pinimg.com/originals/56/6d/4f/566d4fbcca55830bfd8a2d1f9f655a1e.jpg
Meat
http://www.voyaprenderingles.com/imagenes/Laminas/alimentos/17_food_alimentos.JPG
Tuna
http://i.istockimg.com/file_thumbview_approve/33348678/6/stock-illustration-33348678-
canned-tuna-fish.jpg
Ham
http://www.coloreardibujos.org/wp-content/main/2009_05/gran-trozo-de-carne-dibujos-
para-colorear.jpg
Fish
http://coloringcrew.estaticos.net/coloring-book/coloring/fish-9.gif
Cake
http://www.supercoloring.com/sites/default/files/styles/coloring_full/public/cif/2009/05/cr
eamy-cake-coloring-page.jpg
 A poster resembling the handout Ss received in lesson 2 to scaffold the activity.
 1 handout per Student (homework) (see appendix)
Pedagogical use of ICT:
There are not instances of ICT use during this lesson.
Seating arrangement:
Ss sit in rows of two desks, which allows for pair-work.
Cooperative work:
No instances of cooperative work.
Comentario [R1]: Is a change possible
depending on the lesson aims?
Comentario [R2]: Will there be any in
future lessons?

September 6th, 2015
2015
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 so far. 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 previous lesson plans, 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 and expand
their acquisition of the structure employed for making comparisons.
Since this lesson has the purpose of rounding up what Ss have been learning so far, T will focus her
attention on both content (healthy eating habits) and language (lexis, functions, structures and
pronunciation).
In addition, as children will finally be introduced to the suffix – er + than (an extension to what they
learnt in lesson 1), T will focus her attention on Ss’ understanding of how to make comparisons. The
correct pronunciation of the already mentioned suffix will also be assessed.
Note from the Trainee-teacher:
Even though lessons at this schools take forty minutes (according to the school schedule),
interferences from the outside and Ss’ situation at the moment the lesson is delivered may give way
to the loss of precious minutes. Therefore, the number of activities for Ss to carry our will be
reduced, but their need for Ss’ cognitive engagement will be maintained.
Warm- up (2 minutes)
Aim: To connect the last encounter (lesson 2) with the current one.
After greeting the Ss and asking them to sit down, T will start the lesson by saying.
T: Last class we watched a short video about food groups. Do you remember
how many food groups there are there?
Ss: (five)
T: Five, and what are they called in the song? Which are those food groups?
Comentario [R3]: This idea is not
clear…
Comentario [R4]: Thanks for this
explanation!

September 6th, 2015
2015
As Ss call out the food groups, T will display the following poster on the board and ask a few Ss to
come to the front to complete de headings:
Fruits/Vegetables Dairy Bread and Cereals Meat and Fish Sugary Food
Transition:
T: In the video we watchedr, several food items were mentioned for each
group food.
Activity 1: Pre-listening task (5’)
Aim: To activate Ss’ prior knowledge
T: Do you remember any of these food items?
Let’s start with fruits.
Again, as Ss call out the items they remember from the song, T will ask some volunteer to come to
the board to write the names of the food items and stick the corresponding picture.
Fruits/Vegetables Dairy Bread and Cereals Meat and Fish Sugary Food
green beans
carrots
milk
yoghurt
cereals
spaghetti tuna
chocolate
ice-cream
Con formato: Resaltar
Comentario [R5]: What if learners
don’t remember how to spell these words
or some of them?

September 6th, 2015
2015
pears
oranges
cheese
egg(s) bread
pasta
ham
fish
sweets
cake
    X
healthy healthy healthy healthy UNhealthy
( an idea about what the poster may look like after Ss complete it once the pre and while listening task is over
Some colour pictures had to be deleted since they made this file too heavy for uploading it to campus)
Ss may not remember all the food items from the song, but that will not be a problem since they will
be listening to the song again.
Transition:
T: Let’s see how much we remembered from the song. We’re not going to
watch the video, but to listen to the song
(T points at the notebook and speakers)
Activity 2: While listening ( 5’)
Aim: To have Ss watching a video for specific information.
T: As you listen to the song, please check:
1) The food groups: Did we write all the food groups?
(T points at the headings of each column on the poster)
2) The food items: Did we write them all? Are they in order?

September 6th, 2015
2015
T will write the two questions thing Ss will have to focus do on the board as a reminder for them.
Besides, sShe will ask one of the children to explain the activity to their mates so as to make sure
everybody has understood.
Is it clear? Have you understood? Can anyone tell me and the others what
you have to do?
As it has been a custom during the last lessons, T will wait for spontaneous answer from the Ss. In
case that does not occur, she will nominate one of them who may provide the explanation in L1. T
will re-phrase it in the target language with a reassuring intonation.
Right after having listened to the song, T will ask Ss for feedback. Items on the poster may be re
arranged.
Transcript:
The food group song
Green beans and carrots,
Pears and oranges, too.
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,
Comentario [R6]: Excellent!

September 6th, 2015
2015
Meat and tuna.
Ham and fish, too.
These are meat and fish,
Chocolate and ice-cream.
Sweets and cake, too.
These are sugary food,
They’re NOT so good for you!
Transition:
T: Well done, everybody! Now, do you remember this handout?
Activity 3: After listening activity (5’)
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.
T will display the second poster of the lesson, which is a bigger hand-made version of the handout Ss
had received last class. Since some of them could finish the controlled section of the task (based on
the song) and others could not, T will ask advanced Ss to explain to their mates how they went over
the task. That way, everybody will be able to complete the activity before moving to the “language
focus” section.
T: Here you have the four columns. (Bianca), can you read it, please?
S1: Food item, food group, Is it good for you? Healthy? Unhealthy?
T: Thank you, (Bianca)!
So, you had to complete these four columns with information from the
song, right? Information we have here on this other poster, you see?
For instance, What about the first column, “Food item” ?
Nothing is written here, but in the next one it says “Vegetable”, right?
Comentario [R7]: This allows for
differentiation. Well done!!

September 6th, 2015
2015
Which vegetables were mentioned in the song?
Ss: (Carrots/green beans)
T: So here you may write any of those…great!
Can anybody come here and write?
A student will come to the board and complete the cell.
T: Thank you, (Zoe)! The next column asks you:
Is it good for you?
Here you had to say if green beans or carrots are good for you. It is NOT
asking DO YOU LIKE IT? ok?
T will make that point clear since some SS misinterpreted the questions and wrote an X only because
they do not like any of those vegetables.
Then T will point at the last column:
T: Therefore, if this food is good for you…is it HEALTHY or Unhealthy?
Ss: Healthy!
T: Ok, can anyone come and write that here?
(T points at the cell)
T: All right, now you can complete the whole table in case you haven’t done it
yet.
When you finish, provide two examples of your own, here, below the heading
“YOUR IDEA”
(T points at the heading)
For instance…Apples! 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 two columns
and think about another food item.
You have three minutes to finish this task.
Comentario [R8]: Good!
Comentario [R9]: When the reference
is generic, the plural is used instead. Are
apples
Comentario [R10]: Are they

September 6th, 2015
2015
When the allotted time is over, T will ask Ss for feedback;
T: Ok, 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 has been covered (including Ss’ own ideas), T will lead Ss to the
next activity.
Transition:
T: Great job, everybody! Now, Let’s analyse the information we have here
Activity 4: Language focus (8’)
Aim: To introduce Ss to the structure –(i)er than to make comparisons between two different food
items.
T: We know there are five food groups and those 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
Comentario [R11]: Food ítems you
have thought of?

September 6th, 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)
Fruits Sugary food
are is
healthy IER THAN unhealthy
Fruits Sugary food
are is
healthy unhealthy

September 6th, 2015
2015
T will read the new sentence aloud and then will ask Ss to read it themselves. Then they will copy the
examples in their copybooks/ folders after writing the date and the heading “Healthy and Unhealthy
food”.
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. Ss will copy these new examples too.
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: Before I leave, I want to give you some homework. (Brenda and Máximo)
are bringing around the handouts.
As soon as all the students have received their handouts, T will ask one of them to read the prompt.
Then, T and Ss will discuss the homework, providing examples so as to clarify the task.
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?

Comentario [R12]: 
Comentario [R13]: This must be
included in the lesson plan.

September 6th, 2015
2015
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?

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


September 6th, 2015
2015
- 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
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
As this lesson plan is an extension of last class’s lesson plan, not much can be added. Keep up the really good
job! 
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

Comentario [R14]: Explanatations for
HW are missing.

September 6th, 2015
2015
Language accuracy 
Observations Minimum score: 20 / 32
Score: 31/32=9.5

Moure primary 5thgrade_lesson_plan3_week2 - 9.5

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