Moure primary 5thgrade_lesson_plan4_week2 - 10

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: 4
Fecha : jueves 10 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: 7 de septiembre de 2015
Teaching points: Healthy eating
Lesson Aims:
By the end of the lesson, Ss will:
 Revise food items.
 Learn about the different nutrients with which each food group provides the body.
 Develop their reading skills by getting specific information from a text
 Develop their speaking and listening abilities by taking part in short oral exchanges and in a
jig-saw reading activity.
 Develop their critical thinking by assembling different pieces of information.
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!
-Come here! +
please.
Adjectives:
-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/
that/these/ this
Recognition of
/r/ in final
Comentario [R1]: 9
Comentario [R2]: This is not a learning
or developmental aim.
Comentario [R3]: Excellent aims!

September 6th, 2015
2015
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.
position (not
followed by a
vowel):
more /mɔː/
New
Nutrients
Macronutrients
Micronutrients
Carbohydrates
Minerals
Vitamin (s)
fat
Teaching approach: Natural approach – CBL - CLIL
Materials and resources:
 A board and pieces of chalk (white and coloured).
 The poster displaying the visual organizer created during the warm-up stage in lesson 3.
 Markers.
 2 handouts per student (see appendix)
 “A word from the nutritionist” containing information adapted from http://healthy-
kids.com.au/food-nutrition/nutrients-in-food/
 Jig-saw reading handouts.
 Images from the Internet:
Comentario [R4]: Pronunciation of
these difficult words??

September 6th, 2015
2015
Taken from http://www.colouringpage.org/wp-content/uploads/2013/07/Doctor-Colouring-Page.gif
Taken from http://cdn-aws-01.mummypages.ie/images/1240/62/3/1_3/Painter.jpg
Taken from
http://4.bp.blogspot.com/_baPSplXYBpk/TT8XVdwMU9I/AAAAAAAABSc/NnR9ZQhbSGo/s1600/Pilot.gif
taken from
http://www.clipartpanda.com/clipart_images/mouth-with-teeth-clipart-5724433

September 6th, 2015
2015
image taken from
http://www.sciencekids.co.nz/images/jpics/skeletonbones90.jpg
Image taken from
https://lh3.googleusercontent.com/-G61jl3uXOzU/TfSS-
SJdiRI/AAAAAAAACv4/5aQIVjLLMac/s800/grow%252520up.jpg
Pedagogical use of ICT:
There are not instances of ICT use during this lesson.
Seating arrangement:
Ss will be sitting in rows at the beginning of the lesson, but then will be arranged in groups of five.
This grouping organization will be maintained during the last two lessons of this practicum when Ss
have to deal with a problem-solving task (lesson 5) and make an oral presentation (lesson 6)
Cooperative work:
Ss will work in groups for the first time during this practicum. They will carry out a jig-saw reading
activity, retrieving information about food groups and nutrients from those mates who have the
data they lack.
Possible problems and possible solutions regarding behaviour:
This T will continue paying attention to those Ss whose engagement seems to be weak, especially
after having an informal talk with Ms. Mónica who is worried about a few ss’ learning process and
poor performance.
From my point of view, the only thing this teacher can do to help these students is providing them
with more scaffolding by means of visual aids and grading reading texts so that they include
examples of cognates and the use of simple structures. I trust that combining these strategies with
the one employed so far (encouraging, promoting and praising Ss’ participation) will bear fruit.
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
Comentario [R5]: Great!
Comentario [R6]: 
There may be other external factors
affecting their learning…

September 6th, 2015
2015
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 (nutrients) as a prior step to the 5th
and 6th
in which
they will be introduced to the structure Should + infinitive to give advice.
As in any CLIL-oriented lesson, T will focus her attention on both content (nutrition) and language
(lexis, functions, structures and pronunciation).
Warm- up (2 minutes)
Aim: To connect the last encounter (lesson 3) with the current one.
After greeting the Ss T will show Ss the graphic organizer they completed last class, during the warm-
up stage.
T: So far we have seen that all the food we eat can be arranged into these
five groups, right?
Ss: yes!
T: But, do you know why?
Why are these food items arranged this way? I mean, vegetables in one
group; meat, fish and chicken in another one…?
Any idea?
Ss will provide their hypothesis, which T will write on the board, next to the visual organizer:
Fruits/
Vegetables
Dairy Bread
and
Cereals
Meat
and
Fish
Sugary
Food Food items are grouped
this way
because (of):
(ss EA)
 Their origin
(plants/ animal)
 The way we can
green
beans
carrots
pears
milk
yoghurt
cheese
eggs
cereals
spaghetti
bread
pasta
meat
tuna
ham
fish
chocolate
ice-cream
sweets
cake

September 6th, 2015
2015
oranges eat them (cooked
– raw).
 Their colour
 Etc.
    X
healthy healthy healthy healthy UNhealthy
Transition:
T: Well, these may be the reasons by which food items are grouped this way.
Who do you think could provide us with a good answer?
Activity 1: Pre-reading task (5’)
Aim: To activate Ss’ schemata
T: I’ve got three options for you to choose.
At this point, T will show Ss the following images:

September 6th, 2015
2015
A painter? A nutritionist? or a pilot?
Excellent transitions and scaffolding!!
After Ss have chosen the nutritionist, she will ask Ss whether they have ever visited a nutritionist or
know what a nutritionist do.
T: A nutritionist, right. This is the most qualified person to answer our
question.
Have you ever visited a nutritionist? Do you know what nutritionists do?
(they are doctors who know about nutrition and help us to have a balanced diet)
Transition:
T: Let’s see what this doctor has to say to us.
(T points at the doctor’s image)
Activity 2: While reading ( 5’)

September 6th, 2015
2015
Aim: To have Ss reading a passage in order to check their predictions as well as to get information
related to the topic of the lesson.
T will show Ss the handout and provide them with the following instructions:
T: We are going to read this text now.

September 6th, 2015
2015
First, you will read it quietly, just for yourself.
When you finish reading, I’ll read it aloud so you can follow the text as
you listen to me
Is it clear? How many times are we going to read this text?
Ss: Two
T: Great! The first time on your own
( T makes a gesture so as to convey meaning)
And the second time? Who is going to read the second time?
Ss: You!
T will ask two volunteers Ss to distribute handout.
As soon as the two reading instances have been carried out, and the pronunciation of the new lexical
items practiced, T will ask Ss about their hypotheses and the rationale for grouping food.
T: So, was any of your predictions right?
Ss: Yes/No
Transition:
T: What have we learned from this text?
Activity 3: After reading activity (5’)
Aim: To check Ss comprehension of the text.
T will ask the following questions so as to check Ss’ comprehension about the rationale behind food
groups:
T: Why are food items grouped this way?
(T points at the poster)
Comentario [R7]: 

September 6th, 2015
2015
Ss: (Because) they have the same nutrients
T: What are nutrients? Can anyone tell me?
Ss: Substances the body needs to function properly/right.
T: How many categories of nutrients are there?
Ss: Two!
T: Two categories, types of nutrients…which are those?
Ss: Macronutrients /Micronutrients
T: Can anyone name the macronutrients?
Ss: carbohydrates, protein and fat.
T: Which are the micronutrients?
Ss: (they are) vitamins and minerals such as calcium, iron and vitamin
c.
T: Does Sugary food provide us with any nutrients?
Ss: No, it does not.
T: So, Should we eat sugary food all the time?
(Again, T makes use of gestures so as to convey meaning)
Ss: No!
T: No, we shouldn´t! We should keep a balanced diet getting all the
nutrients we need.
Transition:
T: Where can we find all those nutrients? In our food! Now you are going to
read about food items and the nutrients they provide.
Activity 4: Jig-Saw reading (10’)
Aim: To have Ss working cooperatively in order to re assemble a text about nutrition
T will show Ss five different handouts at the time she explains Ss that they will be receiving only one
of them.
T: Here I have five different handouts. Each handout tells something about
four food groups and the nutrients they provide us with. For instance, this
one

September 6th, 2015
2015
(T shows one of the handouts)
Talks about Vegetables, Dairy, Proteins and Grains
You will have to read it and complete whatever is missing it.
Then T will proceed to model the activity:
T: Let’s look at this one. It is about DAIRY, and it says:
T will read up to the first blank line, making silence for Ss to provide the examples. When Ss do as
expected, T will pretend she is writing those examples on the handout. T will keep on modelling the
activity.
Then she will ask:
T: Is it clear? You have to read and provide examples. Ok? You have 5
minutes.
As Ss work on their own, T will go round the classroom monitoring the task and assisting those Ss
Ms. Mónica mentioned during the talk.
As soon as the allotted time is over, T will ask a few Ss to read the different passages so as to check
the activity. Then T will say:
Comentario [R8]: If necessary, elicit
instructions in L1 from them. Since this is
an unusual type of activity, it may take
them some time to grasp what they have
to do and how.

September 6th, 2015
2015
T: Well done, everybody! Now, I need you find those mates who have the
information you lack. For example, (Amparo), which is your food group?
S1: (Grains)
T: Ok, so you need to find mates whose food groups are Vegetables, Fruits,
Dairy and Proteins. All right! Who has information about Vegetables?
(Bianca)? Ok, go with (Amparo). Who has information about Fruits?...
T will go on like that until Ss are clear about how they will have to make groups. As soon as Ss are
arranged, T will ask them to write their names onin a piece of paper so that T which Ss will be
working together. Then, Ss will be asked to share the information they have with the rest of the
group.
Transition:
T: Ok, everybody…this is what we will be doing next week!
Closure and homework assignment : (5’)
Aim: To close the lesson explaining Ss about the type of work they will be doing next week.
T will collect the sheets of paper with the names of each group members and explain the following:
T: Next week you will be working in groups, designing a meal, a healthy
meal. You already know what is good and is not good for you, so it will be
easy. In order to do that, I need you to bring images of different food items
from magazines or from the Internet. Remember. Only healthy food items,
ok?
Before we leave, please write the date in your folders/copybooks and paste
the handouts. Copy the following note also:
Next class Wednesday 16th
:
Bring pictures of healthy food items from magazines or the Internet
Thanks a lot! See you next class! Don’t forget about the pictures!!
Comentario [R9]: I thought you were
going to group them according to the five
food groups, each member of each group
with one group type. Is this procedure
aimed at forming the groups?
Comentario [R10]: How? Orally?
Comentario [R11]: Remember to bring
…
According to reasearch the mind interprets
affirmative messages.
Negative messages are interpreted in
terms of affirmative ones. So if you say
‘don’t forget’ the mind interprets the verb
first… Just a hypothesis that I thought
worth sharing.

September 6th, 2015
2015
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: 32 /32=10
Dear Gina
These CLIL lesson plans may be used as samples in future courses.
Congratulations on your work!! Great worksheets!! 
Hope my comments contribute to the development of this lesson.
Way to go!
Cecilia

Moure primary 5thgrade_lesson_plan4_week2 - 10

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