1. The document outlines a lesson plan for a class on the topic of cooking for secondary level students in Argentina. 2. The lesson uses images and texts to develop students' reading, writing, and listening skills through activities matching vocabulary with images, filling in blanks, true/false questions, and writing original sentences. 3. Assessment of student comprehension is done through listening to their responses, correcting activity answers, and having them read sentences aloud to check understanding.

1. 1
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Secundario
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 953 Río Cuarto - Córdoba
Sala / Grado / Año - sección: 1do año A Turno Mañana
Cantidad de alumnos: 42 estudiantes
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: ¿Podés cocinar?
Clase Nº: 3
Fecha: 18/05/2016
Hora: 7:30 a 8:50 hs.
Duración de la clase: 80 minutos
Fecha de primera entrega:
Teaching points: Practice vocabulary related teenagers and cookery.
Aims or goals:
During this lesson, learners will be able …
- To develop their reading skills by reading the text proposed in the lesson.
- To enhance and practice their writing skills by modeling and writing sentences.
- To develop their listening skills by listening to each other.
Language Focus:
Lexis Function Structure Pronunciation
Revision Pizza-Maths-
sport-Monday-
Friday-English-
homework
Filling gaps,
matching and
choosing with
already known
information.
Can you cook?
Cook /ʊ/
New Meet-cook Refer to personal
likes as
teenagers
He/I meet with
friends
Meet / i:/
Teaching Approach: The lesson is based on Krashen's Natural Approach and organized
under PPP as proposed by Jeremy Harmer.(Third Edition 2001)
Materials and resources: Images and a wordcloud.
Pedagogical use of ICT in class: Mini LED projector for images.
Seating Arrangement: Students will be seated in groups of two students as they usually
work in regular classes.

2. 2
Possible problems/difficulties and their possible solutions during class: Students
tend to talk if the class gets boring, so it is quite important to maintain their attention
activated trough the use of real context, clear L2 instructions, making the classroom
interactive with students and using the board for writing sentences.
Potential problems students may have with the language: They may have problems
with the meaning of some words, or remembering how to use them. So I will use
exemplification in order to help understanding. It is important to contextualize them so
students can enhance comprehension. Exemplification with the whole class may help them. I
will give them the possibility of asking about some meanings, but in a controlled way, using
some minutes.
Assessment: What will be assessed and how: understanding by listening to them and
correcting with examples related to the topic which is being worked when reading sentences
on the board. Comprehension will be assessed by correcting activities provided by the
teacher.
Procedures:
Routine: 3 minutes
Purpose: To greet students and let them know the class has started.
T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!! Sts: We are doing fine!!
T: That is great!! Ok, let's start learning!!
Warm up: 20 minutes
Purpose: To contextualize the topic of the lesson and begin the class
Transition: I look ask students about what they usually do
T: Ok students, I have a question for you, what things do you usually do? Do you watch tv?
Do you listen to music? (Here I will try them to understand trough the use of miming and
encourage them to tell me about their activities) Sts: I play football!! We play hockey! I
watch movies! I listen to music!
T: Very good! Ok, pay attention to these images, do any of you know these activities? Look
at them. (After a very short period of time) Ok, we will try to match them with their written
forms, look at here.

3. 3
Here students match the activities with the images.
T: Ok, let's create sentences as if these activities were performed by us. Look here..for
example:
"I meet with my friends. I go to school" Or we can make sentences using other persons' life.
"My mother enjoys doing sports." Let's do some examples!!
T: Excellent. Now, look at this image
T: mmmmm!!! yummy!!! Do you like fried eggs? (writing its name on the board) Sts: Yes!!!
T: Me too!! They are delicious, can you cook?? (writing it on the board) Sts: Yes/No!!
T: They seem easy, but they are a bit complicated to cook...Ok, there is a boy like you, Tom,
and he cooks very good.
meet friends
go to school enjoy doing sports
do homework

4. 4
Transition: Look at the picture in your notebook, that is Tom.
Presentation: 40 minutes
Purpose: To expose students to the target language and the previous work done.
T: Ok, we can see Tom likes cooking as we can see in the picture. Before we go on with text,
let's solve the Preparation exercise. You have to complete the following sentences with the
words proposed in the box. Please group yourself with a partner an start working, please
take two minutes. If you do not know the meaning of every word, I will help you, please ask
me. (The idea here is they work as independent as possible)
Answer key: 1)teenager 2)homework 3)cook 4)skill 5)recipe 6)difficult
(This activity is proposed by the notebook they use and asked by the teacher).
T: Ok, great we will correct now the sentences. You will read the complete sentence.
After the task is solved, we keep on working.
T: Now pay attention to the text, take some minutes to look for and underline those words
we have worked with and those you already know and those you never saw. Pay
attention to capitalized words, numbers, signs, they are always helpful.
circle

5. 5
T: Ok, now you have finished, it is time we read the text completely. At first, I will read the
text out loud and you follow it with your sight. As I read the text, you will have to highlight
the characters which appear in it, for example the word Tom.(Here I read the text out loud
and while they listen to me, they work on the text)
T: Great, now I would like to hear some of you reading out loud, to do this, you will divide
into two groups. First boys will do it, then, girls!! What do you think?? Sts: Yes!! T: Great!!
(Here students practice L2 after having paying attention to my reading. This idea is to
enhance their reading skills and their use of the target language)
T: Ok, while one group of students is reading, the other one will have to solve the True or
False task, then it will be the other way round.
Answer key: 1)T 2)F 3)F 4)T 5)F 6)F 7)T 8)F
(This activity is proposed by the notebook they use and asked by the teacher)
Transition: Very good!! Now, let's move on the following exercises.
Development 15 minutes
Activity 1 10 minutes
T: Here you have to chose between the two options each sentence has. Reading at the words
capitalized you will know which you have to chose. Pay attention to the whole sentence. I will
be walking round the classroom so you can ask me your doubts. Work in pairs.

6. 6
(This activity is proposed by the notebook they use and asked by the teacher)
Once they have finished, we will check activities with the whole class.
Activity 2 5 minutes
T: Now keep working in pairs to solve the following task. Looking at the words inside the
word-cloud you will have to pick up some and write three sentences, two based on the text
information and one based on your own taste.
For example: "Tom cooks dinner"
"I enjoy meals"
"Tom's mum cooks pizza"
T: Once you finish your sentences, we will share them with the class.
Transition: Very good job, you have worked really nice!!

7. 7
Closure: 2 minutes
Purpose: Here I tell students the class has finished.
T: Ok, here we stop. See you next class!!!