This document contains a lesson plan for a class on expedition food for 6th and 7th grade students. The lesson aims to teach students about the food and items important to take on expeditions, as well as the language points of must/mustn't, can/can't, and countable vs. uncountable nouns. The lesson includes a warm-up activity, reading and listening to a text, exercises matching food to containers and identifying countable and uncountable nouns, and a closing activity to practice the grammar point. Feedback at the end suggests including more resources and materials in lesson plans and keeping clear context when using the CLIL approach.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Primario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - 6to y 7mo (one class)
Cantidad de alumnos: 11 alumnos
Nivel lingüístico del curso: Pre-Intermediate/ Intermediate
Tipo de Planificación: Clase
Unidad Temática: Sports and Games
Clase Nº: 1
Fecha: 2/11/18
Hora: 1.30 to 3.30pm
Duración de la clase:2 horas
Fecha de primera entrega: 29/10/2018
· Teaching points: In this class students will learn about expedition food, and what
kind of items are important(must/mustn’t) to take into account when going out
exploring. Along with the content, they will learn what the can/can’t count
·

2. · Aims or goals: The aim of this lesson is that students can use and recognise the
use in context of must / mustn’t , can /can’, countable/uncountable nouns.
·
·
· Focus on Language
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIÓN MUST - MUSTN'T
CAN - CAN’T
ASKING AND
SAYING WHAT YOU
MUST AND
MUSTN'T DO
RECALL WHAT
ITEMS THE
CLIMBERS MUST
AND MUSTN'T TAKE
WITH THEM
/ˈˈMɅɅS.ƏƏNT/
NEW COUNTABLE AND
UNCOUNTABLE
NOUNS
EXPEDITION FOOD
TALKING ABOUT
FOOD
WHAT ITEMS
FROM THAT TEXT
ARE COUNTABLE?
/ƩƩ.ƏƏN/
● Teaching approach: For this classroom the main approach is the CLIL. Here the
focus is on the topic/content, in this case expedition food (we have been reading
about extreme sports, extreme environments for a few lessons now). There is also a
task based procedure as the students learn about the content and produce new
target language through activities.
● Integration of skills: The integrated skills are listening, speaking, reading and writing.
In this lesson,students will be working with a text. Some of them will listen while the
“weaker students” will read and listen. Later on, they have a number of activities for
them to practise writing, logical reasoning and speaking.
● Materials: Students´ book, audio CD, CD player.
● Pedagogical use of ICT: -----------------
● Seating arrangement : Students usually sit on a group table (5 students) and single
tables. We will arrange the tables in a manner that they form a semi circle so that we
can look at eachother and promote respect among peers.
● Assessment in class: throughout the class, I work as a monitor, checking each
student and making sure that they understand the topic. I also make sure that all of
them participate every class, in the case of special needs, I usually have them read
aloud.

3. Routine 5’:
Hello Everyone! how are you? How was your week? The students just finished having lunch
so I let them go to the bathroom and put their things in order.
Now, we have an exam today, but since it’s very short, we are going to have class for an
hour and then you will have 1 hour to complete the exam.
Warm-up 5’:
Look at the image: What do you see? Where do you think the people in the picture are?
(I write down their brainstorming ideas on the board below the title I had already written:
“Expedition food”) Very good! Now, read the title, what do you think the text might be about?
Presentation 5’:
Look at the words in the box. Why do you think these objects are important? Discuss in pairs
and share with the class. (we discuss all together and share ideas).
Good! Now we are going to listen to the text. (strong students only listen while the children
with special needs follow the listening reading their books). We’ll one time to check
pronunciation and then the special needs students will read it out loud while the rest of the
class listen and gets ready to answer the questions.
Development 25’:
1)Students book page 68, ex 2. Listen (one more time) to the narration of the text and
answer:
Which things from “words in the box” did the explorers take with them? Why do you think
they take them? What things do you think they must/mustn't take with them?

4. 2)Make a list of food and drink that the climbers took with them. ( I elicit students’ answers
and write them down in two different columns).
Then, match the food items in the box with their containers (1 -6) you can match some food
items with more than one container.
3) Grammar Presentation: Countable and Uncountable Nouns!
I show students a packet of cookies ( to share) and say Look: I have 1 biscuit, and look now
I have 2 biscuits. Now take a look, this is Rice (not one rice) What’s the difference between
the two? Can you see it?
Let’s take a look our Grammar explorer page 126.( We read this together and debate)
Now, can you tell me which items from the text are countable nouns and which are
uncountable?
Good! Let’s do ex 5 and 6 from the book. You may work in pairs for this exercise.

5. Closure:
Who can think of things that we can count and things that we can not? Let’s look at the
things we have in the classroom and try to decide which is a countable/uncountable noun!
HW: Workbook ex 3 and 4.
(The rest of the class they will have the EXAM)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X
Coherence and
sequencing
X

6. Variety of
resources –
Learning styles
x
Stages and
activities
X
Teaching
strategies
X
Language accuracy X
Observations Minimum score: 18 / 30
Score: _17___ /30
Anita, please go over the comments and take them into account for future lesson plans. You
must include all resources. It is truly important that you supplement the textbook, selecting
and designing materials and activities. We need to see your creative side!
Keep context clear throughout the lesson, especially if you adhere to the CLIL Approach. By
the way, do you think this lesson applies to such an approach?
Remember to include this chart at the end of your lesson plans.