Cynthia Estebo will be doing her teaching practice at the Escuela Primaria “José Manuel Belgrano” in Punta Alta, Buenos Aires, Argentina. She will be teaching 5th grade students who are beginners in English. Her first lesson focuses on food vocabulary and having students talk about their likes and dislikes. The 60 minute lesson will include revising food vocabulary, students completing a worksheet about their own and their partner's food preferences, reading about a character's weekly food schedule, and asking students to retell what was read.

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain Co-tutora: Prof. Graciela Inés Manzur
I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO
PRACTICANTE: Estebo, Cynthia
Período de Práctica: Nivel Primario
Institución Educativa: Escuela Primaria “José Manuel Belgrano”
Dirección: Ushuaia 348 – Punta Alta, provincia de Buenos aires
Sala / Grado / Año : 5to “C” – Turno Tarde
Cantidad de alumnos: 22
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Food
Clase Nº: 1
Fecha: 11/08/2015
Hora: 15-16
Duración de la clase: 60´
• Teaching points: Food
• Aims: During this lesson, learners will be able to…
Revise, recycle and use vocabulary in a communicative way
Speak about their likes and dislikes
Speak about their classmates´ likes and dislikes
Apply reading comprehension techniques
• Language focus:
LEXIS FUNCTION STUCTURE PRONUNCIATION
REVISION
Vocabulary
of “food”
Likes and
dislikes in
first person
singular
- Revising
vocabulary
-
Explessing
their likes
and dislikes
- I like…
- I don´t
like..
-Dipthongs:
Like / laik/
Don´t /daunt/

2. NEW
-- Likes
and
dislikes
-
Expressing
other
people´s
likes and
dislikes
- He/she
likes…
- He/she
doesn´t
like..
-Final /s/ sound in
third person
singular
• Teaching approach: I’ll use the Communicative Approach
• Materials and resources: weather pictures, written piece of structures “What
day is it today? August...”, number flashcard, realia, coursebook “GO!2”( Ed.
Tinta Fresca)
• Seating arrangement: Children will be sitting in rows.
• Possible problems / difficulties and their possible solutions during the
class: Children lose their spam of attention quickly and become naughty. I´ll
rise my right hand in silence in order to indicate that they are not paying
attention and continue with the normal flow of the lesson.
• Potential problems students may have with the language: Children may
have forgotten the vocabulary and want to resort to Spanish. I´ll help them by
modelling the language they will have to use, giving examples or eliciting.
• Assessment: I´ll check students’ comprehension through their participation. If
I notice they do not understand, I´ll mime, model the language or ask a partner
or the class to model the activity.
Routine: 10’
I’ll get into the classroom and greet students:
“Hello!, how are you today?” “I´m Cynthia and I´ll be with you for some classes”
I will ask place the following phrase on the board:
What day is it today?
Teacher:“What day is it today?” “Is it August?” and I will show them the word
written on a cardboard.
Students: “yes”
I will stick it on the board.
Teacher: “Is it 10th
?” ( and I show them the number on a small flashcard)

3. Students: “no”
Teacher: “Is it 11th
?” ( and I show them the number on a small flashcard)
Students: “YES!”
Teacher: “Great”, “Now, what´s the weather like today?” “Is it cloudy?”(I will
show them the picture)
Students: “no” “It´s sunny”
Teacher: “Very good!”
I will write on the board “It´s sunny today” and I will stick the picture next to the
phrase.
Transition: Well done! Ok, I have some things in my bag I want to show you...
Warm-up 10’:
In order to revise food vocabulary and activate some previous knowledge
students may have, I will use realia. I will have a supermarket bag with food and
drinks. I will say:
“Look, what´s this?” and I will take an orange
Students: “orange”
I will place the object on my desk.
Teacher: “Great!” “Come, Franco, help me” “take something from the bag”.( The
student will take out an object from the bag) “Ask your classmates, what´s this?”
Franco: “What´s this?”
Students: “Orange juice”
He will place the object on the desk.
Teacher: “Excellent!” “Another volunteer?, yes Lourdes, come here
please””Close your eyes and take an object from the bag” “Ask, what´s this?”
Students: “Sausages”
I will go on until we have taken all the objects from the bag.
“Excellent job!”
Transition: “Great! Let´see..” I will clean the board and take out the weather and
date flashcards.
Presentation 10’:

4. I will use the object to tell students what I like and I don´t like. I will write on the
board these phrases. I will mime with a similing face “I like oranges” and lift the
orange from the desk. Then, I will mime a disgusting face and say “ I don´t like
bananas” and I will lift a banana from the desk.
I will ask students “What do you like, Ivan?” “Do you like orange juice?”. I will
ask randomly to different students “Does Ivan like orange juice?” I will write the
new structure on the board. I will keep asking students in second person and
then, checking by asking in the third person singular.
Transition: Great!, “I need a secretary, who can hand in this?”
Development 25’:
Activity 1-10’: Speaking
Students will work with the following worksheet:
ME MY PARTNER

5. Taken from: http://www.englishcurrent.com/wp-content/uploads/2012/02/do-you-like-
worksheet-preview.jpg
In pairs, students will complete the worksheet. They will write “yes” or “no” next to the object.
Then, they will ask their partner “Do you like...?” and they will complete “my partner” column.
When they are ready, they will tell orally to the ret of the class their answers
Transition: Great!, Let´s open your books on page 52
Activity 2 -15’: Reading
I will say “Look at the picture on exercise 2. What are the children doing? What
are they eating?”
“Great!”
I will ask students “who wants to read?” Students will read in turns. When they
have finished, I will ask them questions to check comprehension. For instance,
What does Nico eat on Mondays and Wednesdays? And on Tuesdays? What
about Thursdays?
When I am sure that they have understood, we will answer orally the questions
on the book. I will write the answers on the board.
Finally, in pairs, students will complete the table with the information taken from
the text. I will go around the desks to monitor and act as a facilitator.
When they have finished, we will check it orally as a whole group activity. I will
write the correct answers on the board.
Closure - 10’:
I will ask students to retell what Nico likes and does not like orally.

6. Taken from: http://www.englishcurrent.com/wp-content/uploads/2012/02/do-you-like-
worksheet-preview.jpg
In pairs, students will complete the worksheet. They will write “yes” or “no” next to the object.
Then, they will ask their partner “Do you like...?” and they will complete “my partner” column.
When they are ready, they will tell orally to the ret of the class their answers
Transition: Great!, Let´s open your books on page 52
Activity 2 -15’: Reading
I will say “Look at the picture on exercise 2. What are the children doing? What
are they eating?”
“Great!”
I will ask students “who wants to read?” Students will read in turns. When they
have finished, I will ask them questions to check comprehension. For instance,
What does Nico eat on Mondays and Wednesdays? And on Tuesdays? What
about Thursdays?
When I am sure that they have understood, we will answer orally the questions
on the book. I will write the answers on the board.
Finally, in pairs, students will complete the table with the information taken from
the text. I will go around the desks to monitor and act as a facilitator.
When they have finished, we will check it orally as a whole group activity. I will
write the correct answers on the board.
Closure - 10’:
I will ask students to retell what Nico likes and does not like orally.