This document outlines a lesson plan for a 5th grade English class in Argentina on the topic of food. The lesson has the following objectives: to review and practice food vocabulary through a song, video, and worksheet activities; develop listening skills; and explain the five food groups. The lesson includes greeting the students, presenting a food pyramid poster, having students listen to and sing along with a song about healthy eating, watching an explanatory video on the five food groups, classifying foods into groups with a worksheet, and designing a food groups poster. The plan anticipates and addresses potential problems students may face understanding English.

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: “Comidas”
Clase Nº: 4
Fecha: 20/08/2015
Hora: 15-16 hs
Duración de la clase: 60´
• Teaching points: Comidas (Food)
• Aims: During this lesson, learners will be able to…
- Revise, recycle and use food vocabulary in a communicative way
- develop listening skills by listening by kinaesthetic interpretation of a song
- develop listening skills by listening by watching a video
- develop speaking skills by talking about five food groups
- develop writing skills by designing a poster on the five food groups
• Language focus:
LEXIS FUNCTION STUCTURE PRONUNCIATION
REVISION - Healthy food,
junk food,
healthy snack
- Talking
about
healthy
snacks
“Carrots are
healthy food”
- Short vowel.
snack /snæk/

2. “Hamburger
s are junk
food”
NEW
Food groups,
diary,
carbohydrates,
protein, fat, oil
- explaining
the food on
the food
groups
- identifying
the food in
each food
group
Which food
group is
group ...?”
“fruits and
vegetables”
Long vowels:
Food/fuːd/
gruop/ɡruːp/
• Teaching approach: I’ll use the Communicative Approach through activities
that have a communicative outcome.
• Materials and resources: weather pictures, flashcards: “What day is it today?
August...”, number flashcard, food pyramid poster, laptop, song downloaded
fromhttps://www.youtube.com/watch?v=vmzJfTlA8nU, worksheet
• Seating arrangement: Children will be sitting at their desks during the lesson
in their regular seating arrangements, but they will stand up during the listening
section to move around. They will sit in groups during the closing section to
work upon their posters.
• Possible problems / difficulties and their possible solutions during the
class: Children lose their spam of attention quickly and become naughty. I´ll
approach each distractive student and ask him/her if she/he has problems or
doubts, because, sometimes, they misbehave as they do not understand or do
not know what to do.
• Potential problems students may have with the language: Children may
complain about the class being conducted in English, but, as I will model and/ or
mime and/or demonstrate the vocabulary and/or the activities, they will
gradually get used to listening to English. Anyway, I will approach those
students who still feel uncomfortable with working with the language and help
them in the process.
• 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.

3. Routine: 10’
I’ll get into the classroom and greet students:
“Hello!, how are you today?”
I will write the following phrase on the board:
What day is it today?
Teacher:“What date 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)
Students: “no”
Teacher: “Is it 20th
?” ( 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!”.
Warm-up 10’:
Presentation 5’:
I will tell students “I like healthy food” “I try to eat according to this”
I will stick the following poster on the board.
.

4. Taken from: http://4.bp.blogspot.com/-NV4fjDoLoi8/Tpc2DxVbAhI/AAAAAAAAB6Q/l_ys0zjBmjY/s1600/food-group-
chart.gif
“What is this?”
Students: “food”/ “healthy food”
Teacher: “What can you see in the picture?”
Students: “vegetables, fruits, bananas, chocolate, milk”
Teacher: “What shape does it have? Is it a circle?”(I´ll mime the circle with my
hands)
Students: “no”
Teacher: “Is it a square?” (I´ll mime the square with my hands)
Students: “no”
Teacher: “Is it a triangle?” (I´ll mime the triangle with my hands)
Students: “yes!”
Teacher: “Good! This is a pyramid, a food pyramid. Now look, what food is at
the top?”
Students: “soda, biscuits”
Teacher: “How much should we eat? A lot?” (I´ll mime quantity with my hands
and my face)
Students: “no”
Teacher: “Now look at the bottom. How much should we eat? A little?” (I´ll mime
quantity with my hands and my face)
Students: “no, a lot!”
Teacher: “very good, so we eat a lot of food from the grain group and a few
from the fat group. And what about fruits and vegetable? How much should we
eat?”

5. Students: (I believe students will answer this in Spanish, I will echo their
answers in English)”tenemos que comer muchas verduras y frutas pero menos
que los granos”
Teacher: “Great! We eat a lot of vegetables and fruit but less than the amount of
grains. Excellent! And what about milk and meat?”
Students: (I believe students will answer this in Spanish, I will echo their
answers in English)”tenemos que comer carne y tomar leche mas que
golosinas”
Teacher: “Great! We should eat meat and drink milk but much more than the
amount of fat. Excellent!”
Transition: Great!, “ Let´s sing a song! Stand up”
Development 25’:
Activity 1-10’: Listening
I will tell students that they will listen to a song, but they will have to clap when they
listen to food vocabulary.
I will play the following song for the first time. They will listen and watch until minute
00.17. I will put the laptop facing them so they will watch the video as well:
https://www.youtube.com/watch?v=vmzJfTlA8nU
Then, I will ask them.”Do you like the song? What is it about?”
Students: “food/healthy food”
On a second listening, students will copy the choreography from the video and
sing along.
Then, I will ask “What do the people in the video say?”
Students: (I believe students will answer this in Spanish, I will echo their
answers in English)”dice que tenemos que comer de los 5 grupos para
sentirnos bien”
Teacher: “Great! We should eat from the five groups to feel good. In what
proportions? How much of each?”
Students: “A lot of veggies to feel happy”
Teacher: “Excellent! Meat is for my muscle and milk is for my....”
Students: “Teeth!”
Teacher: “great!If eat pasta, I grow...”

6. Students: “faster!”
Teacher: “Excellent job!”
Transition: Great!, “Let´s sit down and watch the rest of the video”
Activity 2 -15’: Classifying
Sitting at their desks, students will watch from minute 00.18 onwards from the
video.
When the video is over, I will ask: “What do the people on the video explain?”
Students: “The five food groups”
Teacher: “Excellent! Which food group is group 1?”
Students: “fruits and vegetables”
Teacher: “Excellent! Which one is group 2?”
Students: “protein”
Teacher: “Excellent! Which one is group 3?”
Students: “rice, bread, pasta”
Teacher: “carbohydrates, a difficult word! Great!”
Teacher: “Excellent! Which one is group 4?”
Students: “oil”
Teacher: “Great! fat and oil”
Teacher: “Excellent! Which one is group 5?”
Students: “milk, cheese”
Teacher: “Great! dairy” Now, who can point the dairy group on the poster?”
Students: “ME!”
I will allow students to come to the board and point and the five food groups.
Teacher: “I need a secretary Who can hand in this?, thank you, Seba”
I will give students the following worksheet

7. taken fromhttp://www.nourishinteractive.com/system/assets/free-printables/116/preview-en-large.jpg?
1362089591
I will explain to them that, in pairs, they will circle the food that belongs to the food
group and cross out the ones who do not belong to it. We will do the first one together
to check understanding on the instructions.
When they have finished, we will check it orally as a whole group activity. I will
ask “Which food does not belong to the fruit group?”
Students:”chocolate and Chinese food”
Teacher: “Great! “Which food does not belong to the vegetable group?”
Students: “biscuit”

8. Transition: “Well done!” Let´s design a poster”.
Closure - 10’: Designing a poster
In pairs, I will ask students to design a poster on the five food groups. I will
explain to them that they will draw the food under the correct subcategory. I will
allot time for them to write and draw. When they finish, they will show it to the
rest of the class and explain about it and why they have designed it in that way.