This document contains a lesson plan for a 105-minute English class for beginner level students in 1st year of secondary school. The lesson plan aims to teach students about different foods from around the world. It includes activities where students will identify foods and nationalities on a map, read a text about a student's favorite food, practice adverbs of frequency, and design a multicultural poster about foods which will be shared on Instagram. The plan provides timing, instructions, scaffolding strategies and transition comments for each stage of the lesson.

1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: E.E.S N°1
Año y sección: 1° II
Nivel lingüístico del curso: Beginers
Cantidad de alumnos: 21
Tipo de Planificación: Clase
Unidad Temática: My favourite food
Clase Nº: 15-16
Duración de la clase: 105’
Fecha de la clase: 29/08
Fecha de entrega de la planificación: 22/08
Learning Aims
During this lesson, learners will be able to…
 Identify food from different countries
 Foster their speaking and listening skills by exchanging information about different
types of food
 Develop their reading and writing skills by reading a short text about Tina’s favourite
food.
 Design a multicultural poster about typical foods
 Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to foods:
- Hamburger
- Pizza
- Spaghetti
- Taco
Talking about their favorite
food.
What is your favorite food?

2. Vocabulary related to
nationalities:
- American
- Mexican
- Argentinian
- Brazilian
- Chinese
N
E
W
Vocabulary related to food:
- Croissant
- Sushi
- Feijoada
- Paella
- Bulgogi
- Rice
Vocabulary related to
nationalities:
- Korean
- Chinese
-
Identifying and mentioning
ingredients for each food.
Talking about foods and
places where you can eat
them.
How often do you eat it?
Adverbs of frequency:
Usually
Sometimes
Once a week
Twice a week
Materials
- Cards of different foods with adhesive tape
- A world map
- Photocopies
- Posters
- white sheet of A4 paper
- Magazines
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
In order to introduce students to the topic, and to activate their previous knowledge, I will write
the following statement on the board to be discussed.
“Pizza is delicious”. Do you agree? Yes/No. Why?
Then, I will show them a card of pizza and I will tell them “Pizza is an Italian typical food”

3. After that, I will display a world map. I will invite a volunteer to go TO THE front, take the card
and stick it on the correct country.
I will have ten cards with different foods and their nationalities (Croissant- French, Sushi -
chinese, Feijoada-brazilian, Paella-spanish, Bulgogi- Koeran, empanada-argentinian, etc). Students will
take turns to pick a card and classify them in the correct place on the map.
I will repeat this action with all the cards.
Transition: Well done! So, now we are going to read a text about Tina’s favourite food.
Before reading: 10
I will ask students to open their English folders, I will give them a photocopy to match the
possible unknown words and images from the text to read

4. While reading: 15 min

5. Activity: Read again. Correct the mistakes and rewrite the sentences.

6. After reading: 15
I will ask student to complete the following activities
Activity 1
Activity 2
How often do you eat these foods? Write the sentences like the example.
Focus on grammar
I will encourage students to come up with the rule for the adverbs of frequency and its order
in the sentence.
I will ask them to find examples in the text.

7. Then I will ask a volunteer to write the example on the board. After that, I will tell them the
rule
SUBJECT + ADVERB + MAIN VERB.
I USUALLY HAVE
I ALWAYS EAT
Sometimes can be placed before the verb, at the beginning or at the end of the sentence.
Can you find the example in the text?
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images and students’ previous knowledge.
Transitions comments: Great job! Now, let’s practice our writing skills.
Pre-writing activity 10’
Activity 1
LOOK

8. Look at the example. Complete the sentences using the words in the box.

9. Activity 2
What is your favourite? Circle one type of each food and write the sentences.
I’ll stick the following example to help them organize their writing
I will encourage students to read and identify the different stages.
Writing activity: 30’min

10. I will give students a white sheet of A4 paper and I will ask them to create a collage with
images and words from magazines (some asked to students beforehand and some
provided by me), including 3 items of information from the organizer (model text). For
example:
- Type of dish.
- Ingredients
- Eat with
I will ask them to work individually and I will tell them they can use their cell phones to
search for specific information on the web.
After that, I will collect their productions to create a multicultural poster about foods.
After writing: 15 min
I’ll ask students to stick their productions at the school corridors. Before that, they have to
take photos to their works, because they will be uploaded to the Instagram school page to
develop awareness on the community.
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice and improve their reading and writing skills with a meaningful purpose.
Giving them the chance to be active participants in social issues related to the health care.
Transitions comments: Great job! Now, let’s upload the pictures to the IG.
I’ll ask students to choose the pictures and the music for the IG stories and posts.
Students will upload their works
Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and
recasting to English when necessary. Giving them the opportunity to use the target language with a
meaningful and communicative purpose.
Transition comments: Great job! Remember SAY NO TO SMOKING. Thanks a lot for tell us about them.
It’s time to say goodbye! See you next Tuesday!
Each activity must be described in terms of the following components:

11.  Timing
 Activity description and instructions as they will be said to students (include
direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Good job!
Make sure their productions are varied. If the school policy allows them
to do so, they could use apps to design some digital posters to post
online, too.
Remember to submit a video from one of your first 12 lessons.