The lesson plan aims to teach 5th grade students about where their food comes from through reading an informational text. It includes activities to revise key vocabulary, make predictions about the text, scan for specific information, listen to a recording of the text, answer comprehension questions, and summarize different paragraphs in groups. The teacher will assess the students' understanding through class discussions and sharing their summaries.

1. TALLER DE PRÁCTICA DOCENTE 2016
ALUMNO RESIDENTE: Knye, María Isabel
Período de Práctica: Nivel primario
Institución Educativa: Colegio Bilingüe Abraham Lincoln - N° 1008
Dirección: Escalada 1567 - Comodoro Rivadavia - Chubut
Sala / Grado / Año - sección: 5° Grado - Zampa - doble escolaridad
Cantidad de alumnos: 25
Nivel lingüístico del curso: A2 - CEFR - Elemental
Tipo de Planificación: Clase
Unidad Temática: ¿De dónde proviene la comida que consumimos?
Clase Nº: 1
Fecha: 30/06/2016
Hora: 15:00 a 15:45hs
Duración de la clase: 45 minutos
Fecha de entrega: 27/06/2016
Teaching points: Food and farming and the world around us. Informational text (nonfiction)
Aims or goals:
During this lesson, learners will be able to:
● recognize and understand words related to food and farming
● scan a nonfiction text for new vocabulary and country names
● infer meaning from context
● identify main idea and details
● reinforce their listening skill through the recording of the text
● improve intonation through meaningful practice
Language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Recognizing,
identifying and
naming words
being defined
related to food
and farming.
Summarizing
Convenient
Agriculture
Local
Decrease
Package
Export
Process
This action...
Something that..
When you do
this...
The unvoiced
consonant /k/
New Defining
Scanning
Grocery store
Food labels
Organic food
It is a place
where...
It is something
/ uː/
long sound
Comentario [A1]: Names of
countries.
Comentario [A2]: In this new lesson
plan, they are not actually scanning.
Comentario [A3]: If they have the
text, do you think this activity does
foster their listening skills?
Comentario [A4]: You haven´t
included activities to work on intonation.

2. Whole food that...
It is food that...
Teaching approach: Communicative approach organized through CLIL
Integration of skills: Reading, listening, writing and speaking through an informational text
(nonfiction), listening to the text, T-S and S-S exchanges, writing a summary
Materials and resources:
● Blackboard
● Realia to show that food we buy at the supermarket or grocery stores comes from all around
the world (Should I include a photo of the products I collected which say where each item
comes from?)
● Student book - Oxford Discover 4 - informational text (nonfiction)
● A world map to locate the different countries (Available at school)
Comentario [A5]: It´s OK. You may
just list the products and mention where
they come from.

3. ● A CD player to listen to the recording of the informational text (nonfiction)
Pedagogical use of ICT in class or at home: No use of ICT in class or at home.
Seating arrangement: Students will sit in pairs as they always do. Although students will confer
with their partner, individual students will stand up in order to unscramble the words written on the
board as a revision of vocabulary they have already worked with. And they'll sit in groups of four by
just turning their chairs around in order to, first, find where the food I will take come from by reading
the food labels and later while they summarize the different paragraphs of the text they'll be working
with.
Possible problems / difficulties and their possible solutions during the class: As I don't know
the group yet, I cannot anticipate problems and their possible solutions. As soon as I have
observed them I will be able to provide this information. I'm just relying on their teacher's knowledge
of the group to plan this class.
Classroom management strategies: reinforce routines within the classroom, foster and praise
good behavior, and keep students engaged through a variety of activities. Also, timing will be an
important factor in order to make students work and not waste their time.

4. Assessment: what will be assessed and how?: I'll assess the children by checking if they can
identify the words that have already been introduced by asking them which of the words they have
unscrambled match the definitions I'll be reading. At a later stage, their ability to recognize main
ideas and details regarding the text they'll be reading will be assessed. Different groups' summary
sentences will be shared on board and the best one will be chosen by the whole class.
Routine (3')
Purpose: to get students in the mood to start the language class and make them feel at ease with
the fact of having a different teacher for a few classes.
I'll get into the class and greet students.
T: Hello, do you remember my name? (I'm sure they will)
SS: Miss Marisa
T: How are you today?
SS: Fine, thank you and you?
T: I'm great. Happy to be here with you! How about you? How do you feel about having a different
teacher for a few classes?
SS: Ok, it is fun to change teachers.
T: Good, I hope so!
Transition:
T: Are you ready to start working?
SS: Yes, Miss
T: We will start by revising some vocabulary you have already learned.
Warm-up: (5/7')
Purpose: To revise vocabulary related to food and farming students having working with in previous
classes and which they will revisit in the text they will be reading.
Interaction pattern:
Student - Student
Teacher - Student
Comentario [A6]: 

5. T: Ok, look at the scrambled words. The first letter is in a different color. Talk to your partner and
raise your hand as soon as you unscramble it. Ready, steady, go!
WORDS SCRAMBLED ON THE BOARD:
T - N - I - O- C - N - V- E - I - N (convinientconvenient)
C - R - G - A - R - U - U - L - T - E (agriculture)
C - L - A - O - L (local)
E - R - A - C - E - S - E - D (decrease)
K - E - G - A - A - C - P (package)
P - E - T - R - O - X (export)
S - C - E - O - P - R - S (process)
While students talk to each other I'll move around to check they are using their English. As soon as
anyone raises his/her hand, I'll call his/her name out and ask him/her to go to the board and write
the word correctly. Once all of the words have been unscrambled I'll read the definitions and the
students will mention the word being defined.
Definitions:
● This action puts food into containers such as bottles or boxes. package
● This action turns oranges into orange juice. process
● Something that causes no trouble; easy to do. convenient
● Something in your area or neighborhood. local
● When you do this, you make something smaller or become less. decrease
● This gives us the food we need to live. agriculture
● This action sends things out of a country. export
Transition:
T: Great job everyone! Now, this is the title of the text we are going to read.
Presentation: (5')
Purpose: To preview the nonfictional text students will be reading
Interaction Pattern:
Teacher - Students
Student - Student
On board:
From the World to Your Table
What do you think the text will be about?
SS: answers cannot be predicted.
As they mention their ideas I'll write them on the board. Then, I'll give different food items imported
from several countries around the world to different groups .
Comentario [A7]: Will you stick a
poster? Or will you copy the activity on
the board?
Comentario [A8]: As soon as they
unscramble all the words?
Comentario [A9]: Check!
Comentario [A10]: What kind of
food?
Comentario [A11]: You should
connect the previous stage with the
following one.

6. T: These are things I bought at the supermarket in different occasions. Look at the packages
carefully and find where they come from.
Items are from USA, Peru, Chile, Thailand, Spain and Japan
As students find where the items have been imported from and call them out, I'll write them on board
and we'll locate the countries on the World map. (Link with Social Studies: Geography)
T: Who wants to locate the countries on the map?
SS: Me, me, me
T: Ok, (name) come and find the country.
S: This is USA and so forth.
T: So, does any of your predictions fit what we've learned about how far food travels?
SS: (They will be able to read from the board the prediction that best fits the topic.)
Development:
Activity #1 (5')
Before reading: (Individual)
T: Open your books at pages 58-59, work with your partner, scan the text and circle the following
words: (on board)
GROCERY STORES - FOOD LABELS - ORGANIC FOOD - WHOLE FOOD
As you read, guess what they mean. (Strategy: Guessing meaning from context)
Grocery Store: store that sells food and other small things for the home.
Food labels: information on food packages that tells you about the food inside it.
Organic food: food that is grown or made in a natural way, without using chemicals.
Whole food: food that is considered healthy because it is in a simple form and does not contain any
chemicals.
SS: (find the words and give a definition or example in which the meaning is clear)
T: Did you find the names of other countries?
SS: South Africa, Costa Rica, Mexico, Italy, Korea, Holland, New Zealand
T: What food is exported from those countries?
SS: Apples from South Africa and so forth.
Activity #2 (5') (Individual)
Purpose: To check overall understanding of the text
While reading and listening:
T: As you listen read along and try to focus on these questions. You can underline the parts of the
text that answer them.
On the board:
"How has modern agriculture and technology changed the way we get our food?"
"What are some benefits of eating organic food?"
After the first reading/listening, students will give their answers and share them with other students.
Comentario [A12]: How many items
will you take to the class? Will there be
enough of them for students to
manipulate?
Comentario [A13]: What´s the aim of
the question?
Comentario [A14]: This is not a pre-
reading activity. It involves much more
than scanning. To answer the questions
they would probably need more than 5
minutes – the text is quite long.
Comentario [A15]: You should briefly
set the context, so as to explicitly
activate their prior knowledge.
Comentario [A16]: Questions again?

7. For example:
SS: People can get food from far away countries without leaving their towns.
SS: Food travels long distances.
SS: Organic food is healthier.
SS: Organic food does not have chemicals
Activity #3 (15') Collaborative learning
Purpose: To summarize different paragraphs
Interaction Pattern:
Students - Students
Working in groups, students will be assigned a different think box for them to summarize the
different paragraphs.
T: Now, pay attention to the think bubble in the paragraph assigned and working with your partners
write one or two sentences to summarize it.
T: María can you explain what you have to do?
S: We have to read the paragraph and write one or two sentences to make a summary.
T: Perfect! Start working and call me if you need help. You have just 10 minutes to complete this
activity.
(Some groups will be assigned the paragraph that starts with "Thanks to modern
agriculture...Instead the food travels to them.), others from "Food miles...may not be good for our
health." and other groups will work on the last paragraph which is a conclusion for the whole text,
from "It's convenient to..."Eat locally, think globally.")
Transition:
T: Time is over. Let's now share your summaries.
CLOSURE (5')
T: Who wants to start with the first paragraph?
SS: (Raising hands) We want Miss!
T: Ok, go ahead.
SS: share their summary
T: Another group with the same paragraph?
SS: We Miss!
As students read their production I'll write them on the board so that, at the end, they can choose
the best sentences to summarize the whole article.
HOMEWORK: Students will be asked to bring a political world map for the next class so as to
locate the countries we've mentioned this class.
Comentario [A17]: Where? On their
folders?
Date? Title?
Comentario [A18]: What will you do
with those sentences? You may make
a poster for the classroom, and
highlight the new vocabulary.
Comentario [A19]: Interesting!
Why don´t you ask them to bring
pictures of the food items mentioned in
the text as well?

8. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
oherence and
sequencing
x
Variety of
resources –
earning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: _18___ /35 = 5
Dear Marisa,
There are several aspects we are positive you are able to improve.
 If you are going to use the recording, you may think of a listening activity per se.
For example, they can listen to the first paragraph(s) and check predictions,
before actually opening the book.
 As regards the pre- and while-reading activities, you should try to include varied
and challenging tasks. You might write some sentences on the board for the
students to predict whether the statements are true or false, and then check.
 Then, with respect to scanning, make sure they only have to look for specific
information, such as the names of the countries and certain vocabulary items. If
they have to guess the meaning through context, they need to devote more
attention to the task, and that will be skimming.
Have a look at the comments we have made within the lesson plan. Resubmit the lesson
plan below, please.
If you have any queries, do contact us.
Cecilia and Aurelia
TALLER DE PRÁCTICA DOCENTE 2016
ALUMNO RESIDENTE: Knye, María Isabel
Período de Práctica: Nivel primario
Institución Educativa: Colegio Bilingüe Abraham Lincoln - N° 1008
Dirección: Escalada 1567 - Comodoro Rivadavia - Chubut
Sala / Grado / Año - sección: 5° Grado - Zampa - doble escolaridad
Cantidad de alumnos: 25

9. Nivel lingüístico del curso: A2 - CEFR - Elemental
Tipo de Planificación: Clase
Unidad Temática: ¿De dónde proviene la comida que consumimos?
Clase Nº: 1
Fecha: 30/06/2016
Hora: 15:00 a 15:45hs
Duración de la clase: 45 minutos
Fecha de entrega: 27/06/2016
Teaching points: Food and farming and the world (USA, Peru, Chile, Thailand, Spain, Japan, South
Africa, Costa Rica, Mexico, Italy, Korea, Holland (The Netherlands), Ecuador, Spain, China,
Vietnam and Australia) around us. Informational text (nonfiction)
Aims or goals:
During this lesson, learners will be able to:
● recognize and understand words related to food and farming
● scan a nonfiction text for new vocabulary and country names
● infer meaning from context
● identify main idea and details
● reinforce their listening skill through an activity based on the recording of the text
Language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Recognizing,
identifying and
naming words
being defined
related to food
and farming.
Summarizing
Convenient
Agriculture
Local
Decrease
Package
Export
Process
This action...
Something that..
When you do
this...
The unvoiced
consonant /k/
New Defining
Scanning
Grocery store
Food labels
Organic food
Whole food
It is a place
where...
It is something
that...
It is food that...
/ uː/
long sound
Teaching approach: Communicative approach organized through CLIL
Integration of skills: Reading, listening, writing and speaking through an informational text
(nonfiction), listening to the text, T-S and S-S exchanges, writing a summary

10. Materials and resources:
● Blackboard
● Realia to show that food we buy at the supermarket or grocery stores comes from all around
the world. A can of tuna fish from Thailand, a box of fish stock cubes from Spain, two
packages of different seasonings from Peru, a small can of mustard powder from Japan, a
can of clams from Chile and a bag of hot shrimp soup from USA.
● Worksheet for Pre-listening and while listening activities
● Student book - Oxford Discover 4 - informational text (nonfiction)
Comentario [A20]: Interesting! They
will love it.

11. ● A world map to locate the different countries (Available at school)
● A CD player to listen to the recording of the informational text (nonfiction)
Pedagogical use of ICT in class or at home: No use of ICT in class or at home.
Seating arrangement: Students will sit in pairs as they always do. Although students will confer
with their partner, individual students will stand up in order to unscramble the words written on the
board as a revision of vocabulary they have already worked with. And they'll sit in groups of four by
just turning their chairs around in order to, first, find where the food I will take come from by reading
the food labels and later while they summarize the different paragraphs of the text they'll be working
with.
Possible problems / difficulties and their possible solutions during the class: As I don't know
the group yet, I cannot anticipate problems and their possible solutions. As soon as I have
observed them I will be able to provide this information. I'm just relying on their teacher's knowledge
of the group to plan this class.
Classroom management strategies: reinforce routines within the classroom, foster and praise
good behavior, and keep students engaged through a variety of activities. Also, timing will be an
important factor in order to make students work and not waste their time.
Assessment: what will be assessed and how?: I'll assess the children by checking if they can
identify the words that have already been introduced by asking them which of the words they have
unscrambled match the definitions I'll be reading. At a later stage, their ability to recognize main

12. ideas and details regarding the text they'll be reading will be assessed. Different groups' summary
sentences will be shared on board and the best one will be chosen by the whole class.
Routine (3')
Purpose: to get students in the mood to start the language class and make them feel at ease with
the fact of having a different teacher for a few classes.
I'll get into the class and greet students.
T: Hello, do you remember my name? (I'm sure they will)
SS: Miss Marisa
T: How are you today?
SS: Fine, thank you and you?
T: I'm great. Happy to be here with you! How about you? How do you feel about having a different
teacher for a few classes?
SS: Ok, it is fun to change teachers.
T: Good, I hope so!
Transition:
T: Are you ready to start working?
SS: Yes, Miss
T: We will start by revising some vocabulary you have already learned.
Warm-up: (5/7')
Purpose: To revise vocabulary related to food and farming students having working with in previous
classes and which they will revisit in the text they will be reading.
Interaction pattern:
Student - Student
Teacher - Student
WORDS SCRAMBLED ON THE BOARD:
T: Ok, look at the scrambled words. The first letter is in a different color. Talk to your partner and
raise your hand as soon as you unscramble any of them. Ready, steady, go!

13. T - N - E - O- C - N - V- E - I - N (convenient)
C - R - G - A - R - U - U - L - T - E (agriculture)
C - L - A - O - L (local)
E - R - A - C - E - S - E - D (decrease)
K - E - G - A - A - C - P (package)
P - E - T - R - O - X (export)
S - C - E - O - P - R - S (process)
While students talk to each other I'll move around to check they are using their English. As soon as
anyone raises his/her hand, I'll call his/her name out and ask him/her to go to the board and write
the word correctly. Once all of the words have been unscrambled, I'll read the definitions and the
students will mention the word being defined.
Definitions:
● This action puts food into containers such as bottles or boxes. package
● This action turns oranges into orange juice. process
● Something that causes no trouble; easy to do. convenient
● Something in your area or neighborhood. local
● When you do this, you make something smaller or become less. decrease
● This gives us the meat, vegetables, grains and fruit we need to live. agricultrue
● This action sends things out of a country. export
Transition:
T: Great job everyone! Ok, now you are, first, going to listen to the recording of a text in which the
vocabulary you've been revising will appear. Let's look at the title and make some predictions
bearing in mind those words.
Presentation: (5')
Purpose: To preview the nonfictional text students will be reading
Interaction Pattern:
Teacher - Students
Student - Student
On board:
From the World to Your Table
What do you think the text will be about?
SS: answers cannot be predicted.
As they mention their ideas I'll write them on the board. Then, I'll give different food items imported
from several countries around the world to different groups .
T: These are things I bought at the supermarket in different occasions. Look at the packages
carefully and find where they come from.
Items are from USA, Peru, Chile, Thailand, Spain and Japan
Comentario [M21]: this definition
was taken from the student's book
glossary
Comentario [A22]: How many items
will you take to the class? Will there be
enough of them for students to
manipulate?
Comentario [M23]: There will be at
least one every 4 students. There are
25 students if they are all present and
I'll take 7 different items.

14. As students find where the items have been imported from and call them out, I'll write them on board
and we'll locate the countries on the World map. (Link with Social Studies: Geography)
T: Who wants to locate the countries on the map?
SS: Me, me, me
T: Ok, (name) come and find the country.
S: This is USA and so forth.
T: So, where is Argentina in the map, and where is Comodoro Rivadavia? Why do you think the title
of the text is "From the World to Your Table?"
SS: Because the countries are very far away from our country and we can still eat these things.
T: Which of your predictions written on the board do you think will be closer to what you are about to
listen and read?
SS: (They will be able to read from the board the predictions and say which one they think will best
fit the topic of the text based on the location of the countries from where the different food items they
handled come from.)
Transition:
T: Do you think this will help you to understand the text more easily?
SS: Yes, because we more or less know what it will be about.
Development:
Activity #1 (5')
Before listening: (Individual)
Purpose: to preview vocabulary
I'll provide students with this very simple work sheet for them to match the phrases to the pictures.
WHOLE FOOD
ORGANIC FOOD
GROCERY STORE
Comentario [A24]: Simple but useful!
Well done.

15. FOOD LABELS
T: You have just 2 minutes to do the matching activity. Get to work!
(I'll check by asking, for example, "What phrase goes with the first picture?"
SS: Grocery Store!!
T: Good, what about the second one? (and so forth)
Activity #2 (5') (Individual)
Purpose: To check their listening skill as they familiarize with the text
While listening activities:
T: As you listen focus on the countries mentioned in the recording and write a tick next to the ones
that are mentioned. Who would like to read the countries listed on your handout?
SS: (different ss. will offer to read for sure) Me, me, me
As students read I'll be correcting pronunciation since it is important for them while listening.
Chile _____
Costa Rica ____
Holland ____
Italy ____
Japan _____
Korea ____
Mexico ____
New Zealand ____
Peru _____
South Africa ____
Spain _____
Thailand _____
USA _____
After the first listening, students will randomly be asked to name the countries they ticked and share
them with the other students.
Activity #3: (5') Second Listening
Purpose: To check overall understanding of the text
T: Read the following statements, listen again and say if the sentences are True or False. Write T
for True and F for False.
1. Nowadays people grow their own food to feed themselves. _F_
2. Companies process and package most of the food before you can buy it at the supermarket. _T_
3. Food labels give us information about the products we buy. _T_

16. 4. Pineapples come from Holland. _F_
5. Transportation of food from far away countries cause pollution. _T_
6. Whole food takes a lot of processing and packaging. _F_
Activity #4 (10') Collaborative learning
Purpose: To summarize different paragraphs
Interaction Pattern:
Students - Students
Reading
T: Open your language folder. Write today's date and the title. (I'll write it on the board)
Thursday, June 30th
"From the World to Your Table"
T: Now open your books at pages 58-59
Working in groups, students will be assigned a different think box for them to summarize the
different paragraphs.
T: You have already listened to the text a couple of times, now pay attention to the think bubble in
the paragraph assigned and working with your partners write one or two sentences in your folders to
summarize it.
T: María can you explain what you have to do?
S: We have to read the paragraph and write one or two sentences to make a summary.
T: Perfect! Start working and call me if you need help. You have just 10 minutes to complete this
activity.
(Some groups will be assigned the paragraph that starts with "Thanks to modern
agriculture...Instead the food travels to them.), others from "Food miles...may not be good for our
health." and other groups will work on the last paragraph which is a conclusion for the whole text,
from "It's convenient to..."Eat locally, think globally.")
Transition:
T: We just have five minutes left. Let's now share your summaries.
CLOSURE (5')
T: Who wants to start with the first paragraph?
SS: (Raising hands) We want Miss!
T: Ok, go ahead.
SS: share their summary
T: Another group with the same paragraph?

17. SS: We Miss!
As students read their production I'll write them on the board so that, at the end, they can choose
the best sentences to summarize the whole article.
T: Sorry kids, we've run out of time. Tomorrow we will write all of your sentences together into a
paragraph to summarize the whole text.
HOMEWORK: You need to bring a political world map for tomorrow to locate the countries we've
mentioned today. I would also like you to google what "Korean kimchi" is to share it tomorrow. Just
write "kimchi" in your search engine and you'll immediately find out.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
oherence and
sequencing
x
Variety of
resources –
earning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: _24___ /35 = 7
Dear Marisa,
You have made noticeable improvement! Congratulations. The activities you have
designed are cohesive, varied and challenging.
There is only one lesson aim you ought to reconsider, as the lesson has changed quite a
bit.
Keep on working this hard!
Cecilia and Aurelia
ALUMNO RESIDENTE: Knye, María Isabel
Período de Práctica: Nivel primario
Comentario [A25]: Will you keep a
record of the sentences they have
provided?
Comentario [M26]: Students will
have recod their sentences in their
folders so you can start from there.
Comentario [A27]: Interesting!
Why don´t you ask them to bring
pictures of the food items mentioned in
the text as well?
Comentario [M28]: Because I'm
planning to have them write a key
below the map where they will have to
draw the different types of food as a
warm-up next class.
Comentario [M29]: And which one is
that?

18. Institución Educativa: Colegio Bilingüe Abraham Lincoln - N° 1008
Dirección: Escalada 1567 - Comodoro Rivadavia - Chubut
Sala / Grado / Año - sección: 5° Grado - Zampa - doble escolaridad
Cantidad de alumnos: 25
Nivel lingüístico del curso: A2 - CEFR - Elemental
Tipo de Planificación: Clase
Unidad Temática: ¿De dónde proviene la comida que consumimos?
Clase Nº: 2
Fecha: 01/07/2016
Hora: 12:45 a 14:45hs
Duración de la clase: 120 minutos
Fecha de entrega: 28/06/2016
Teaching points: Food and farming - Spotting problems caused by food transportation and
possible solutions . Informational text (nonfiction) - Polite offers: Would you like to.../Would you
like a...?
Aims or goals:
During this lesson, learners will be able to:
● reinforce and use words related to food and farming
● identify problems caused by eating food from far away
● find solutions to these problems
● understand the meaning and form of making polite offers through listening to a short
dialogue
● practice making polite offers performing a dialogue
● use connected speech through meaningful practice
Language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Summarizing
problems and
possible
solutions
Convenient
Agriculture
Local
Decrease
Package
Export
Process
Grocery store
Food labels
Organic food
Whole food
It is...
It goes with...
Modern
agriculture...
Some problems
with food
transportation
are...
Some advantages
are...
The unvoiced
consonant /k/

19. New Making polite
offers
Foods: fruits,
desserts,
vegetables and
actions they
already know
(so this
vocabulary is
not really new,
but I did not
know if I should
have included it
in the revision
box)
Would you like a
(banana) for
dessert?
Would you like to
(help) me with
this?
/wʊ ʒə/
Teaching approach: Communicative approach organized through CLIL
Integration of skills: Reading, writing and speaking through an informational text (nonfiction),
writing a poster, listening to a short dialogue, T-S and S-S exchanges making polite offers to their
partners,
Materials and resources:
● Blackboard
● Student book - Oxford Discover 4 - informational text (nonfiction)
Comentario [A30]: If you are sure
they already know it, it should go in the
Revision section.
Comentario [M31]: I was not sure
about it.

20. ● A world map to locate the different countries (Available at school) plus the map students
have been asked to bring to school.
● A CD player to listen to the recording of a dialogue about polite offers
● Student Book - Dialogue
Pedagogical use of ICT in class or at home: None
Seating arrangement: Students will sit in pairs as they always do for most of the class. They'll just
sit in groups of four (and one of 5) by turning their chairs around in order to complete the chart and
later to work on their poster.
Possible problems / difficulties and their possible solutions during the class: Some of the
students may have forgotten to bring the map so they will help their partner to locate the different

21. countries and they will complete their own for homework. Based on my observation of the group no
further problems will arise since they are very well-behaved and hardworking. The only other
possible problem I may foresee is the time allotted to each activity since it might take them a bit
longer to complete the different tasks planned. If so, some of the activities will be finished the
following class because it is the policy of the school not to assign homework given the fact that
students spend 8 hours a day at school.
Classroom management strategies: reinforce routines within the classroom, foster and praise
good work, and keep students engaged through a variety of activities.
Assessment: what will be assessed and how?: I'll assess the students' ability to spot the
problems and their creativity in order to find different possible solutions to the problems as they
make their posters. How they can find answers to some questions related to the informational text
they are working on. Finally, the production of the sound of "would you" in connected speech as
they role play their exchanges.
Routine (5')
Purpose: to get students ready to start the class since they have just come into the classroom after
their lunch break.
I'll get into the class and greet students.
T: Good afternoon kids!
SS: Good afternoon Miss Marisa.
T: How are you today?
SS: Fine thank you and you?
T: Very well, thanks. Did you remember to bring the map I asked for last class?
SS: Yes/No Miss, I forgot / Is this one ok?
T: Yes, it is. We will be using it in some minutes.
Transition:
T: Ok, let's start with a little revision related to where food comes from.
Warm-up: (20')
Purpose: To retrieve students' recollection from last class
Interaction pattern
Teacher - Students
Student - Student
Comentario [A32]: This is something
quite difficult to assess, don´t you
think?
Comentario [M33]: I agree, but it is
such a special group!!
Comentario [A34]: It is advisable not
to work with homework at the very
beginning of the lesson. For those
students who have forgotten to bring
the map, in this case, it can be quite
frustrating, they can become anxious or
not willing to work (even though it is
their responsibility to bring the
materials).
Comentario [M35]: I will take the
maps for them to work on.

22. T: What do you remember about what we listen to read yesterday? It can be any details or the main
idea.
SS: (They may come up with either of them. I'll write key words of their contributions on the board.)
T: (I will have the board divided into two; in one half there'll be some sentences which I will have
written before the children get into the classroom and the other half where I will have written what
they contributed regarding the informational text) . Who would like to read the first sentence written
on the board?
SS: raising hands
T: Ok, Franco
S: (reads)
T: What are the words missing?
SS: (raise hands and give it a try)
T: Who wants to read the second sentence? (and so forth)
(I expect that some of the words they need to complete the sentences will be written on the other
half of the board) If students can't come up with the words, I'll start providing clues such as:
T: The first letter of one of the words you need to complete sentence #1 is an "o".
SS: #1 is organic food.
T: Well done, (name)! Come to the front and complete the sentence. (and so forth)
(Once the four sentences have been completed orally, the students will copy them in their language
folders)
Transition:
T: Open your language folder and copy the sentences
Friday, July 1st
From the World to Your Table
Complete the sentences with the correct phrase:
FOOD LABELS - WHOLE FOOD - GROCERY STORE - ORGANIC FOOD
T: So, you copy, read the sentences and complete them with the correct phrases given.
T: (Macarena), what do you have to do?
S: explains
Sentences on the board:
1. Jen doesn't like food sprayed with chemicals, so she eats (organic food).
2. Leyla goes to the (grocery store) twice a week to buy food.
3. It is difficult for Roberto's grandmother to read (food labels) because the words are so small.
4. Andrew likes to buy (whole food) from the farmer because it isn't processed.
T: Who wants to complete the first sentence?
(As students raise their hands they will be called to the front to complete the sentence in order to
check they are Ok) (Students will check with a different color if there is something to correct and
they will write S/C on the side - Self Correction -)
Comentario [A36]: Which?
If the sentences are already written on
the board, will they come up with more
ideas? What if they cannot remember
anything else?
Maybe writing just some key words
fosters their producing complete
sentences.
Comentario [M37]: Yes, they are.
Comentario [A38]: Are these four
sentences the ones below?
Comentario [A39]: It is not clear
whether these sentences are the ones
you will have written before the
students get to the classroom. If that is
so, the students have already worked
with them orally.
Comentario [M40]: Yes, they will, but
they might not remember what it was
said orally and I want to make sure they
have the right answers.

23. Transition:
T: Ok, kids. We will now work on the map you brought.
Presentation
Purpose: To raise awareness of the distance food travels in order to get to our tables.
Interaction pattern:
Student - Student
Activity#1: (20')
T: Go to your book pp. 58-59. Work with your partner, look again at the countries mentioned in the
text plus the ones in the map below the text on page 58 and locate them in your map. Then draw
what food comes from each of those countries. If you don't have enough space on the map you can
choose a different color for each country and use it as a key. (I'll show students how to do this on
the board) (A big world map will be displayed at the front and I'll be moving around the class helping
those students who need my assistance.)
After they have finished they include the map in their folders.
T: So, have you noticed how far some of the foods we eat everyday come from? What are the
advantages and disadvantages of this?
SS: We can eat food that is not produced in our country. Or Transportation causes pollution.
(among other possible answers) It is difficult to guess what students may say but this kind of
questions develops their critical thinking.
Transition:
T: Great ideas!! Now, we are going to use all the information you have to complete the chart in
Activity A on page 60 of your book.
Development
Activity #2: (15')
T: Have a look at the chart and go back to the text on the previous page. Read again the paragraph
that starts with "Food miles", the first problem has been given to you. Work in groups of four, find
the other two problems and think of the possible solutions. Any doubts? (Name) would you like to
explain what you have to do?

24. S: We have to read the paragraph that starts with Food miles and find the problems and think of
solutions.
T: Great, get to work. I'll be around if you need any help.
Transition:
T: Good, you have had enough time to reread the paragraph and complete the chart. Who wants to
share the answers?
SS: Transportation takes more energy and fuel because it needs to stay cool.
T: Good, what else?
SS: Companies put chemicals on food to help it last longer.
T: Great, are there any other answers?
SS: Chemicals may not be good for our health.
T: Excellent!! Have you thought of the possible solutions?
SS: (I will accept all of their ideas and write them on the board)
Transition:
T: Great job kids. Now, you will use what you have shared to do another activity.
Activity #3: (20')
T: Well, now, working in groups as you are, choose one of the problems and prepare a poster
showing the problem and possible solutions related to eating food that comes from far away. Be as
creative as you want in order to make it. (I'll provide students with white cardboard paper for them
to work on)
The posters will be displayed on the classroom walls. I'll take paper tape for this purpose.
Fast finishers will complete exercises B & C from page 60 in their text book.
Comentario [A41]: It would be great
if they could talk about their own
productions, and devote some time to
observe what the others have done.
Comentario [M42]: Yes, of course
they will share their production with the
rest of the class.

25. (Once the students have finished and the posters have been put up on the walls)
Transition:
T: You have all done a fantastic job!! Would you like to have a five-minute break before we move
on to something different? Would you like a sip of water?
SS: Yes, Miss. Please!!
T: I would like a group of students as great as you!!! Would you like a new teacher? Would you
like to be my students?
SS: Yes/No Miss!!!
T: Yes, you would or No, you wouldn't?
SS: (I hope the use the "would" in their answers)
(5' break)
(While they rest for 5 minutes, I'll get the CD player ready and I'll write the four "would you like"
questions I have asked them on the board under the title "Polite Offers".)
T: Ok, ready to start working again?
SS: Yes/No
Presentation (Oral work) (10')
Pre-listening
Purpose: To raise students' awareness of what they are about to listen to
Interaction pattern
Teacher - Students
ON BOARD:
Polite Offers
Would you like to have a five-minute break? Would you like a sip of water?
Would you like to be my students? Would you like a new teacher?
T: Look at the board. Those are the questions I asked you some minutes ago. What was I offering
you?
SS: (raising hands) to have a break / a sip of water / to be your students / a new teacher (Based on
Comentario [A43]: What if they need
more time? Sometimes it is difficult for
learners to organize themselves in
team activities.
Comentario [M44]: this is an
incredible group. I have seen them and
their teacher at work.
Comentario [A45]: Is it just a
question or are you planning to give
them those five minutes? 
Comentario [M46]: I'm planning to
give them those 5 minutes since a two-
hour class is quite long.
Comentario [A47]: 5 minutes can be
quite a long time – it depends on the
group, anyway.
You can suggest some kind of Brain
Gym or Filler, instead.

26. my observation of the group I expect them to come up with the correct answers)
T: Great!! Now, which ones ask about actions?
SS: Would you like to have a break? / Would you like to be my students?
T: So, which ones ask about something or someone?
SS: Would you like a sip of water? / Would you like a new teacher?
(I'll take advantage of this step to point out the pronunciation of "would you")
T: Listen and repeat after me: /wʊ ʒə/ Can you say that? Again: /wʊ ʒə/
All together now: /wʊ ʒə/
As a chant: /wʊ ʒə/ /wʊ ʒə/ /wʊ ʒə/ three times (I hope kids will have fun with this)
Development (5')
While listening
First listening activity
T: You will now listen to a cartoon dialogue between Anna and Jay (They are characters in the
book as well as Harry. They are all friends). First listen.
After the first listening I'll ask if someone can tell me what Anna is offering Jay.
SS: May say "cheese cake" without a verb, strawberry and to call Harry.
Second listening activity
T: Great! Now open your book at page 61. Follow along as you listen and underline the action and
circle the thing offered. Ok? So, (name) what do you have to do?
S: underline the action and circle the thing (offered)
After the second listening I'll ask:
T: What are the actions that Anna offer?
SS: to try the cheesecake / to call Harry
T: What thing does Anna offer?
SS: strawberries
Transition:
T: Very good everyone!! Now, work with your partner and practice the dialogue.
Post-listening activity (10')
T:Remember to pronounce /wʊ ʒə/. You have 5' to practice. Then I'll ask for volunteers to perform
the dialogue in front of the class.

27. (While students practice, I'll move around checking their pronunciation and answering any
questions they may have)
T: Ok, time's over. Who wants to come to the front and perform the dialogue?
(As the students in this group are very participative I expect many of them to want to do it. I'll call 2
or 3 pairs to the front)
SS: Performance
Transition:
T: Let's give the kids a big clap!! Now, open your folders again and copy what I have written on the
board. I'll add some more information. It will look like this:
Written work: (10')
Polite Offers
Would you like to have a five-minute break? Would you like a sip of water?
Would you like to be my students? Would you like a new teacher?
Use Would you like...? to make polite offers. You can use this phrase to offer an action or a thing.
Notice that:
we use to + verb (to infinitive) when we ask about an action
and
we use (a/an) + noun when we ask about a thing or person
Written Practice
Read and circle the correct answer. (The first one will be done as an example on the board)
1. Would you like to / a know where your food comes from?
2. Would you like to / a delicious apple from South Africa?
3. Would you like to / a banana for a snack?
4. Would you like to / a bake a cake with me?
5. Would you like to / a piece of pizza?
Students will finish their work for next Tuesday if they can't finish in the allotted time time
allotted and they'll be also asked to think about the following and complete the chart with at
least 3 things they would like and 3 things they would like to do. This chart will be used as a
warm up to revisit polite offers next class.
e.g. a cell phone e.g. to travel to Disney
Comentario [A48]: Are they used to
working with these grammar rules?
Do they really need to copy them to
grasp the concept?
Comentario [M49]: Yes, some of
them they do!! It all depends on their
learning styles. this way a cater for
different styles.
Comentario [A50]: Allotted time

28. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
oherence and
sequencing
x
Variety of
resources –
earning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: __24__ /35 = 7
Dear Marisa,
As you have clearly pointed out, timing might be a problem. Take that into account when
delivering the lesson. Be flexible but firm, so as to keep students´ engaged and focused.
Reflect upon the warm-up stage. You should encourage students´ oral production as
much as you can.
Regards,
Cecilia and Aurelia
ALUMNO RESIDENTE: Knye, María Isabel
Período de Práctica: Nivel primario
Institución Educativa: Colegio Bilingüe Abraham Lincoln - N° 1008
Dirección: Escalada 1567 - Comodoro Rivadavia - Chubut
Sala / Grado / Año - sección: 5° Grado - Zampa - doble escolaridad
Cantidad de alumnos: 25
Nivel lingüístico del curso: A2 - CEFR - Elemental
Tipo de Planificación: Clase
Comentario [M51]: I can assure you
they don't need to be encouraged.
They are an incredible group.
Remember this is a bilingual school.
they are used to speaking English at all
times.

29. Unidad Temática: ¿De dónde proviene la comida que consumimos?
Clase Nº: 3
Fecha: 05/07/2016
Hora: 12:45 a 14:45hs
Duración de la clase: 120 minutos
Fecha de entrega: 03/07/2016
Teaching points: Food and farming - Spotting problems caused by food transportation and
possible solutions . Informational text (nonfiction) - Polite offers: Would you like to.../Would you
like a...? - Short answers: Yes, I would/No, I wouldn't
Aims or goals:
During this lesson, learners will be able to:
● reinforce and use words related to food and farming
● identify problems caused by eating food from far away
● find solutions to these problems
● understand the meaning and form of making polite offers through listening to a short
dialogue
● practice making polite offers performing a dialogue
● use connected speech through meaningful practice
Language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Spotting
problems and
possible
solutions
regarding food
transportation
Convenient
Agriculture
Local
Decrease
Package
Export
Process
Grocery store
Food labels
Organic food
Whole food
Foods: fruits,
desserts,
vegetables and
actions
Modern
agriculture...
Some problems
with food
transportation
are...
Some advantages
are...
The unvoiced
consonant /k/
New Making polite Would you like a /wʊ ʒə/

30. offers
Giving short
answers
(banana) for
dessert?
Would you like to
(help) me with
this?
Yes, I would
No, I wouldn't
Teaching approach: Communicative approach organized through CLIL
Integration of skills: Reading, writing and speaking through an informational text (nonfiction),
writing a poster, listening to a short dialogue, T-S and S-S exchanges making polite offers to their
partners,
Materials and resources:
● Blackboard
● Student book - Oxford Discover 4 - informational text (nonfiction)
● A CD player to listen to the recording of a dialogue about polite offers
● Student Book - Dialogue

31. Pedagogical use of ICT in class or at home: None
Seating arrangement: Students will sit in pairs as they always do for most of the class. They'll just
sit in groups of four (and one of 5) by turning their chairs around in order to work on their poster.
Possible problems / difficulties and their possible solutions during the class: Based on my
observation of the group no problems will arise since they are very well-behaved and hardworking.
The only possible problem I may foresee is the allotted time to each activity since it might take them
a bit longer to complete the tasks planned. I'll have them stick to the set time in order to be able to
finish the activities since this will be my last class.
Classroom management strategies: reinforce routines within the classroom, foster and praise
good work, and keep students engaged through a variety of activities.
Assessment: what will be assessed and how?: I'll assess the students' ability to spot the
problems and their ability to organize themselves in order to find different possible solutions to the
problems as they make their posters. Finally, the production of the sound of "would you" in
connected speech as they role play their exchanges.
Routine (5')
Purpose: to get students ready to start the class since they have just come into the classroom after
their lunch break.
I'll get into the class and greet students.
T: Good afternoon kids!
SS: Good afternoon Miss Marisa.
T: How are you today?
SS: Fine thank you and you?
T: Very well, thanks. Always happy to be working with such a great group of students! Are you
ready to start the class?
SS: Yes, Miss. Are we going to work with the poster today?

32. T: Yes kids, in a while.
Warm-up: (5')
Purpose: To retrieve students' recollection from last class
Interaction pattern
Teacher - Students
T: What do you remember about what we did last class? What did you learn about modern
agriculture and food transportation?
SS: (They may come up with different pieces of information and I'll write key words of their
contributions on the board.)
Transition:
T: Great!! Now, you are going to work in groups of four and use all the information you have and
your book (pp. 59) to complete the chart in Activity A on page 60 of your book.
Development
Purpose: to spot problems caused by food transportation and their possible solutions
Interaction Pattern:
Student - Student
Activity #1: (20')
T: Have a look at the chart and go back to the text on the previous page. Read again the paragraph
that starts with "Food miles", the first problem has been given to you. Work together, find the other
two problems and think of the possible solutions for all three of them. Any doubts? (Name) would
you like to explain what you have to do?
S: We have to read the paragraph that starts with Food miles and find the problems and think of
solutions.

33. Other problems are:
 Transportation takes more energy and fuel because food needs to stay cool.
 Companies put chemicals on food to help it last longer.
 Chemicals may not be good for our health.
Possible solutions:
 Buy locally
 Grow your own food
 Buy organic food which does not contain any chemicals.
 Buy dry food that does not need refrigeration.
Among other ideas students may come up with.
T: Great, get to work. I'll be around if you need any help.
Transition:
T: Good, you have had enough time to reread the paragraph and complete the chart. Who wants to
share the answers?
SS: Transportation takes more energy and fuel because it needs to stay cool.
T: Good, what else?
SS: Companies put chemicals on food to help it last longer.
T: Great, are there any other answers?
SS: Chemicals may not be good for our health.
T: Excellent!! Have you thought of the possible solutions?
SS: (I will accept all of their ideas and write them on the board)
Transition:
T: Great job kids. Now, you will use what you have shared to do another activity.
Activity #2: (20')
T: Well, now, working in groups as you are, choose one of the problems and prepare a poster
showing the problem and possible solutions related to eating food that comes from far away. Be as
creative as you want in order to make it. (I'll provide students with white cardboard paper for them
to work on)
Students will share their posters with the rest of the class and after that the posters will be displayed
on the classroom walls. I'll take paper tape for this purpose.
(Once the students have finished and the posters have been put up on the walls)
Transition:
Purpose: to introduce the structure we are about to work on by using it myself
T: You have all done a fantastic job!! Would you like to have a two-minute break before we move
on to something different? Would you like a sip of water?
SS: Yes, Miss. Please!!

34. T: I would like a group of students as great as you!!! Would you like a new teacher? Would you
like to be my students?
SS: Yes/No Miss!!!
T: Yes, you would or No, you wouldn't?
SS: (I hope the use the "would" in their answers)
(2' break)
(While they get organized for the next activity (2 minutes), I'll get the CD player ready and I'll write
the four "would you like" questions I have asked them on the board under the title "Polite Offers".)
T: Ok, ready to start working again?
SS: Yes/No
Presentation (Oral work) (10')
Pre-listening
Purpose: To raise students' awareness of what they are about to listen to
Interaction pattern
Teacher - Students
ON BOARD:
Polite Offers
Would you like to have a two-minute break? Would you like a sip of water?
Would you like to be my students? Would you like a new teacher?
T: Look at the board. Those are the questions I asked you some minutes ago. What was I offering
you?
SS: (raising hands) to have a break / a sip of water / to be your students / a new teacher (Based on
my observation of the group I expect them to come up with the correct answers)
T: Great!! Now, which ones ask about actions?
SS: Would you like to have a break? / Would you like to be my students?
T: So, which ones ask about something or someone?
SS: Would you like a sip of water? / Would you like a new teacher?
(I'll take advantage of this step to point out the pronunciation of "would you")
T: Listen and repeat after me: /wʊ ʒə/ Can you say that? Again: /wʊ ʒə/
All together now: /wʊ ʒə/
As a chant: /wʊ ʒə/ /wʊ ʒə/ /wʊ ʒə/ three times (I hope kids will have fun with this)
Development (10')
While listening
First listening activity
T: You will now listen to a cartoon dialogue between Anna and Jay (They are characters in the

35. book as well as Harry. They are all friends). While you listen for the first time I want you to pay
attention at what Anna is offering Jay.
T: (After the first listening) "What is Anna offering Jay?
SS: May say "cheese cake" without a verb, strawberry and to call Harry.
Second listening activity
T: Great! Now open your book at page 61. Follow along as you listen and underline the action and
circle the thing offered. Ok? So, (name) what do you have to do?
S: underline the action and circle the thing (offered)
After the second listening I'll ask:
T: What are the actions that Anna offers?
SS: to try the cheesecake / to call Harry
T: What thing does Anna offer?
SS: strawberries
Transition:
T: Very good everyone!! Now, work with your partner and practice the dialogue.
Post-listening activity (10')
T:Remember to pronounce /wʊ ʒə/. You have 5' to practice. Then I'll ask for volunteers to perform
the dialogue in front of the class.
(While students practice, I'll move around checking their pronunciation and answering any
questions they may have)
T: Ok, time's over. Who wants to come to the front and perform the dialogue?
(As the students in this group are very participative I expect many of them to want to do it. I'll call 2
or 3 pairs to the front)
SS: Performance
Transition:
T: Let's give the kids a big clap!! Now, open your folders again and copy what I have written on the
board. I'll add some more information. (Some students have a visual intelligence so having this
written down in their folders help them learn, it's a way of catering for different learning styles.) It will
look like this:
Written work: (10')

36. Polite Offers
Would you like to have a five-minute break? Would you like a sip of water?
Would you like to be my students? Would you like a new teacher?
Use Would you like...? to make polite offers. You can use this phrase to offer an action or a thing.
Notice that:
we use to + verb (to infinitive) when we ask about an action
and
we use (a/an) + noun when we ask about a thing or person
Use short answers for questions with Would you like…?
Possible answers:
Yes, I would./Yes, please No, I wouldn't./ No, thank you.
Written Practice
Read and circle the correct answer. (The first one will be done as an example on the board)
1. Would you like to / a know where your food comes from?
2. Would you like to / a delicious apple from South Africa?
3. Would you like to / a banana for a snack?
4. Would you like to / a bake a cake with me?
5. Would you like to / a piece of pizza?
T: Have you finished? Who wants to come to the board and circle the correct word?
SS: (raising hands) (I'll choose 4 of the students randomly) Ok, Ramiro come on.
T: (To the rest of the class) Do you all agree?
SS: Yes/No (depending on the answer given on board)
If wrong answer has been given.
T: Good, Victoria. Would you like to come and correct it? (and so forth)
After the previous activity has been checked on the board, students' will be asked to think about the
following and complete the chart with at least 3 things they would like and 3 things they would like to
do.
Transition:
T: Good job! Remember to write S/C next to the exercise. Now, I want you to think of the
following, and complete this chart with your own ideas. (I'll will write my ideas on the board)
e.g. a cup of coffee e.g. to have lunch
a holiday to travel around the world
a new house to live in a warmer place
Speaking activity (15')
Purpose: To provide students with the opportunity of practicing the dialogue with ideas that are
relevant to their own interests.
T: You have just 5' to write down your ideas so start working.
e.g. a cell phone e.g. to travel to Disney

37. T: Are you ready? Good, now you will use your charts and you will find out if your partner would
like or would like to do what you do. You will practice the dialogue.
T: Who would like to do it with me?
SS: Me, me, me...
T: Ok, (name) Would you like a cup of coffee?
S: No, thank you/No, I wouldn't
T: Would you like to have lunch?
S: No, thank you. I had (have already had) lunch.
T: Ok, now use your information to ask me the questions.
S: Would you like (something)
T: Yes, I would. Thanks!
S: Would you like to...?
T: No, I wouldn't. Sorry:(
T: Is it clear what you have to do?
SS: Yes, Miss
T: Great, so now use your information to have a conversation with your partner.
(While students work in pairs I'll move around to check how they are doing and if they are
pronouncing the "would you" as taught and practiced before)
CLOSURE (5')
T: You have all done a very good job today. And you learned how to make polite offers. What
pair(s) would like to come to the front and perform your dialogue for the rest of the class?
S: Raising hands (I'll choose a couple of pairs to do it for the rest of the class)
T: Ok, (name) and (name)
Once a couple of pairs have done it for the rest of the class.
T: Great work everyone! Time is over and I want to tell you that it has been a great pleasure being
your teacher for a few classes. You may see me around again and I hope you have enjoyed the
classes.
SS: (I don't know what they'll say, but they have already told me that my classes were "very fun".
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x

38. oherence and
sequencing
x
Variety of
resources –
earning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: __24__ /35 = 7
Dear Marisa,
We have already commented on the activities in the previous lesson plan, so there is not
much to say. It is an interesting lesson plan!
You have not shared any videos yet, so it is hard for us to know how well you are
actually doing. Please, do so as soon as possible.
Regards,
Cecilia and Aurelia