The document outlines a lesson plan for an English class focusing on food vocabulary and daily routines. It includes the aim to teach students to use food vocabulary to express likes and dislikes, and daily routine verbs to describe daily schedules. The plan lists target language forms and assumed prior knowledge. Stages include introducing vocabulary through pictures and questions, practicing recognition and production through matching, true/false exercises, and writing emails. The teacher guides students through interactive activities to reinforce the new language.

1. Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
SCARLETT ESPINOZA
School Class:
Nº of SS:
Date: Time: Length: Pre service Teacher:
Aim:
At the end of this lesson, students will be able to use different
vocabulary about food, ask and answer which one they like or
dislike, orally and in written.
Learning Outcome:
REF to General English Syllabus.
Exponent: I dislike tomatoes and broccoli.
| a d s la k tə m tə z ənd br kəli |ˈ ɪ ɪ ˈ ɪ ˈ ɑː ʊ ˈ ɒ
Target Language:
Use: - Present Simple. It could be used to meet new students in an
educational trip, or asking about their habits as well.
Meaning: The use of the present simple tense is to give information
about, according to this aim, what you like or dislike to eat.
Form: the use of verbs in present simple tenses with the 1st
(I) and 2nd
(you) person of singular, and the 1st
(you), 2nd
(we) , and 3rd
(they)
person of plural, is in its infinitive form without any variation (like,
dislike, prefer, eat). The use of verbs in present simple tenses with the
3rd
person of singular (he, she, it), is in its infinitive form + s (likes,
dislikes, preferes, eats). The components to build a whole present
simple sentence are: Subject+ verb+ complement+ adverbial phrase.
Assumed knowledge:
Some basic vocabulary about food that could be known by students,
such as rice, milk, or orange.
Anticipated problems: …..and Solution
- Ss could omit the auxiliary “do” or “does” at the beginning
of the questions in 1st
, 2nd
and 3rd
person of singular T makes Ss to repeat by drilling
until
- Ss could mispronunce some
Aids:
Whiteboard
Markers
Worsheet

2. vocabulary about food, such as
they pronounce the vocabulary
properly.
lettuce, meat and peanuts.
Pictures
Stages PROCEDURE (What T and SS are going to
do)
Time
(min)
What I’m going to say
LEAD IN
PRESENTATION
T asks Ss what they remember from last class.
T gives Ss a worksheet about personal
information (topic of last class).
T asks Ss some questions from the worksheet.
T tells the topic of the lesson.
T tells the aim of the lesson.
T pre-teaches vocabulary for the following
activities through a PowerPoint presentation.
3 min
8 min
Which new vocabulary do you remember from last class?
Work with you partner, asking each other any questions from
the paper you have.
Students, where were you born?
Students, what you will learn today is vocabulary about food,
besides how to use it in questions.
Students, after this lesson you will be able to know how to
express your likes and dislikes about food.
Now, what we are going to do is to learn some words that
will be useful to express your preferences.

3. PRACTICE
PRODUCTION
T gives Ss a worksheet with vocabulary about
food. What Ss have to do is to put each of these
words in its correct category (vegetables, fruits,
etc.)
T asks Ss to write on the board what they have
done.
T checks if Ss learnt new vocabulary
T explains the following activity on the board. Ss
have to create their own questions about likes
and dislikes, using the vocabulary they learnt.
T asks Ss to create a dialogue orally with their
classmates, using the questions they created.
T asks Ss to speak loudly to check what they
did.
5 min
7 min
8 min
12 min
Look at the list of words, and put a number to each of them
with the correct category.
Now, write on each category 4 or 5 words from the ones you
selected in each category.
So, what does pork chop mean?
Students, now you have to create questions to ask
somebody which food he/she prefers, likes or dislikes. Use
the vocabulary provided.
Students, now you have to ask your classmates the
questions that you created. Make a dialogue.
Would you like to share your dialogue with me?

4. SCARLETT ESPINOZA
School Class:
Nº of SS:
Date: Time: Length: Pre service Teacher:
Aim:
At the end of this lesson, students will be able to describe their
daily routines, orally and in written.
Learning Outcome:
REF to Planes y Programas
Exponent: I wake up at 8 am every morning.
| a we k p ət e t e em evri m n ŋ |ˈ ɪ ɪ ʌ ɪ ˌ ɪˈ ˈ ˈ ɔː ɪ
Target Language:
Use: - Present Simple could be used to meet new students in an
educational trip, asking about their habits.
Meaning: The use of the present simple tense is to give information
about what you usually do in your daily life.
Form: the use of verbs in present simple tenses with the 1st
(I) and 2nd
(you) person of singular, and the 1st
(you), 2nd
(we) , and 3rd
(they)
person of plural, is in its infinitive form without any variation (eat, wake
up, go, walk). The use of verbs in present simple tenses with the 3rd
person of singular (he, she, it), is in its infinitive form + s (eats, wakes
up, goes, walks). The components to build a whole present simple
sentence are: Subject+ verb+ complement+ adverbial phrase.
Assumed knowledge:
Some verbs of movement that are used regularly to express
routines, such as wake up, take a shower, eat, walk, study, sleep and
going to bed.
Anticipated problems: …..and Solution
- Ss could omit the final sound ‘s’ at the end
of the verbs in the 3rd
person of singular (he, she, it). T makes Ss to repeat by drilling until
- Ss could mispronunce some verbs of movement, such as they pronounce the verbs properly.
wake up, walk and eat.
Aids:
Whiteboard
Markers
Worsheet
Pictures
Videos

5. Stages PROCEDURE (What T and SS are going to
do)
Time
(min)
What I’m going to say
LEAD IN
PRESENTATION
T shows a picture about her daily routines.
T asks students to talk about their daily routines.
T makes Ss try to predict what the lesson is
going to be about.
T checks predictions made by Ss carefully.
T tells the aim of the lesson.
T pre-teaches vocabulary for the following
activities.
3 min
8 min
What do I usually do in the morning on Mondays?
I wake up at 8 am on Mondays and then I eat a sandwich.
What do you do on Sundays in the morning?
Students, what do you think we are going to talk about in this
lesson?
Students, after this lesson you will be able to know how to
express the daily routines that you do regularly.
Now, what we are going to do is to learn some words that
will be useful to express daily routines.

6. PRACTICE
PRODUCTION
T projects on the whiteboard 5 different flash
cards about daily routines, and Ss have to get
the correct action of each of them according to
what they hear from the video they see. T
corrects the answers inmediately.
T gives on paper explaining a worksheet that Ss
have to do. Ss have different pictures related to
routines, they have to put them in order
according to what they hear. Later, Ss have to
compare their answers in pairs.
T checks if Ss got the correct answers by
CCQ’s.
T explains the following item from the
worksheet. Ss have to pay attention to the
details of the video, in order to be able to
answer if the information provided is true or
false. Later, T checks the answers.
T gives Ss a piece of paper to write and email to
a friend, telling what they usually do during the
week, and in their free time.
T chooses some Ss at random to read theirs.
5 min
7 min
8 min
12 min
Look at the flash cards, and listen to the video. You have to
get what these people do every morning in each of the
cards.
Now, on your papers you can see different pictures of six
different activities related to routines, you have to put them in
order with numbers, according to what you understand from
the audio. I will put the recording twice. Then, get in pairs
and compare your answers.
So, what does Jane usually do on Fridays at night?
Students, now you have to listen to a conversation from the
video very carefully. On the worsheet you can see different
statements, you have to write if they are true (T), or false (F).
You will listen to the audio twice.
Students, now you are going to write an email with 100
words to a friend, telling your daily routines and asking for
her or his ones. You have 10 minutes to do it.
Would you like to share your email with the class?

7. PRACTICE
PRODUCTION
T projects on the whiteboard 5 different flash
cards about daily routines, and Ss have to get
the correct action of each of them according to
what they hear from the video they see. T
corrects the answers inmediately.
T gives on paper explaining a worksheet that Ss
have to do. Ss have different pictures related to
routines, they have to put them in order
according to what they hear. Later, Ss have to
compare their answers in pairs.
T checks if Ss got the correct answers by
CCQ’s.
T explains the following item from the
worksheet. Ss have to pay attention to the
details of the video, in order to be able to
answer if the information provided is true or
false. Later, T checks the answers.
T gives Ss a piece of paper to write and email to
a friend, telling what they usually do during the
week, and in their free time.
T chooses some Ss at random to read theirs.
5 min
7 min
8 min
12 min
Look at the flash cards, and listen to the video. You have to
get what these people do every morning in each of the
cards.
Now, on your papers you can see different pictures of six
different activities related to routines, you have to put them in
order with numbers, according to what you understand from
the audio. I will put the recording twice. Then, get in pairs
and compare your answers.
So, what does Jane usually do on Fridays at night?
Students, now you have to listen to a conversation from the
video very carefully. On the worsheet you can see different
statements, you have to write if they are true (T), or false (F).
You will listen to the audio twice.
Students, now you are going to write an email with 100
words to a friend, telling your daily routines and asking for
her or his ones. You have 10 minutes to do it.
Would you like to share your email with the class?