- During the first class on healthy eating, students learned to identify healthy and unhealthy foods, the five food groups, and the colors of fruits and vegetables. - They participated in group activities where they discussed their favorite foods and eating habits at home. They also analyzed the USDA's MyPlate food guidance system. - A video was played to further explain the five food groups and provide tips on eating a variety of colorful fruits and vegetables. - Students completed a chart about the foods they ate the previous day and gave each other advice on improving their diets based on the lessons learned.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PARTICIPANTE:María CeciliaNievas
Períodode Práctica: Secundaria
InstituciónEducativa: ColegioSalesianoDeánFunes
Dirección:DonBosco 350 – ComodoroRivadavia(Chubut)
Sala/ Grado / Año - sección:1ro
C – Turno mañana
Cantidadde alumnos:29
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
UnidadTemática:Alimentaciónsaludable
Clase Nº:1
Fecha:16/10/2015
Hora: 07:30 a 09:40
Duraciónde laclase: 120’
Fechade primeraentrega:12/10/2015
CLASS Nº 1
 Teachingpoints: Healthyeating
 Aimsor goals:Duringthislesson,learnerswill be able to…
- To identifyhealthyandunhealthyfood,the fivegroupsof foodandthe colours forfruitsand
vegetables.
- To knowhowto give advice.
- To learnhowto improve eatinghabits.
- To developspeakingandcritical thinkingskillsbydiscussingabouteatinghabits.
 Language focus:
LEXIS FUNCTIONS STRUCTURE PRONUNCIATION
REV
Food:vegetables
(potato,broccoli,…)
fruits(orange,apple,
pear,…) meat,fish,
hamburger,pasta,
pizza,sushi.
Colours.
--- --- ---
NEW
Healthy,unhealthy,
protein,grain,dairy,
To give advice about
healthyand
unhealthyeating
To classifyfood
accordingto groups
Subject+
should/shouldn’t+
infinitive
Difference
between /ˈʃʊdnt/
and /ʃʊd/.
/ˈprəʊtiːn/
/greɪn/

2. and colours. /ˈvedʒɪtəbl/
/fruːt/
/ˈdɛərɪ/
 Teachingapproach:The lessonisdeliveredunderthe Communicative approach.
 Integrationof skills: inthislesson plan,students will develop speakingskillswhile workinginpairsand
whendiscussing andinteractingwiththe teacherandthe restof the classmates abouthealthyfood;
listeningskillswill be developed withthe videoandwriting skillsduringactivity5.
 Materialsandresources: foodpicturesandquestions,chartwiththe 5 groups,copywiththe five groups
aboutfruitsand vegetables,charttocomplete withpersonal information,copytocomplete the text,
homeworkchart,video(andthe TV).
 Pedagogical use of ICTinclass or at home:Duringthislessonwe will use avideo.
 Seatingarrangement:Studentswillsitingroupsof fourpeople. Theywillworkinpairsduringactivity5.
 Possible problems/difficultiesandtheirpossiblesolutions duringthe class:If anystudentdoesnot
understandinstructionsIwill paraphrase them. Furthermore,Iwill payattentiontothe time we use to
developeachactivityinordertocomplete the wholeplanduringthe lesson.
 Classroommanagementstrategies: Studentswill be able tochoose theirgroupsbuttheyhave towork
properly.If thisdoesnotwork,I will call theirattentionorallyone ortwotimes.If thisdoesnotwork,I
will sitthe studentalone tocomplete the restof the activities.
 Potential problemsstudentsmayhave withthe language:Iwill leave writtenexamples of new structures
on the board.Maybe studentsdonotrememberall the vocabularywe needtodevelopthe lesson,Iwill
give themexamples tohelpthemfindthe correctanswer.
 Assessment:Iwill checkstudents’comprehension askingindividual questionsif itisnecessary. In
addition,Iwill checkstudentscorrectparticipation,encouragingthemtoprovide the correctanswerwith
examplesandmimic.
WARM-UP(10’ minutes)
FirstI will greetthe students.ThenIwill showthemthe package of acandy that I ate and I will askthem“Do you
like candies?”Possibleanswers:Yes!Of course!AndI will add“Are candiesgood?Are theyhealthy?”Possible
answers:No.
I will follow:“No,candiesare notgoodfor ourhealth,theyare not healthy.We shouldn’teata lotof candies,but
theyare sotasty. What otherbad or unhealthyfooddoyoulike?”Possibleanswers:hamburgers,Coke,chips,etc.
AndI will add“Andwhat abouthealthyfoodlike vegetables?Doyoueat healthyfood,too?”Possible answers:
yes,more or less,no.AndI will follow:“Whichisyourfavourite healthyfood?” Studentsmightsay:“Apples,
oranges,tomato,potatoes”
Transition:Ok, thatis reallygood.Let’s talkaboutsome otherdishes.

3. DEVELOPMENT:
ACTIVITY 1: (20 minutes)
I will showthemaposterwiththe followingpictures.Eachpicture will includealabel (Pizza,vegetables,etc.) Iwill
say “Do youlike thisfood?Whichisyour favourite food?”EA:Pizza,hamburgers.AndIwill add“Andwhatabout
vegetablesandfruits?Doyoulike apples?”EA:Yes,of course!More or less.“Iwill give youa copywithsome
questionsandyouare goingto discussandwrite the answersingroup.You have 10 minutes.”
http://www.1zoom.me/en/wallpaper/374967/z10000.4/%26original=1
http://food.ndtv.com/opinions/shocking-secrets-about-the-junk-food-industry-696069
http://ourhealth.org.au/news/star-rating-scheme-packaged-food-gets-green-light
http://foodandsnack.com/pages/about/
http://www.1zoom.net/Food/wallpaper/334525/z4905.3/%26original=1
https://en.wikipedia.org/wiki/Food
http://tellmepenas.blogspot.com.ar/2013/05/3-rd-grade-food.html
http://www.wikihow.com/Get-Rid-of-Food-Poisoning
http://www.applebees.com/menu/desserts
https://en.wikipedia.org/wiki/Nutrient
https://flipboard.com/@charleneblount/food-1ql3abduz
http://www.homeandfamilynetwork.com/food/dessert/
http://www.cbsnews.com/news/getting-more-sleep-can-cut-junk-food-cravings-in-half-study-says/
http://www.savourychef.com/vancouver-catering-menus/desserts-canapes/
http://tgifridays.at/en/menu/menu/39-desserts/
https://www.bungenorthamerica.com/
http://atlantablackstar.com/2014/03/21/junk-food-big-part-obesity-diabetes-epidemic/
http://www.doctorsays.com.ng/10-reasons-to-stop-eating-junk-food-right-now/
https://www.wattpad.com/85255859-my-life-i-guess-thank-you-for-the-food
The labels must be included in the plan.
Some questionswill be provided inacopy and theywill workingroups of four to answerthem.

4. Look at the pictures:
1. Which isyour favourite food? Myfavourite foodis…..
2. What do your parentswantyouto eat? My parentswant me to eat…
3. Which are healthyfoods?Why? ……….are healthyfoods.
4. Which are unhealthyfoods?Why?
5. What do you usuallyeatathome? I usuallyeat….
Aftertheyfinishwe willshare the answers. “OK,groupnumberone,whataboutyou?Whichisthe favourite food
of the group?”and we will workwiththe restof the groups/questionsinasimilarway.Afterdiscussingthe last
questions,Iwill say:“Isithealthytoeat pasta/pizza almosteveryday?Why?Whynot?”I will encourage students
to tell me aboutthe Healthyeatingpyramid.
Transition:“Well done everybody. Let’sanalysethe pyramid.”
ACIVITY2: (15 minutes)
I will paste the pyramidonboard.And I will ask“Do youbelieve thisistrue?Forexample,if Ieata lotof bread,
pasta,rice? Isthat healthy?”No.
https://commons.wikimedia.org/wiki/File:Loma_Linda_University_Vegetarian_Food_Pyramid.jpg
AndI will add“You are right.There isa newer distribution totake intoaccountwhenchoosingwhatto eat.There
isan americanplanwitha lotof informationtoteachpeople how toeat and choose healthyfood.Thisplan
dividesthe foodinto5groupsfor a healthydiet.Let’ssee the picture.”Iwill paste the followingpictureonboard.

5. I will introduce “The redgroupisaboutfruitsand the greenone aboutvegetablesWhataboutthe purple one?Do
youknowprotein?”EA:Yes/no.“Couldyoutell me an example forthisgroup?”EA:meat,eggs.“Right!Andwhat
aboutthe browngroup,Grains?” EA: Trigo, bread,pasta.“Well done! Now,lookatthe lastgroup,the blue one.
Do youknowthe meaningof dairy?Whatis missing?”EA:No/milk/yogurt.If theydonotmentionthe correct
answerI will tell themsome examplesas:cheese,milk,yogurt. Iwill askthem“Whichisthe largestgroup?And
whatabout the smallest?Isthisdistributionthe same of the pyramid?Why/whynot?”
Transition:“Goodjob!Let’ssee a videothatwill explainmore aboutchoosemyplave.gov.Payattentiontowords
that are familiartoyou.”
ACTIVITY 3: (15 minutes)
I will playthe video https://www.youtube.com/watch?v=-J1hmmy1OB4
“Now,we are goingto watchthe videoagainandyouare goingto complete the following chartwiththe words
fromthe box.”I will deliverthe followingcopy.
1. Complete the chartwiththe vocabularyfromthe box
Bread– beans– milk– spinach – blueberries –pasta– quinoa– nuts – meat – cheese – lettuce –wheat– yogurt–
eggs– cereal – broccoli – strawberries –soy milk
Vegetables Fruits Grains Protein rich food Low fat dairy

6. Aftertheyfinish,we will checkthe answers.
Transition:“Congratulations!The video,alsomentionssome tipstoconsiderregardingfruitandvegetables,do
yourememberthem?”
ACTIVITY 4: (20 minutes)
If studentsdonot rememberthose tips,Iwill playthe videowhenitmentionsthem(00:43)
I will write themonboard:
Boostvariety.
Eat as manycouloursas possible.
I will askthem“Can youimagine whichare those colours?”Iwill encourage themtomentionthe fivecolours
givingthemexamples.Iwill drawabigchart on board andwe will complete itwithsome examples(twoorthree
ineach group) “For example,where dostrawberriesfit?Inthe greengrouporin the redone?”EA: Red!.I will
helpthemwithanygrouptheyfinddifficulttocomplete.
Afterthat,I will give themthe followingcopywiththe five groupsandlotfoexamples.“Iwill deliverthe following
copy withmore ecamples.”

7. http://www.frontmed.co.nz/products/product-details/_cat2_/120/Nutrition-Health-
Education/Nutrition/_prod_/Fruits-and-Vegetables-by-Colour-Poster-Set
I will add:“Now,let’sgoto the break.”
ACTIVITY 5: (25 minutes)
I will say“Accordingto the video, we shouldinclude 5foodgroupsinour plate,right?”EA:Yes! “Inthiscopy, you
are goingto complete the chartwiththe foodyouate yesterday.Youhave 3 minutestocomplete it.”Iwill deliver
the copiesandI will walkamongthe studentstohelpthem withanyvocabularythattheyneedtocomplete the
chart and theydo notknow(I will provide the answer).
Vegetables Fruits Proteinrichfood Grains Low-fatdairy
“Now,youwill workinpairs.You will describeorallythe foodyouate toyour partner.Afterthat,yourpartner will
give yousome advicetoimprove yourdiet.Remembertogive advice aboutthe five coloursof vegetablesand
fruits,too.Let’shelpme first.”Iwill showthemmychart on board andtheywill give me advice .
Vegetables Fruits Proteinrichfood Grains Low-fatdairy
Broccoli
Bell peeper
Potatoes
Tomatoes
Apple
Banana
Seeds
Eggs
Bread
Rice
Pasta
Cheese

8. “Do youbelievethisishealthy?WhatshouldIinclude?”EA: More fruits,meat,milk.
I will write onboard:“You shouldinclude more fruits”andsoon.
“You all didverywell.Now,workwithyourpartner.”Iwill walkamongthe studentsmonitoringif theyare
speakinginEnglishand checkingif theyunderstoodhow touse the new modal verb.
Once theyfinish,Iwill add“Now,Iwill deliveryouacopyand you will complete itwiththe advisesyourclassmate
gave you.”
____________ toldme that I should:
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
AndI shouln’t:
1. _______________________________________________________________________
2. _______________________________________________________________________
Transition:“Nice workeverybody!We are almostontime.”
CLOSURE and HOMEWORK:
“Nowwe knowthat a healthydietshouldinclude avarietyof foodsfromthe five groups. (Iwill encouragethem
to mentionthe groupsagain) We dohave time to improve oureatinghabitssolet’sstartthisweek.Iwill give you
a copy where youare goingto take notesaboutyourhabitsand improvements. Take intoaccountyour
classmate’s advice toimprove yourdiet”.
I will deliverthe copiesandIwill write some examplesonboardfor eachcolumn.
I usually eat…. This weekI have included…
Pizza
Pasta
Friday: Two vegetables:tomatoes(red),and lettuce
(green),one fruit:banana (yellow)
Saturday:
Sunday:
Monday:
Tuesday:
Wednesday:
Thursday:
“Now,move yourdeskstothe normal arrangementforthe nextclass.”

9. Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the required information?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?


10. 13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Congratulationsonyourwork,Ceci!
Please,beware of languagemistakes.Also,include the videoscriptandthinkof a contingencyplanincase
technologydoesnotwork.
Keepitup!
Cecilia
Lesson plan Very Good Good Acceptable Below Standard

11. component 4 3 2 1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:30 /32 = 9.5