Lesson Plan 3

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ALUMNO PRACTICANTE: Laura Natalia Rodrigues
Período de Práctica: Nivel Secundario
Institución Educativa: Liceo Militar “General Roca”
Dirección: Avenida Hipólito Yrigoyen 2351 – Ruta 3
Sala / Grado / Año - sección: 3° B
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes avanzado
Tipo de Planificación: clase
Unidad Temática: La comida y la salud
Clase Nº: 3
Fecha: 16/10/2015
Hora: 11:10 – 12:35 hs
Duración de la clase: 80’
Fecha de primera entrega: 12/10/2015
 Teaching points: Should / Shouldn´t
 Aims: During this lesson, learners will be able to…
- Revise and use vocabulary related to food and drink in a meaningful context.
- Improve their speaking skill by interacting with the partners.
- Give advice about what to eat or not.

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 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands and
instructions
Answering
questions
related to food
and drink
identification /
healthy and
unhealthy diet
The imperative:
Listen!
Look!
Healthy –
unhealthy
Food: chicken,
meat, cabbage,
grapes, crisps,
cereals, rice,
bacon, coke,
lemonade,
strawberries,
steak, salad,
spaghetti,
cheese, yoghurt,
sugar, egg
Recognition and use of
Wh- questions in the
simple present:
What do you have for
breakfast/lunch?
Let´s:
Let´s start / Let´s
continue.
Recognition and
use of the sound:
Voiceless dental
fricative
/θ/ (healthy)
Recognition of the
sound:
Voiced palatal
affricate
/dʒ/ (cabagge)
Recognition and
use of the sound:
/ iː/ (cheese)
New Talking about
healthy eating
Advice
Should /
Shouldn´t
Recognition and use of
the structure:
You should…
You shouldn´t
Recognition of the
sound:
Voiceless palatal
fricative
/ ʃ/ (should)
 Teaching approach: Communicative Approach.
 Materials and resources: names cards – Bingo cards – worksheet.
Pedagogical use of ICT in class: In this lesson I have chosen not to use ICT. I will include them the
following week.
 Seating arrangement: Students will be sitting in lines in order to work in pairs.

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• Cooperative work: Students will work cooperatively while working in pairs. They need to listen to
their partner carefully and try to give advice to him/her. I will walk around the class checking that
each pair is working together and cooperatively.
 Possible problems / difficulties and their possible solutions during the class:
- Students may have problems to understand some instructions or what the teacher says. I will
paraphrase the instruction using gestures and miming.
- Some students may be shy to speak aloud. I will stay near them in order to make them feel
confident.
 Potential problems students may have with the language:
- Students may not understand a question, so I will guide them pointing to pictures and modelling
the answer first.
- Some students may have problems to pronounce certain words or sounds. I will ask them to
repeat the words several times and to listen carefully to the way I pronounce them (how I use my
lips, teeth or tongue).
- Students may have difficulties thinking of vocabulary to express themselves. I will provide some
help using miming or asking another student to help.
 Assessment: I will check that students comprehend and understand by listening to them during
their participation in class. I will also take into account their fluency and their ability to
communicate.
LESSON PROCEDURE:
ROUTINE 5’
Purpose: To start the lesson, get students into the right atmosphere for work, build rapport with
students.
Interaction patterns:Teacher-Class

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Skills / Skills Integration:
Listening and speaking (every day greeting)
Learning styles:
Auditory
I will enter the classroom together with the local tutor and we will both say “Good morning!
Then, I will say: “How are you today? Fine?”
“Great! What day is today?
Students: “Friday”
I will write it on the board and I will say: “What number is today?”
Students: “Sixteen”
Teacher: “Ok. Friday, 16th
of October”. I will write the date on the board. “I have the cards with
your names here. I will call you and you will come and take your card and place it on your desk as we
did yesterday”.
WARM UP 15´
Purpose: to revise vocabulary learnt the previous lesson in a meaningful context.
Interaction patterns:
Teacher-Student
Teacher-Class
Skills / Skills Integration:
Listening and speaking

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Learning styles:
Auditory, visual
I will say: “Do you remember all the food and drink vocabulary that we learnt yesterday? Can you
please say the words you remember?”
Students will start saying words and I will write them on the board. I can add some more words they
do not remember if necessary by showing them some flashcards.
“Well done!!! Now we are going to play BINGO with all these words! We have so many words on the
board, so you are going to chose nine of these words and write one word in each space of this chart.
Look! Here you have the charts. Rocío, can you please deliver them?”.
BINGO!
I will start saying the words and the first student to cross out all of them will be the winner.
“I am going to start saying the words at random and you cross them out if you have them in your
chart. The first person to cross all of them out is the winner. Right?”
Students: “Yes!”
Teacher: “Ok! Let´s start”.

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Transition: “Congratulations to the winner/s!”
I will give a prize to the winner/s, for example, a chocolate. But if I do it, I think it is also convenient
to give something else to the rest, like a lollipop. I will deliver them before I leave.
- PRESENTATION 20´
Purpose: to introduce the modals should / shouldn´t as a way of giving advice and saying that
something is a good or a bad idea in a meaningful context.
Interaction patterns:
Teacher-Class
Teacher-Student
Skills / Skills Integration:
Listening
Speaking
Learning styles:
Visual, auditory
I will say: “Do you remember that yesterday we read about Celine´s diet?”
Students: “Yes”
Teacher: “Ok, then. Was it healthy?”
Students: “No”
Teacher: “Why?”
Student: “Because she eats…”

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Teacher: “Well done! Let´s open our folders and take a look at Celine´s text again!”
Teacher: “Pay attention to all the things that she eats and drink every day. Re read the text again
quickly”.
While they read, I will write the following sentences on the board and I will encourage students to
pay special attention to the language aspect.
You SHOULD eat more vegetables.
You SHOULDN´T eat chocolate at lunch time.
I will say: “Let´s imagine that we have the possibility of talking to this girl called Celine and that I
say to her “You should eat more vegetables and you shouldn´t eat chocolate at lunch time”
What kind of information do these phrases give us?” “What can you understand from them?”
Maybe, students will answer in Spanish.
Student: “Lo que debería hacer o no”
Teacher: “Great. What I am doing is giving advice to her or saying what I think is a good or bad idea”.
“Do you understand what I mean?”
I will give another example, so that they can understand the meaning of the word advice:
“Imagine that you Matias tell me: “Miss, I have a headache”, so I say “You should take an aspirin” or
“Miss, I have a stomachache” and I say “You shouldn´t eat more sweets”.
“Is it clear? Let´s see… Can you think of another example? How can you give advice to Celine?”
Students: “You should eat more fruits”.
“You shouldn´t drink fizzy drinks”.
I will listen to some examples from students and I will say: “Well done! So we can see that when we
want give advice or say that something is a good or bad idea we use SHOULD or SHOULDN´T”.
I will tell students to write the heading “Giving advice” under the text they read the previous class
and to copy the sentences that I wrote on the board. I will also tell them to add two more sentences
using SHOULD and SHOULDN´T.

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“Great! Now, you are going to write this heading “Giving advice” under the text and to copy these two
sentences. Please, try to use colour pens as I did when you write SHOULD and SHOULDN´T. Then,
include two more sentences of your own. Give advice to Celine using SHOULD and SHOULND´T as we
have just done orally. Is it clear?” “Who can explain what you have to do?”. I will ask a volunteer to
explain what they have to do in L1 or L2.
I will walk around the class in order to check how they work and correct their sentences if
necessary.
When they finish I will congratulate them for their job and give them encouraging messages such as:
Well-done! Very Good! Good! Nice work!
Transition: “Recess time! Let´s continue after the break!” Students have a 5 minutes break.
- DEVELOPMENT
 Activity 1 (20´)
Purpose: to practice the new structure (Should / Shouldn´t).
Interaction patterns:
Teacher-Class
Teacher- Student
Student- Student
Skills / Skills Integration:
Listening and speaking
Learning styles:
Auditory

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I will tell students to look for the sentences I told them to write as homework.
“Remember that I told you to write some sentences about what you eat at breakfast and lunch every
day? Did you write the sentences?”
If some of them did not write the sentences at home, I will tell them to think about what they have
for breakfast and lunch and write it down.
“Ok, the one who forgot please think about what you have for breakfast and lunch, and write it down
quickly. Remember all the vocabulary that we learnt yesterday and that we revised at the beginning
of this class”.
I will tell them to work in pairs and to read their sentences to their partner. The partner has to give
advice using SHOULD and SHOULDN´T.
“You are going to work in pairs. Please, read your sentences to your partner and he/ she has to give
you advice as we did with the girl in the text. Remember that in order to give advice we use SHOULD
and SHOULDN´T”.
As an example, I will ask the local tutor what she usually has for lunch and I will give her advice.
“Let´s have an example. Miss Graciela, what do you usually have for lunch?”
Graciela: “I have…. for lunch”.
Teacher: “You SHOULD eat less… and more….”
“Do you understand? Ok, let´s start!”
I will walk around the class checking that each pair is working together and cooperatively. I will also
help them with any necessary vocabulary.
Transition: “A job well done! You work really hard!”

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• Activity 2: 15´
Purpose: to practice and check understanding of the new structure (Should /shouldn´t)
Interaction patterns:
Teacher- Class
Teacher- Student
Student- Student
Skills / Skills Integration:
Listening, speaking
Learning styles:
Visual, auditory
I will deliver the following sentences about some pieces of advice on how to stay healthy and I will
ask students to complete them with SHOULD or SHOULDN´T.
“Now you are going to read these sentences about how to stay healthy and complete them with
Should or Shouldn´t. The first sentence is done as an example. Who can read it?”
Student: “You SHOULD eat lots of fruits and vegetables”.
Teacher: “Very good” Now, let´s start working. You can share your ideas with your partner next to
you if you have any doubt. Then, we check.”
I will give them some time to work and I will walk around the class checking how they work.
“Are you ready? Can we check?” “Ok, let´s see… who can read sentence number 2?”
WORKSHEET:

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Complete with SHOULD / SHOULDN´T
Source: “New Grammar Time 3”, Longman, page 121.
Transition: “Excellent! We have learnt a lot today too!”
HOMEWORK
I will not give them homework in this class. The teacher has already told me that she didn´t usually
give homework because some students are boarders, so that they sleep at school and they stay the
whole week there. They do not have enough time to do homework as they have a lot of extra
activities after school lessons. She told me to try to respect that decision.
CLOSURE: 5´
Interaction patterns:
Teacher-Class
Skills:
Listening

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Speaking
Learning styles:
Auditory
I will tell the students that our lesson is over.
I will greet them goodbye and tell them to give me their names cards to keep them for the following
lesson.
“Can you give me your names cards? Thanks!” “Goodbye! See you next week!