The document outlines a lesson plan for a 5th grade English class focusing on food vocabulary. The lesson plan includes the following: - Introducing and reviewing food vocabulary like banana, bread, cheese through flashcards and a reading passage. - Students practice expressing likes and dislikes about foods using structures like "Do you like..." and answering "Yes, I do" or "No, I don't." - Students develop their speaking skills through role plays where they pretend to be characters from a story and ask each other about food preferences.

1. 1
IFDC LENGUASVIVAS
TALLER DE PRÁCTICA DOCENTE III
ALUMNOPRACTICANTE: MARIA INES TRECH mariainestrech@hotmail.com.ar
Período de Práctica: Escuela Primaria
Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662
Dirección: Costa Y Lequerica Coronel Dorrego – Pcia de Bs As.
Sala / Grado / Año – sección: 5to año A
Cantidad de alumnos: 30 alumnos
Nivel lingüístico de los cursos: elemental
Tipo de Planificación: Diaria
Unidad Temática: “Las comidas”
Clase N°: 1
Fecha: 6 de julio 2015
Hora: de 13.30 a 14.20 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 05 de Julio
Teaching points: Foodand drink(Banana,bread Cheese, Chicken, fish - Ice-cream,Milk,Peas,Salad, spaghetti)
Do youlike …? Yes,I do.No,I don’t
I like - I don’tlike
 Aims:
Duringthislesson:
 Learnerswill be able to refertosome foodand drink ina meaningful context.
 Theywill be able todeveloptheirlisteningandreadingskillsbylisteningandreadingto a story.
 Learnerswill be able todeveloptheirspeakingskillsbyperforming role play aboutthe foodtheylike.
 Language focus:
FUNCTIONS LEXIS STUCTURES PRONUNCIATION
REVISION
Look!
Listen!
Let’sread.
Part s of the
house (kitchen/
diningroom)
What’sthis?
It’sa …
It’san …
What are these?

2. 2
Theyare …
Where are they)
NEW Speakingabout
likesanddislikes
aboutfoodand
drink.
Come back!
Banana
Bread
Cheese
Chicken
Hungry
Ice-cream
Milk
Peas
Salad
Spaghetti
Do youlike…?
Yes,I do.
No,I don’t.
I don’tlike (bread)
/i:/ cheese
Peas
/i/ chicken
 Teaching Approach: Natural Approach, organized though the presentation, practice procedure
(PPP).
 Integration of skills: The four skills will be applied in this lesson.
In this lesson plan student’s listening and speaking skills are integrated through the teacher ‘s talk
on the instructions given in the target language and through the students’ interaction with the
teacher and among them. Students will be Listening to and reading a story. They will also be
Speaking about their likes and dislikes by performing a role play. Students will be developing
their Writing skills by means of a reading a story and answering some questions about it.
 Material and resources: CD – CD recorder- copies for the story – copy for the activities in the
class and for homework – flashcards
 Pedagogical use of the ICT inn class or at home: (no use. )

 Seating arrangement: the whole class - in pairs . The class has no space for circles or semi
circles- Students have to be sat at their desks facing the blackboard.
 Possible problems /difficulties and their solutions during the class: students may speak in
“Spanish”. I will demonstrate and make them repeat.
 Classroom management strategies?
 Potential problems students may have with the language: I think there will be no problems.
But:

3. 3
A possible problem could be distraction. But, in this case, I will clap my hands so as to call their
attention, as their teacher is used to applying that method and it results because students are
accustomed to it . So, in cases Ss don’t listen to me, I will change my voice tone and I willsay :
"Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look
at me, look at me."
Another possible problem will be that they speak in Spanish while role playing, in which case I will
remind them nicely to speak in English.
 Assessment: What will be assessed and how. Understanding of the new structure will be
assessed by my asking questions individually, for example: Do you like…..? observing students
development during the different instances of the class. Comprehension of the new item as will be
assessed through the correction of the written activities and homework. There will be oral sentences to
complete so that I get to know if Ss understand the use of the structure and if they remember new
items.
WARM UP:
Timing: 5 minutes.
Purpose: to start the lesson, to get students into the mood of work, establish rapport.
Routine: For this routine I will separate the classroom in two halves. Students will be sat at their desks. I
am going to play the tape twice, so the first time half of the class will sing the first two stanzas and the
other half will sing the last two stanzas of the song. Te second time roles will be inverted.
(Students have already sang this song the previous class)
Transition: Ok children, we are going to sing the Hello song:
Hello! Hello!
How are you today?
I’m fine, I’m fine
And you how are you
Taken from: Singing Songs: The Teacher’s magazine: EDIBA)
Transition: Well done! Boys and girls! Excellent!

4. 4
I am going to begin the class by asking the students if they have done the homework. They will
surely have done it. So I will make one student collect the sheets of paper promising I will correct them
for next class.
PRESENTATION
Timing 15 minutes.
I am going to tell the students they are going to read a short story about….
Before reading I will ask them if they remember all the food and drink we learnt in the previous class. Just
in case I will have the flashcards at hand and very quickly I will show them for students to recap the
vocabulary.
The elicitation of this lexis should be in context. You may show the flashcards and tell SS ‘I like…’ and they
may complete your statement with the correct word.
Then I will tell them to open their books at page nine 1
. I will elicit if they know who those characters
are. ( They are Merlin and young King Arthur. They are characters from The Disney movie: “The sword on
the stone”).
Transition: Ok children, we are going read a story. Look at the people in the story?
T: Who are they?
Look at the pictures and tell me “Where are they?” (In the kitchen)
What are they doing? (Eating - having lunch)
(If the students say “comiendo” I will mime eating by imitating that I am “eating something by moving my
mouth).
What are they eating?
Students will have to look at the pictures and answer. There are is a word: bread : Perhaps as they look at
the images they find out there are two new words, in which case if they ask what is it I will point to the
images and tell them
Transition: Is there a new word or words? Look carefully.
Students will have to look at the pictures and answer.
There are two words bread and fish.

5. 5
Perhaps as they look at the images they find out there are two new words, in which case if they ask what is
it I will point to the images and tell them. I will also bring a picture for more clarification. I will tick them on the
blackboard.
BREAD
FISH

6. 6
Taken from; Adventures 2.
1
Students have their booklets, but in case there are some students who did not bring it to class I will
have enough copies for them to work.

7. 7
DEVELOPMENT
Activity 1
Timing: 7 minutes.
Purpose: This activity is aimed at checking vocabulary understanding of the story they have read.
To make students read.
To make students practice the structure: Do you like…? Yes I do/ No, I don’t.
While Reading/ listening : students are going to listen and read to the story.
Purpose:
I will play the CD once, if it is necessary I will play it again..
Transition:
Transition: Ok! Very good, let’s listen to and read the story.
Students listen and read.
(after listening students are used to reading in pairs aloud after the teacher presents the story so I will ask
for two pairs of volunteers to read the story, no more than two pair because it will take too long) .
Transition: Is it ok? Could you find and listen to the new food items in the story ?
Students answer.
Transition: Ready? Easy? Ok! Who volunteers to read?
So after reading I will ask students some questions:
Transition: Ready?
T: Look at the story again and answer:
Do you like cheese?
Do you like bread?
Do you like fish?
Do you like chicken?
Students will have to practice the structure Yes, I do / No, I don’t. by means of speaking about their likes
and dislikes ( in case they just answer yes or no, I will reframe the answer and ask them to answer again.)
As there are several questions students will understand the structure without problems.

8. 8
Activity 2
Timing: 8 minutes.
Purpose: This activity is aimed to checking reading comprehension.
Students will have to look at the image and match the speech bubbles with their corresponding image:
After reading (5 minutes)
Transition: Now, you have read the story. Lets’ do the following activity: Match the bubbles with the images.
Taken from: Adventures 2 (Activity book)
Checking 3 minutes
In order to check this activity I will conduct it by choosing some students at random and asking them to read
the speech bubble that goes with picture 1, for example.

9. 9
Transition: Ok! Ready? Ok. Lets’ see… (Matias) Read … Picture 1, the dog ….
The student will have to read the corresponding speech bubble, then I will check with the whole class if they
agree.
Transition: Do you agree?
Activity 3:
Timing : 10 minutes
Purpose: to practice and consolidate the structures: I like, I don’t like, Do you like…? Yes, I do. No, I don’t.
Role play: For this activity student will be work inpairs . They have to imagine they are Merlin and young
Arthur and that they are eating. Students will have to do this activity orally. For this I will give an envelope
with as set of cards and they have to perform dialogues using the cards. They will have to take turns
First I will show the well know happy and sad faces for them to know that a happy face means I like or
Yes, I do, and that a sad face means I don’t like or No, I don’t
I like
Yes, I do

10. 10
I don’t like
No, I don’t
Then I will prepare sets of cards in an envelope and I will distribute them to the students . they will have to
look at the cards and perform dialogues. One student is Merlin and the other is Arthur I will go through the
groups to check that they are talking in English and not in Spanish. Then they will have to swap roles.
(These Cards, are only example, then I ill prepare several different sets of cards for each pair ).
Transition: Ok children, now in pairs I will give you some cards and you will have to imagine you are Melin
and Arthur eating. Remember how they were talking in the story. You have to perform dialogues using
the cards.
I will show a card :
Using a student as example, I will perform a short dialogue with him / her tell:
Transition: Do you like spaghetti?: Yes, I do. (I will perform three dialogues in order to provide several
examples, for students to understand)

11. 11

12. 12

13. 13
Homework:
3 minutes (to explain)
I will give students the following activity for them to do at home.
Transition: here you have and activity for you to do at home. You have to look at the letter around the pizza
circle (I will mine a circle with my index finger ) all the food and drink you know. You have the pictures here at
the right to help you. Then you have to write the words next to the corresponding picture.

14. 14
I will send parents a note :
Estimada familia: sus hijos llevan una actividad para completar para la próxima clase.
Saludos
Miss María Ines.
CLOSURE:
I will tell the students we have only one minute to go so we should say Goodbye to each other!
I will invite the students to say goodbye, I will tell them goodbye.
The bell rings.
Sources:
Pictures are taken from Google Images.
Story: it is taken from Adventures II ( The teacher from the course provided me with the story about
Merlin, and the two worksheets. )

15. 15
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?

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 

16. 16
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
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:
Dear Inés
Thissecondversionisbetter developed.Goodforyou!
Please,make sure youavoidlanguage andspellingmistakes,andthatinyour nextlessonplansyouexploit
othertypesof materials(authenticoradaptedbyyou,includingsome ICTresource).
Keepitup!
Cecilia

17. 17
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score:25 /32= 7.8