The lesson plan aims to teach students new food and drink vocabulary items through a variety of listening, speaking, and writing activities. Students will watch a video to identify known and new food items, then practice ordering the items based on what they heard. They will also play a guessing game and be assigned homework to create their own shopping lists. The plan provides details on classroom setup, timing of activities, teaching approaches, and strategies to manage student behavior and difficulties.

1. 1
IFDC LENGUASVIVAS
TALLER DE PRÁCTICA DOCENTE III
ALUMNOPRACTICANTE: MARIA INES TRECH
Período de Práctica: Escuela Primaria
Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662
Dirección: Costa Y Lequerica
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°: 3 (according to the teacher of the course this should be the final class
for this topic)
Fecha: 13 de julio 2015
Hora: de 13.30 a 14.20 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 09 de Julio
Teaching points: Foodand drink(Banana,Cheese,Chicken, Ice-cream,Milk,Peas, Salad,
spaghetti)
 Aims:
Duringthislesson:
 Learnerswill be able to refertosome foodand drinkitems ina meaningful
context.
 Theywill be able todeveloptheirlistening skillsthroughwatchingandlisteningto
a video.
 Learnerswill be able todeveloptheirwritingskillsby writingtheirown shopping
lists.
 Theywill be able todeveloptheirspeakingskillsbyplayingaguessinggame.

2. 2
 Language focus:
FUNCTIONS LEXIS STUCTURES PRONUNCIATION
REVISION
Look!
Listen!
Let’sread.
Let’swatch a
video.
Banana
Bread
Cheese
Chicken
Ice-cream
Milk
Peas
Salad
Spaghetti
What’sthis?
It’sa …
It’san …
What are these?
Theyare …
Where are they?
/i/ chicken
/i:/cheese
NEW Speakingabout
likesanddislikes
aboutfoodand
drink.
Carrots
Cereal
Cookies
Pancakes
Popcorn
Tomato
Yogurt
Do youlike…?
Yes,I do.
No,I don’t.
I don’tlike (bread)
/ae/ carrots
/o/ Pop corn
/du:/ do
 Teaching Approach: Natural Approach, organized through the
presentation, practice, and procedure stages(PPP).
 Integration of skills: The four skills will be applied in this lesson.
 Material and resources: CD player, CD- copies for the story. Copies for
the activity. Poster for the shopping list.
 Pedagogical use of the ICT inn class or at home: a video will be
shown.
 Seating arrangement: the whole class facing the board. In pairs.
 Possible problems /difficulties and their solutions during the class:
students may speak in Spanish. I will demonstrate and make them
repeat.
 Classroom management strategies:

3. 3
In case there are students who are not paying attention, I will approach them
and kindly suggest trying to go back to work.
Fast finishers generally draw something because they are bored, if this is the
case I will tell that student to help me with other students.
If there are students who are reluctant to participate in class, I will approach
him/her trying to encourage participation by asking him/her myself a question
(there are very shy students ).
In cases of misbehavior, I will ask kindly to please go back to work and do not
do it again. (Last class a student said something unpleasant in Spanish)
 Potential problems students may have with the language: As it is mainly a
vocabulary presentation with flashcards and practice lesson, I think there will be no
problems. Nonetheless, a possible one would be distraction. In such a case, I will
clap my hands so as to call their attention, as their teacher is used to apply that
method and it works perfectly because students are accustomed to it. So, in case
Ss don’t listen to me, I will change my voice tone and I will tell: "Are you listening?
Are you listening? Everyone! Everyone! If you are listening, if you are listening,
look at me, look at me."
 Assessment: What will be assessed and how. Understanding of the new items
will be assessed by my asking questions individually, for example new items will
be assessed Have you got …. In your shopping list? Observing students
development during the different instances of the class. Comprehension of the new
items 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 for communicative purposes and if they
remember the new items.
FOR THIS LESSON WE WILL HAVE TO GO TO THE S.U.M TO WATCH A VIDEO.
SO I PREFER TO BEGIN THE CLASS DIRECTLY THERE. I WILL ASK
PREVIOUSLY AT ASCHOOL IF IT IS AVAILABLE. OTHERWISE I WILL HAVE TO
GET A PROJECTOR TO SHOW THE VIDEO IN THE CLASSRROM.
WARM UP:
Timing: 5 minutes.
Purpose: To start the lesson, to get students into the mood for work, to establish rapport.

4. 4
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 classes)
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!
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.
Then as students asked, and in order to revise the food and drink items learnt so far, we
are going to sing the song we sang in the first class.
I like spaghetti
With salad And peas
I like spaghetti
With chicken and cheese
I don’t like bananas

5. 5
Yellow or green
I don’t like bananas
With milk. or ice cream.
PRESENTATION
Timing 15 minutes.
Purpose: to present new food vocabulary items. To revise some vocabulary items.
I will tell the students that as my fridge was empty I went shopping.
I will brainstorm some food items. They might say all the food items we have been
working with in the previous classes :( BananaBread Cheese ChickenHungryIce-creamMilk
PeasSaladSpaghetti)
I will prepare a poster simulating it is a shopping list, in it I will include pictures and names
of the food items I bought.
As I present my shopping list I will read the items I bought and I will make students repeat
the words chorally.
Shopping list
YOGHURT

6. 6
TOMATOES
COOKIES
CARROTS
PANCAKE
CEREAL

7. 7
POP CORN
Transition: Let’s have a look at my shopping list.
DEVELOPMENT:
Activity 1
Timing 10 minutes
Seating arrangement: if we go to the SUM students will be sat as a whole class in
chairs. If we have to watch it in the classroom,. students will be sat at their desks facing
the blackboard.
Purpose: this activity is aimed at checking vocabulary understandingdeveloping listening
skills by means of watching a video and listening to the food items in it.
I will tell students that we are going to watch a video, in which there are several food
items. (Some are kwon vocabulary, some are new vocabulary)
Students will have to watch and listen to the video:

8. 8
Transition: Ok! children. Let’s watch a video.
Video: https://www.youtube.com/watch?v=ddDN30evKPc
I will show the whole video for the first time, for students to get acquainted with the
vocabulary used there.
Then I will stop it and I will ask Ss if they remember which food items are mentioned in the
video. (Students will have the shopping list poster there on the blackboard.
Transition: Ok, children. Did you like the video? Tell me which food items are
mentioned there?
Activity 2.
Timing 10 minutes:
Purpose: to practice the vocabulary learnt by means of a listening comprehension activity
I will prepare a worksheet. There the food items will not be in the same order as
they are mentioned in the video. Ss will have to listen to the video and as they
listen they will have to order from 1 to 8 the food items as they are mentioned.
In the worksheet there are two food items which are missing (salad – spaghetti),
but that are mentioned the video. Ss will have to recognize which they are and
draw them.
Put the words in orders as they appear in the video.

9. 9
YOUGHURT
TOMATOES
COOKIES
CARROTS
……………….
………..
………..
…………

10. 10
PANCAKE
CEREAL
……….…..
………..
Which food items are not in the list? Draw and write their names.
……………………. …………………………
I have decided to explain the homework before I conduct Activity 3.
For homework I will tell students to draw and write their own shopping list with the
items they like the most.

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My shopping list
Name: ……………………………..
Estimada familia: hemos estado trabajando con la unidad “Comidas”. Para
culminar este tema sus hijos llevan de deber una lista de compras para dibujar y
escribir sus nombres.
Saludos
Miss Ma. Ines.

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Activity 3
Purpose: to guess which item could be hidden in a box. To give students a present. To
have some fun.
A Guessing game.
To finish the class I will show a box. In this box I will have transparent bags with pop
corn. I will tell the students that I have brought to school something I bought this
morning in the shopping mall to share with them. This is my favourite food.
I will write following sentence on the board:
The teacher has got …….
In pairs they have to think questions and ask the teacher Example:
Is it red? / Do you like it?
Transition: Ok! I have a box here. Here I have got my favourite food. What do you
think I have? Please in pairs think and ask questions to me:
For example: Is it red? Is it yellow? / Do you like t?
Once they have guessed what it is I will give each of them a bag with some popcorn to
enjoy during the break.
CLOSURE:
I will tell the students we only have 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:

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Video from: https://www.youtube.com/watch?v=ddDN30evKPc
Images: Google images.
Activities: designed by myself.

14. 14
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?


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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:
Dear Inés
Thislessonplanisbasedona meaningfulcontext,itincludesaudiovisual materialandactivitiesdevisedby
you.Well done!!!
Please,studythisfeedback(all the commentsonthe side) sothatyoudon’tcommitthe same mistakesin
future lessonplans. The factthatsome errors andmissingitemsare includedhere impliesthatprevious
feedbackshave notcontributedtothe developmentof thislessonplan.Improvementsare gradual,butthey
needyourdedicationandcareful readingof previouslessonplancorrections.
I knowyoucan doit! Way to go!!!
Cecilia

16. 16
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:26/32=8