The lesson plan is for a 5th grade English class with 25 students of beginner language level. The lesson focuses on food vocabulary and distinguishing between healthy and unhealthy foods. It includes a warm-up activity to introduce the topic, a presentation of vocabulary flashcards, a worksheet activity to classify foods, and a board game in groups to practice oral language. The plan aims to develop students' communication skills while reinforcing the target vocabulary through varied activities incorporating visuals, group work, and games.

1. I.F.D.C. LENGUASVIVAS
TALLER DE PRACTICA DOCENTE
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Primaria
InstituciónEducativa:I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección:5ºgrado
Cantidadde alumnos:25
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
Unidadtemática: Comidas
Clase Nº : 6
Fecha:20/09/18
Hora: 9:45 a 10:20 hs
Duraciónde laclase:35’
Fechade primeraentrega: 16/09/18
The class isactuallyshortersince childrencome fromanotherclass .
Teaching points: Food
 Aims: Duringthislesson,learnerswillbe able to..
- Revise andrecycle foodvocabulary
- Name and identify healthyandunhealthyfood.
- Develop theircommunicationandspeakingskillsby playingagame.

2. -
 Language focus
Lexis Function Structure Pronunciation
Revision
Hello!
Look!
Listen!
Numbers
Food
Hamburger,
chicken,pasta,
orange juice,
cheese,fries,
chocolate cake
apple, ice-
cream
Cereals,soup,
jam,toasts,
salad,coffee,
potatoes,fruits
water,fishand
chips.
vegetable pie
Cheeseburger,
soda,green
salad,
spaghetti
Greetings
Following
commandsor
instructions
Askingand
answering
questions
aboutfood.
Do youlike
grapes?
What would
youlike to
eat?
I’dlike a
(cheeseburger)
/æ/ sound
Salad,
sandwich
New
Healthyand
unhealthy
Talkingabout
healthyand
unhealthyfood
Askingand
answering
questions
Do youeat
healthyfood?
What do you
eat?
Yes.I eat
vegetablesand
fruits.
/ɵ/ sound
Healthy,
inhealthy
 Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)

3.  Materials and resources: flashcards, pictures of healthy and unhealthy food,
worksheets, six boardgames, playing pieces made of cardboard and a projector.
 Pedagogical use of ICT in class: a projector will be used to display a board game.
.
 Seating arrangement: : Students sit in rows sharing desks.
 Cooperative work: In the warm-up and presentation stage, the whole class will
interactwiththe teacher. Inactivity1, studentswill workindividuallywhileinactivity2
students will play a game in groups of 4.
 Potential problems student may have with the language: Since students have
different levels of English, some of them may not understand the teacher or the
activities, so I’ll use different strategies such as: prompting, gesturing, modelling,
exemplifying,etc.If necessary,I’llapplythe sandwichtechnique.I’ll approach to those
students who have difficulties with the language to provide help.
 Assessment: what will be assessed and how: I’ll check students’ comprehension
throughtheirparticipationinthe warm-upand presentation stage. I’ll check students
comprehend what healthy and unhealthy food is by asking them to classify food and
asking questions. In addition, I’ll provide students with visual aids to help
comprehension.I’llencourage themtoproduce some chunksof language suchas‘I eat
vegetables’. In the activities, I’ll monitor and guide students’ work. Regarding the
second activity, I’ll check if students use L2 when playing the game
Routine: 3’
I’ll wait for students to come to the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: Let’s talk about food!

4. Warm up: 5’
I’ll stick on the board two labeled cards with the words “heathy food and unhealthy
food,andtwo pictures.I’ll askstudentsif theyknow whathealthyandunhealthyfoodis.
T: “Look! What can you see inthispicture?”EA:fruits,vegetables!T:“ Good!Now, what
ishealthy food? “(Pointing to the label and the picture) Some advancers students may
respond: Comida sana! T: “Very good! Healthy food is good for your body and health!”
(Pointingtomybody) “Andwhatis unhealthyfood?” (Pointing to the label and picture)
EA: comidano tan Buena!T: “Excellent! Unhealthy food is not so good for your body or
health. If you eat too much unhealthy food you may feel bad (Pointing my thumb
down). I eat vegetables, fruits, meat. Do you eat healthy food?” EA: Yes! T: “What do
you eat?” (I encourage students to use ‘I eat ……) EA: I eat fish!
HEALTHY FOOD UNHEALTHY FOOD
Presentation: 5’

5. I’ll showstudentssome flashcardsabouthealthyand unhealthy food and I’ll encourage
themto think if theyare healthyor unhealthy. I’ll invite studentstopasstothe frontand
stick the flashcards on the corresponding place.
T: “Look! What are they?” EA: chips! T: Good! Are they healthy or unhealthy? EA:
Unhealthy! T: “Great! Ailin, stick the chips under the healthy food.” T: “ Perfect! What
aboutthis,Valentino”(I’ll asksome questionstosome studentsso they can participate)
EA: It’sa hotdog!.T: “ Is it healthyorunhealthy?”EA: Unhealthy!T: “Great, so stick the
hot dog under unhealthy food, please.
I’ll continue with the rest of the flashcards”
Transition: Now, let’s work!
Activity 1: 5’
I’ll hand out the worksheets and explain the activities.
T: “Look at the worksheet.Inthe firstpointcoloronlythe healthyfood.Whatfoodishealthy?”
EA: Bananas,milk! T: “Good! In the second point color the food that is unhealthy. What food

6. isunhealthy?”EA:ice-cream,lollipops!T: “Excellent!Andthe third point color the food that is
healthy.”
When students finish the activity, I’ll ask them to name healthy food and unhealthy food.

7. Transition: Great! Now, it’s time to play a game!
Activity 2: 15’
Board game
In orderfor studentstohave fun,theywill playa game in groups of four. The purpose of
thisactivityis to integrate the contentsstudieduntil now andthat students interact with each
otherdevelopingtheiroral skills. I’ll give them one board game per group and playing pieces.
Although the rules are written on the board game, I’ll use the projector to explain and
demonstrate the game.
T: “Listen! Make groups of four, please. I’ll give you these boardgames.”
T: “Keep quiet so I can explain the game. Ready? Ok! (I’ll demonstrate the activity) You put
your playingpiecesonthe start box.One playerthrowsthe dice.If youget four you move four
spaces. If you land on a picture, like this, you have to say a sentence. For example, I like
chocolate cake. Ok?Then,you passthe dice to anotherplayer. if you land on a yellow box (I’ll
point to it) you will answer the question, for example “Name two fruits” So you can say
bananasand apples. Then, pass the dice. If you land on a blue box, follow its instruction. For
example,“loseaturn”,you can’t play for one turn. If you land on “ Move ahead 3 spaces” you
move your playing piece three spaces(I’ll demonstrate it) If you land on “Roll again” you roll
the dice again. And if you land on “go back three spaces” you move back three spaces.” (I’ll
demonstrate it).AtthispointI’ll clarifydoubtsandcheckunderstandingby asking a student to
explain the activity.
In order to all students can participate in the game, students will play one turn each.
T: “The first player that reach the ‘Finish box’ is the winner! Ready? Let’s play!

8. Adapted from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/board_gamefood/food -
boardgame-food/30735

9. Closure: 2’
We will congratulate the winners. T: “Applaud the winners!”
“See you next class, bye-bye!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:_21___ /30
Go overthe comments,pls. Checkquestionsinthe boardgame.
Try not to become toorepetitive.Youmayuse the same kindof activity,sothat theyfeel
comfortable,butyoushouldexpose themtovarietyandcognitive challenges,too.