Lesson Plan 5 - Primary practicum

1. PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bàrbara Viñolo
Grado y sección: 3rd Grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: Food
Clase Nº: 5
Duración de la clase: 40 minutes
Fecha de la clase: 12th November
Fecha de entrega de la planificación: 10th November
Learning Aims
During this lesson, learners will be able to:
Ø Revise the vocabulary related to food & drinks through a guessing game
Ø Learn the use of the verbs like, don´t like, love & hate through an oral & written
activity
Ø Make use of the vocabulary and the grammar structures learned through a game.
Ø To foster students´ participation in oral/ exploratory and written activities
Ø To recycle vocabulary they already know by matching the words with the right
picture which describe it.
Ø To understand and communicate likes and dislikes by making use of recycle and
the new vocabulary as well as the grammar structures learned
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary: water, hot dog,
broccoli, onion, egg, ice
cream, soup, cereal, toast,
jam, butter, crisps, apple,
cakes, orange, chocolate,
banana, fizzy drink, orange
juice. Snack, sugar, natural.
Meals: breakfast, lunch and
dinner
Describing healthy and
unhealthy habits.
Do you like (crisps)?
Yes/ No
(Cakes) is unhealthy
Do you think (orange) is
healthy or unhealthy?
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2. N
E
W
Verbs which describe likes
and dislikes regarding
food& drinks: Like don´t
like, love, hate.
Describing students’ likes
and dislikes
Like/ don´t like/ love/ hate
+ -ing
I like (eating/ drinking)
(coke/ chocolate)
I hate (eating/ drinking)….
I love (eating/ drinking)….
Do you like (chocolate)?
Yes, I do/ No, I don´t
Materials
Ø 8 worksheets with the activity number 1
Ø A poster
Ø Small flashcards showing the vocabulary learned
Ø Students` notebooks
Ø Computer
Ø Internet connection
Ø Speakers
Ø YouTube songs
If you are happy song:
Clean up song:
Procedures
(5 minutes)
First, I will get into the classroom and greet the students. Then, I will play the “Hello
song” and encourage students to sing & imitate the movements they see on the audio-
visual YouTube song. After seeing the video online, I will ask students to help me to
write the date on the board. Then, I will ask them about the weather.
Despite the fact the days of the week and months may have not been already taught to
students during English lessons, I will make use of visual support by using posters. So,
Making use of this routine in every English language lesson, they may get used to using
them in a meaningful context.
Lyrics of “If you`re happy” song:
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3. Link of the song: https://www.youtube.com/watch?v=l4WNrvVjiTw
Transition comments: Well done! You sing beautifully! Now, we are going to check
some words from the vocabulary! Listen to me, please! We are going to play a blind
game, ok? But I need you not to say anything before the student with their eyes covered
says the name of what he tastes, ok?. If the student guesses: Well done! Or if the answer
is wrong: Don`t worry! Let`s try again, ok? Now, I need your notebooks, ok? Let´s start
with this activity!
(5 minutes)
I will ask one of the students to come closer to where I will be and take a picture from
the bag. Then, I will ask him/ her to tell me the name of what the picture shows, after
that I will ask them to come to the board and paste the picture above/ next to the right
name. I will repeat the procedures until all the students have the opportunity to
participate from the activity.
This activity is focused on helping students to revise the vocabulary they have learned
related to food & drink. As the activity consisted on using the board, I will ask students
to come to the board one by one. Also, this activity can be done as a collaborative task
if the student who comes to the board doesn´t know the name of the picture she/ he
takes from the bag, she/he can ask for their peers´ help.
Transition comments: Well done! Now we are going to play a game in which we need
to guess what we are eating/ drinking, ok? But we need to be quiet and let your partner
guess, ok? Don`t give him/ her any clue about the food he is tasting, ok? Let`s start!
(5 minutes)
I will explain students that it is time to play a guessing game. The game will consist on:
they will have to taste a fruit, some jam or a drink with their eyes covered and guess
what they have tasted (for example: if one of them taste jam, the students will have to
mention the name of what she/he has tasted). If the student answered wrong, he/she will
have a second chance. Also I will ask to students not to say anything that gives
information to the student with his/her eyes covered unless I allow them to do it.
By developing this activity, students will have the opportunity to revise the vocabulary
learned through the sense of taste.
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Comment [1]: You haven´t included
these items of food as materials. What are
you planning to take?
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Deleted: You sing beautifully!
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Deleted: make silence
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Comment [2]: Again?
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4. Also, I will make them some questions related to what we have learned in the previous
lesson, such as: Do you think (cheese) is healthy or unhealthy? Do you like (cheese) for
breakfast?, etc.
I will be a guide for students on this activity, allowing students to be active participants
on their learning process. I will be there checking students´ understanding and if they
need my help. Also, I will draw a numerical horizontal scale which will show emotions
into numerical percentages: the order will be hate- don`t like—like- love.
Scaffolding strategies: Show students some flashcards so as to refresh their knowledge
of the vocabulary learned on the previous lesson, retell the questions/ phrases as many
times as students need, the use of visual support in order to help students to refresh their
knowledge of learned vocabulary and also to acquire new vocabulary in a meaningful
way.
Transition comments: Very Good! Do you like (chocolate)? / Do you like (broccoli?)
(Showing them some flashcards). Ok, look what I have here for you! Do you remember
we played a game last class? Yes/No? Now, you have these pictures (pointing in its
direction) and here it says (chocolate), You have to make a circle to the picture with a
chocolate bar, ok?
Activity # 1 (10 minutes)
As to make a revision of the vocabulary seen on previous lessons, I will give students a
worksheet prepared with the vocabulary seen on the previous lesson. The activity will
consist on: in the worksheet, students will find a word naming a food or drink item from
the vocabulary learned and next to the word, they will have 4 pictures related to food &
drink vocabulary. In this activity, students will have to circle the picture which
corresponds to the word mentioned.
This activity will be done by the students individually so as to check how much
knowledge they have gained on previous lessons. I will be moving around students`
desk in order to check the activity`s development, also as a guide if my help is needed.
Scaffolding strategies: The use of this type of and visual support (the big flashcards and
the big poster with pictures showing the vocabulary) help students to make use of all/
part of the vocabulary they have gained through English lessons in a meaningful way.
Also, it helps students to build a bridge between the words and their meanings through
what they see on the flashcards. In addition, this activity helps students to learn the
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5. vocabulary in a meaningful way as it shows them that the vocabulary they are learning
is similar to what they have learned with their mother tongue language, making
language useless and worth it to be learned.
Transition comments: Good Job! You have made a wonderful job! Do you enjoy the
activity? Now, we are going to work do another activity. Look at these worksheet
(pointing in its direction) do you remember how do we call these? (Pointing to the
pictures showed on the sheet). Now, I need you to look to the pictures and circle the
picture which matches with the words written (I will show them one example so they
can understand the activity better). Great job!
An example of the chart
Activity # 2 (10 minutes)
As a second activity, I will ask students to write some sentences using the vocabulary
revised on activity 1 and the new grammar structure: like/ hate/ love + - ing. As this is
new to them, I will copy some sentences on the board as a way of helping them to
understand the activity.
Also, this activity can be done alone or as a collaborative task if students feel lost on the
activity`s development. My work here will be guide them through the activity`s
development and help them if they needed.
Moreover, I will paste the poster made on the presentation task in order to help students
to remember the vocabulary when they develop this activity.
For example, I will write sentences on the board like the following ones:

6. I like eating burgers. / I don`t like eating fish / I hate drinking water
I like drinking Coke. / I don`t like drinking milk / I love eating chocolate
Scaffolding strategies: repeat instruction as many times as students required, showing
students what and how to do the exercise through simple examples, make use of visual
aids as a way of helping students refresh their previous knowledge regarding vocabulary
learned.
Transition comments: Wow! Good Job everyone! Now, we are going to play hangman,
yeah! But with the vocabulary we have learned regarding food & drink topic, ok? Who
wants to start?
(5 minutes)
As a final task, I will ask students to play hangman with the vocabulary they have
learned related to the topic we have seen through this lesson and previous ones.
This activity will be a freely activity, in which students will be able to revise the
vocabulary they have learned through an enjoyable game for them.
Link of Clean- up song audio-visual YouTube song:
https://www.youtube.com/watch?v=SFE0mMWbA-Y
Transition comments: You have worked very well today! I am really happy! … But it`s
time to put our things away to go home and say goodbye” (teacher and students clean
the classroom while they listen to the clean-up song as background song). “Goodbye
kids, have a nice day!”
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Comment [3]: You should demonstrate
first.

7. • https://cdn11.bigcommerce.com/s-
swdvv2w64y/images/stencil/1280x1280/products/6820/294933/6266__63169.1563420217.jpg
?c=2&imbypass=on
• https://cdn11.bigcommerce.com/s-
038ycaw9/images/stencil/1200x1800/products/884/860/C.O._B_25__45069.1419350593.jpg?
c=2
• http://4.bp.blogspot.com/-GIHFNfYOA3Q/VMt4W0bwE3I/AAAAAAAADG0/lZV
aUGsJ1A/s400/ORDINAL%2BNUMBERS.jpg
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Formatted: English (US)

8. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Careful with language mistakes!!
Enjoy your lesson. J