Rodriguez lessons primary

I.F.D.C. LENGUASVIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Rodriguez Luis
Período de Práctica: Primaria
Institución Educativa: Escuela Nº 165 “María Elena Orne”
Dirección: Pioneros Patagónicos y Gregorio Álvarez
Sala / Grado / Año - sección: 7º Grado (grupo mixto de varias divisiones)
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes (first encounter with the language)
Tipo de Planificación: clase
Unidad Temática: “healthy habits”
Clase Nº: 1
Fecha: 07/11/2016
Hora: 14:30
Duración de la clase: 60’
Fecha de primera entrega: 03/11/16
• Teaching points: “Food”
• Aims : During this lesson, learners will be able to…
- Develop cognitively by identifying different food products.
- Develop their listening skillsby dealing with video about the topic.
- Develop cognitively by classifying items according to the meal they are usually consumed in.
- Develop communicative and social skillsthrough short oral exchanges of information with the teacher.
- • Language focus:
Lexis Function Structure Pronunciation
Revision Hello, verygood,
excellent, bye bye,
yes, no.
Greeting,
Congratulating.
New Food: “bread,
cheese, pasta, rice,
eggs, fish, meat,
sandwich, pizza,
chips, yogurt, ice
cream, sweets,
potatoes, carrots,
peas, broccoli,
lettuce,
mushrooms,
onion, pepper
corns, chicken,
hamburgers,
biscuits, jam,
toast, banana,
apple, orange,
pineapple, pears,
melon,
watermelon,
peach”
Meals: “breakfast,
lunch, dinner, tea
time/snack,
Identify ing and
naminge different
food items.
Expressing likes and
dislikes
Telling about their
eating habits.
Myfavourite
food is…
I usually have…
I never have…
Because…
Toast /təʊst/
Cheese /tʃiːz/
Usually/ˈjuːʒʊəli/
Comentado [A1]: Quite a long list of new items, don´t you think?

dinner”
• Teaching approach: The lesson is based on the Communicative Approach and CLIL. I will also try to address
different learning styles and multiple intelligences by offering students varied activities ranging from listening
to the teacher in acontextualized way and participating actively during the class, reinforced with visual
assistance.
• Materials and resources: a blackboard, a television and a computer, HDMI cable, Projyector, flashcards, real
products.
 Pedagogical use of ICT in class: there will be a series of images displayed on the wall or a big screen to
set the context and also as visual assistance and reinforcement. One video will be used to support the
presentation and exposure of the students to the teaching point and to recycle previously dealt
vocabulary. https://www.youtube.com/watch?v=JGjeaHe7GkY
I will take the downloaded video with me in case there is no internet connection.
Students will also work with their computers in order for them to get used to text processors and
different computer functions.
For homework they will have to connect to the internet and play an online game;
https://learnenglishkids.britishcouncil.org/en/archived-word-
games/wordsearch/food
If they do not have internet connection I will givethem some printed wordsearch games to play.
• Seating arrangement: Students will be sitting in a semicircle in order to facilitate visual contact and
interaction within the group but also visual access to the big screen
• Cooperative work: learners will sing together, they will help each other to discover, remember or learn the
new and previous vocabulary. They may have previous knowledge on some of the vocabulary and may be
willing to share this knowledge with the rest.
 Possible problems / difficulties and their possible solutions during the class: Children may be too shy
during the activities and may not be comfortable or confident to participate. I will respect their time to
process and to gain some confidence and I will not push them to answer. If necessary some concepts
they may want to express but cannot do it in the target language may be expressed in L1
• Potential problems students may have with the language: They may not understand the vocabulary at
first; I will help by pointing, repeating and modelling slowly. They may have problems with the pronunciation
of certain sounds, in which case I will repeat slowly and show the position of the tongue, lips, etc. They may
also have problems understanding instructions, in which case I will model the activity by performing it myself.
• Assessment: what will be assessed and how: Observation of their evolvement and performance, and
keeping a record of their assets and difficulties.
Routine: 2’
Purpose: to start the lesson, get students into the mood for work, establish rapport.
I’ll getinto the classroom and greet students as I wave my hands: “Hello! How are you today?” EA: “Hello!”
Transition: “Ok. Sit down” I will sit where the teacher sits and will point the usual place where they sit
for them to see.

Warm-up5’:
From the moment students enter the room, they will see the following image:
This will help them to set in the lesson and will also help me to contextualize the target language.
“Ok, did you have Lunch today? EA: yes.”
“Metoo, a big and delicious lunch.
Makinggestures and moving my hands
Transition:
“Do you want to know what I had?
Let me show you:”
They will also see that on the table there isa box.
There are different kinds of food: some bananas, tomatoes, oranges, carrots, an apple, lettuce, pasta etc.
“What about you?”
Presentation 5’:
Purpose: to introduce the topic and the teaching points
“Let’s see…
What can you see in this image? Using gestures for some of the words
Comentado [A2]: Will you bring realia? That´s great!
Comentado [A3]: Expected answers?

And in this?
Students will brainstorm different food they know.
Asthey do it, they will relate the vocabulary to the image, so this way they will start to distinguish different
words and their pronunciation. Itwill also become visually attractive and will help them remember the
vocabulary.
Transition 5’: “Well done!
My favourite food is pineapple pizza. (Pointing to the images of the pineapple and the pizza)
What is your favourite food? Isit in the pictures? No?
Ok… let’slearn the names of other products.
Development37’:
Comentado [A4]: You should writedown their answers on the
board.

Activity 1 - 10’
In pairs, students will match the images with the word, if they do not know any of them they will be encouraged
to guess. After all of them have finished with the activity there will be a plenary. Together we will name the
products in the flashcards.
E.g:

Transition 2’:“my favourite food is pizza, I ALWAYS have pizza for dinner on Saturday, and I NEVER have
meat…I am vegetarian I always have vegetables and fruit.
I will stick the following image on the board and point to the word every time I say them, I will let the image on the
board to help them do the next task
Activity 25’
What food vegetarians never have?
I will encourage Ss to use the structure;
Vegetarians never have ______________________or ______________________ for lunch or dinner.

They always have ________________________________and __________________________ for lunch or dinner.
Transition:“Oknow, can you tell me what you usually have for lunch?
And for breakfast?
What about dinner?
Activity 3 15’
Classify the food according to the meal you eat them in

Breakfast Lunch Tea/ snack Dinner
Nowcomplete the sentences aboutyou
In the morning, I usually have______________________________________for breakfast
At midday, I__________________________________________________for lunch
In the afternoon, _________________________________________________for snack
At night, ________________________________________________________ for dinner
Transition:
That was great, everyone.
Nice job!
Now what is a typical breakfast in Argentina?
Coffee or mate? Hot cakes or toast with “dulce de leche”?
Closure – 10’:
“What is the typical breakfast in Korea? And Brazil? Finland? Let’s watch some videos
about breakfast from around the world.
https://www.youtube.com/watch?v=JGjeaHe7GkY
Which one is more similar to Argentinian breakfast? Which one would you like to try?”
If we are going on schedule, we will watch another video about lunch around the
world; https://www.youtube.com/watch?v=qsyhtzKLxkw
This videos will not onlyprovide entertainment but will expose students to the target
language.
Lesson plan Excellent Very Good Good Acceptable Below Standard

component 5 4 3 2 1
Visual organization x
Learning aims x
Variety of resources
– Learning styles
x
Stagesand activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score:21 / 35
Score: _29___ /35 = 8.5
Nice lesson, Luis! You includedvaried resources and activities! Well done. Encourage students to
use L2.
Best,
Your tutors
Homework.
Find as manyfood words as you can in the wordsearch
https://learnenglishkids.britishcouncil.org/en/archived-word-
games/wordsearch/food
Transition:“Oh, look at the time, I have to go, and you have another class”
Ending 5’
Before leaving I will say goodbye. “Children, I have to go… see you next class”

Clase Nº: 2
Fecha: 11/11/2016
Hora: 14:30
• Teaching points: “healthy or unhealthy”
• Aims: During this lesson, learners will be able to…
- Develop cognitively by identifying different types of food and interpreting graphs.
- Develop their listening skillsby dealing with video about the topic.
- Develop cognitively by classifying items according to whether they are healthy or unhealthy.
- Develop communicative and social skillsthrough short oral exchanges of information.
-Develop reading and writing skills by dealing with texts.
excellent, bye bye,
yes, no.
Food: “bread, cheese,
pasta, rice, eggs, fish,
meat, sandwich, pizza,
chips, yogurt, ice
cream, sweets,
potatoes, carrots,
peas, broccoli, lettuce,
mushrooms, onion,
pepper corns, chicken,
hamburgers, biscuits,
jam, toast, banana,
apple, orange,
pineapple, pears,
melon, watermelon,
peach”
lunch, dinner, tea
time/snack, dinner”
Identify and name
different food
items. Expressing
likes and dislikes
Telling about their
eating habits.
Myfavourite
food is…
I usually have…
I never have…
Because…
Toast /təʊst/
Cheese /tʃiːz/
New  Food types;
grain, dairy,
Talk about our diet Questions in
present simple:
Healthy /ˈhelθi/
Balanced

vegetables,
protein, fruit.
 Healthy/
unhealthy.
 How often…
 Balanced
 Because
(How often)Do +
S + verb?
Present simple
for 3rd
person
affirmative.
He likes
/ˈbælənst/
• Teaching approach: The lesson is based on the Communicative Approach and TBL. I will also try to address
assistance.
• Materials and resources: a blackboard, a television and a computer, HDMI cable, Projector, printed texts,
 Pedagogical use of ICT in class: there will be a series of images displayed on the wall or a big screen to
set the context and also as visual assistance and reinforcement. One video will be used to support the
presentation and exposure of the students to the teaching point and to recycle previously dealt
vocabulary. https://www.youtube.com/watch?v=YimuIdEZSNY
Also an internet web page will be used http://www.foodpyramid.com/myplate/for-kids/
I will take the downloaded video with me in case there is no internet connection.
Students will also work with their computers in order for them to get used to text processors and
different computer functions.
For homework they will have to connect to the internet and play an online game;
http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/My-
Plate-Match-Game.aspx
• Cooperative work: learners will sing together, they will help each other to discover, remember or learn the
 Possible problems / difficulties and their possible solutions during the class: Children may too shy
they may want to express but cannot do it in the target language may be expressed in L1
keeping a record of their assets and difficulties.
Routine: 2’
Comentado [A5]: What ifthey are reluctant to do so?

for them to see.
Warm-up2’:
From the moment students enter the room, they will see the following image:
This will help them to set in the lesson and will also help me to contextualize the target language.
“Ok, did you have Lunch today? EA: yes.”
“Metoo, I fell feel very well, full of energy. A very healthy lunch; a lot of vegetables, fruit and some grains”
Transition 2’:
“What did you have for lunch? Are you full of energy?
Do you remember the food we learnt last class?
Yes? No?
Ok let’sremember together!!!!
Presentation 10’:
I will display the flashcards from last class without the names if they find it too hard to remembering the food
words from last class.
“Let’s see…can we put the food we learnt last class into the different categories?
Comentado [A6]: Think of another innovative way of starting the
lesson rather than using pictures for the following lesson plan(s).
Comentado [A7]: Why without?

Fruit Grain Vegetables Dairy Protein
Asthey do it, they will relate the vocabulary to the image, so this way they will start to distinguish different
words and their pronunciation. Itwill also become visually attractive and will help them remember the
vocabulary.
Now, are they healthy or unhealthy?
Orally I will ask them to tell me whether they are healthy or unhealthy. I will write the words they say in two
columns
Healthy Unhealthy
“Ok are apples healthy or unhealthy? EA: healthy. What about hamburgers?
EA: unhealthy
Are you healthy or unhealthy?
Now what type of food do you have more often? What type of food is your favourite? Do you have a healthy
diet?
Development25’:
Activity 1 - 15’
Survey, inpairs:
Ask your partner about the food they have and how often they have it
Comentado [A8]: Will this be a poster tobe displayed on the
classroom walls?
Comentado [A9]: You may have volunteers/helpers writedown
the words.

You: Your partner
How often do youhave pizza? Always/ usually/ sometimes /hardly ever / never
How often do youhave meat? Always/ usually/ sometimes /hardly ever / never
How often do youhave vegetables? Always/ usually/ sometimes /hardly ever / never
How often do youhave fruit? Always/ usually/ sometimes /hardly ever / never
How _______do you eat fish? Always/ usually/ sometimes /hardly ever / never
___________you eat sweets? Always/ usually/ sometimes /hardly ever / never
________ biscuits? Always/ usually/ sometimes /hardly ever / never
a hamburger? Always/ usually/ sometimes /hardly ever / never
pasta? Always/ usually/ sometimes /hardly ever / never
dairy products? Always/ usually/ sometimes /hardly ever / never
How many portions of fruit do you have a day? 1 / 2 /more
How many different vegetablesdo you have a day? 1 / 2 /more
What do you drink during the day?
Now before you tell me about your partner, I want to share a video with you:
https://www.youtube.com/watch?v=YimuIdEZSNY
Nowanalyse the answers and tell me;does your partner have a healthy
or unhealthy diet?
Transition: ok we talkabout balanced diet,what is balanced?How much protein? How
much fruit? Vegetables?
Activity 2 5’
Read the text and tell me:
Is your plate similar?
Yes? No?
Comentado [A10]: I assume this shouldn´t be underlined, right?

The Colors in MyPlate
MyPlate is made of four sections with the colors orange, green, blue and red, plus a side
order in blue. Each color represent a specific food group and provides certain nutritional
benefits. This plate model illustrates the importance of a varied diet with foods fromeach
food group. The purpose with this design is to help people make healthier and smarter food
choices. Let’s see what each color in MyPlate represents:
 Orange represents the grain group – “Make at least half your grains whole.”
 Green represents the vegetable group – “Vary your vegetables.”
 Red represents the fruit group – “Focus on fruits.”
 Purple represents the protein foods group – “avoid fat with protein.”
 Blue represents the dairy group – “Get your calciumrich foods.”
Transition: “ok, there is healthyandunhealthyfood,andportions are important, but what
food doyou like? I like apples and biscuits. And you?
Activity 3 10’
Discoverwhat food your partner likes. Ask him or her;
Do you like…(apples)?
Do you like…?
Do you like…?
Do you like…?
Do you like…?
Whenyou finishreport your discoveries;
Comentado [A11]: American spelling. Will you draw students
attention toit?

He likes…
He doesn’t like…
Combine the answers with the previous survey to tell me about your
partner
e.g.: He doesn’t have fish because he doesn’t like fish.
Transition:That wasgreat, everyone.
Nice job!
Closure – 10’:
Activity 4 10’
Design a healthy daily diet for you and your partner, based on what you and your
partner likes or doesn’t like.
 Breakfast
 Lunch
 Tea time
 Dinner
Homework.
Playthe game in the following link
http://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/My-
Plate-Match-Game.aspx
Ending 5’
Comentado [A12]: Will it bea list ofpossible meals/items of
food? Will they hand it in? Will they eventually share their
productions?
Comentado [A13]: Like or don´t
Comentado [A14]: Will they have to provide some feedback
about the game?

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Teaching strategies X
Class. management
strategies
X
Language accuracy X
Score: _25___ /35 = 7
You have included several activities! Well done!  Keep an eye on timing, and doencourage
students´ use of L2.
Take our comments into account for further lesson plans.
Enjoyyour lesson!
Your tutors
Clase Nº: 3

Fecha: 14/11/2016
Hora: 14:30
• Teaching points: “Be active”
- Develop cognitively by identifying different ways of keeping themselves active.
- Develop their listening skillsby dealing with teacher oral input.
- Develop cognitively by classifying items.
-Develop reading and writing skills by dealing with texts and expressing their own likes and dislikes
excellent, bye
bye, yes, no.
Food: “bread,
cheese, pasta,
rice, eggs, fish,
meat, sandwich,
pizza, chips,
yogurt, ice cream,
sweets, potatoes,
carrots, peas,
broccoli, lettuce,
mushrooms,
onion, pepper
corns, chicken,
hamburgers,
biscuits, jam,
toast, banana,
apple, orange,
pineapple, pears,
melon,
watermelon,
peach”
lunch, dinner, tea
time/snack,
dinner”
Identify and name
different food
items. Expressing
likes and dislikes
Telling about their
eating habits.
Myfavourite
food is…
I usually have…
I never have…
Because…
Toast /təʊst/
Cheese /tʃiːz/
New
Sports:
swimming,
kayaking, judo,
cycling, volleyball,
football,
basketball, golf,
tennis, table
tennis, rugby,
hockey, handball,
caving, rock
Expressing likes
and dislikes
Talking about
sports
S +
Like/love/don’t
like/hate + verb
(ing)
Kayaking
/ˈkaɪækɪŋ/
Swimming
/swɪm/

climbing, rafting,
downhill.
• Teaching approach: The lesson is based on the Communicative Approach and PPP. I will also try to address
assistance. This lesson relies on the language being produced among the students and the teacher.
Pedagogical use of ICT in class: there will be a series of images displayed on the wall or a big screen to set the
context and also asvisual assistance and reinforcement. For homework they will have to connect to the
internet and play an online game;
https://learnenglishkids.britishcouncil.org/en/word-games/sports-1
Depending on the classroom available they may use the netbooks along the lesson, or they will have to
make use of paper and pens.
• Cooperative work: learners will work together they will help each other to discover, remember or learn the
they may want to express but cannot do it in the target language may be expressed in L1.
keeping a record of their assets and difficulties in a written way.
Routine: 2’
for them to see.
Warm-up2’:
I will turn up all dressed up with sporty clothes.
I will tell students that after that I will go to play basketball.
“Sorry children for my outfit, I have to play a basketball match after the class.”
Do you like basketball? (Makingmovements related to the sport)
Código de campo cambiado
Comentado [A15]: Different warm-up strategy. Good job 

SA: yes/ no
T: Do you likedoing sport? What sport do you like?
EA: Football, handball, etc.
T: how often do you practisce your favourite sport? (A question for them to remember the last lesson
vocabulary)
Always, sometimes, never, etc.
Transition 2’:
“Do you think that doing sport is healthy or unhealthy? Why?”
(I will write the words on the board)
Brainstorm.
Presentation 10’:
What sport can you practisce here in Alumine?
SA: rafting, kayaking, downhill biking, football, basketball, etc
Do you like practiscing any of these sports? (I will write the question on the board highlighting the structure)
Look at the following sports, do you know them? Do you likethem?
Classify them according whether we can practisce them in Alumine or not? Why can’t we practisce them?
*There will bemore flashcards, this one is example.
Comentado [A16]: What ifthey don´t remember? You may use
some visual prompts for them toremember.
Comentado [A17]: Vocabulary from theprevious lesson
Comentado [A18]: Are they already acquainted withtheterms?
Comentado [A19]: You must include all theflashcards you are
planning touse.

How many sports do you practisce?
What sport do you like practiscing? What sport do you like watching?

Development45’:
Activity 1 - 7’
Read about Ana
Are you similarto her? Are you sporty? Afterthey read the text, I will
write the word “sporty” on the board and elicit some ideas aboutits
meaning.
A very sporty girl
This is Ana, she is very sporty, and she lovespractiscing many
sports. In the morning she goes to school cycling,she likes herbike. At
school, she plays volleyball orsometimes she plays tennis, she likes
playing itbutshe hates playing volleyball. Afterschool she does judo with
her friend Mel. She lovesdoing martialarts. Finally, in the evening,Ana
and Mel play basketball, buton theircomputer.
They love dancing to pop music and practiscing some
choreographies.
Atthe weekend, Ana and herfamilygo to the river, they like
kayaking, so they go kayaking forhours and hours. But in winter, the
water is too cold so they don’t like itso much, they likegoing
snowboarding to the nearestmountains.
Activity 2 7’
Put the sport inthe correct column
Play Do Go
Comentado [A20]: Will these be the only comprehension
questions? You can do a true/false activity orally, soas to check
understanding.
Comentado [A21]: by bike

I will draw the charton the board and the students willtell me where to
put the sports.
Transition: plenary.
“I love sports too, I love basketball and I like football too. What about you?”
Activity 3 2’
Look at the following icons and match them with the words
Don’t like
Hate
Like

Love
Activity 4 10’
Complete the following sentences about Ana?
Eg.
She loves going kayaking
She likes…
She doesn’t like…
She hates…
Activity 5 15’
Whatabout you?
Competethe sentences about you
Eg. I love doing judo
I love doing/going/playing…(sport)
I like doing/going/playing…(sport)
I don’t like doing/going/playing…(sport)
I hate doing/going/playing…(sport)
Discoverwhat your partner likes, hates, doesn’tlike and loves. Ask
him/hersimilarquestions using the prompts
What sport do you like playing?
What sport/ love/…?
What sport /hate/…?
I will monitor the students’ productions during the lesson, yet they will have to deliver their work to the
teacher. If they finish too early, according to my estimated time, we may as well do it orally.

Transition:That wasgreat, everyone.
Nice job!
Closure – 10’:
What is the relation between sport and healthy habits?
Brainstorm
Homework.
Connectto the internetand play the following game
https://learnenglishkids.britishcouncil.org/en/word-games/sports-1
Students will tell me the following class how they did it in the text, yet this activity is just practice of the
presented language features from the lesson, it is aimed as home practice for them.
Ending 5’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Comentado [A22]: Expected answers?
Comentado [A23]: Ifthe homework is always thesame, they
will soon feel demotivated. Do change this infurther plans.
Código de campo cambiado

Score: _25___ /35 = 7
Nice lessonplan, Luis! Justremember that varietyis essential.Tryto change the activities you
carryout at the different stages, sotheydon´t become routinary. As well as this, do exploit input
to the full.
Have a lovelylesson!
Your tutors
Clase Nº: 4
Fecha: 19/11/2016
Hora: 14:30
• Teaching points: “Routine”
- Develop cognitively by identifying different usual activities.
- Develop their listening skillsby dealing with teacher oral input and authentic videos.
- Develop cognitively by classifying items.
Comentado [A24]: Saturday…

excellent, bye
bye, yes, no.
lunch, dinner, tea
time/snack,
dinner”
Identify and name
different food
items.
Myfavourite
food is…
I usually have…
I never have…
Because…
Toast /təʊst/
Cheese /tʃiːz/
New Wake up, get up,
have breakfast,
have lunch, have
dinner, go home,
go to bed, go to
school, do
homework, brush
teeth, meet
friends, dance
and sing, check
social media on
the mobile
phone, go out,
Watch TV.
Moments of the
day: morning,
afternoon,
evening, night.
Talking about
routines
Simple present
S +verb (+
object)
Brush /brʌʃ/
Watch /wɒtʃ/
• Teaching approach: The lesson is based on the Communicative Approach and PPP. I will also try to address
assistance. This lesson relies on the language being produced among the students and the teacher.
Pedagogical use of ICT in class: there will be a series of images displayed on the wall or a big screen to set the
context and also asvisual assistance and reinforcement. Students will also use their mobile phones or any
other recording devicse to make a video about the topic.
Wewill also watch two videos related to the topic
https://www.youtube.com/watch?v=8XfcQa_cV3Y and
https://www.youtube.com/watch?v=kER5x1qfGzs
• Cooperative work: learners will work together they will help each other to discover, remember or learn the
they may want to express but cannot do it in the target language may be expressed in L1.
Comentado [A25]: This is so important!

keeping a record of their assets and difficulties in a written way.
Routine: 2’
for them to see.
Warm-up5’:
I will enter the classroom in a hurry and looking a bit tired “this is a long day for me, Fridays are really long
days” I will make several gestures for them to follow me but I will also show them the following images asI
mention them.
Comentado [A26]: So the lesson was given on Nov 18.

First, in the morning, (pointing to the image of the sun rising) I get up very early , I have
breakfast . Then, I go to work , I get home and I have
lunch .
After that, in the afternoon (pointing to the images), I have a snack and I practise sport
.
Finally, in the evening, I have dinner , I watch TV and I go to sleep
very tired.
Transition 2’:what about you? Isthis a long day for you?
SA: yes/no.
Why? What do you do on Fridays? Let’s see some typical daily actions
Presentation 5’:
Write the correct verb phrase under each of the images

Transition 1’: Plenary “Well done! Now, do you do all of them every day?
What is the correct order for them?
Development30’:
Activity 1 - 5’
Put the actions inthe usual order for a normal day Comentado [A27]: This is personal. There may be several
correct answers.

Activity 3 10’
Complete the following sentences
Activity 4 15’
Check if you see the following activities inthe videos
https://www.youtube.com/watch?v=8XfcQa_cV3Y
https://www.youtube.com/watch?v=kER5x1qfGzs
Comentado [A28]: Will they have to tick the activities they see
inthe video?

Verb Girl’s video Boy’s video
Get up
Check social media on
the mobilephone
Have breakfast
Get dressed
Put somemakeup
Brush hair
Dance and sing
Go to work/ school
Have lunch
Go out
Meet friends
Watch TV
Do homework
Have dinner
Transition:Plenary

That was great, everyone.
Nice job!
Closure – 10’:
I will encourage students to use the structure
Can you tell me about your routine?
In the morning I…
In the afternoon I…
In the evening I…

At night I…
Transition: do you have a mobile phone? Can you film videos?
Homework
In pairs, make a videotelling me about your daily routine, similarto the
videos shownin class.
Ending 5’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Comentado [A29]: Will they send you their productions? How?
Comentado [A30]: 5 minutes?

Language accuracy x
Score: __28__ /35 = 8
Dear Luis,
What a nice lesson! You have useddifferent resources and activities. Well done! 
Your tutors

Rodriguez lessons primary

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