This lesson plan is for a 5th grade English class focused on food vocabulary. The aims are to revise food vocabulary, identify and name new foods, use the question "How much is a..." and develop speaking and listening skills. The lesson follows the PPP procedure and includes a warm up with food pictures and prices, presentation of new vocabulary and the target question, and two activities - one individual and one pair work information gap activity. Formative assessment includes monitoring participation and production during class. The plan demonstrates strong organization, sequencing of activities to meet language aims, inclusion of strategies to support different abilities, and use of the target language.

1. I.F.D.C. LENGUAS VIVAS
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 : 3
Fecha:06/09/18
Hora: 9:45 a 10:20 hs
Duraciónde laclase:35’
Fechade primeraentrega: 02/9/18
Teaching points: Food
 Aims: Duringthislesson,learnerswillbe able to..
- Revise foodvocabulary
- Identifyandname newfoodvocabulary
- Use the structure:“How muchis a (hamburger)”
- Developtheirspeaking andlisteningskillsbytakingpartina short oral exchange

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.
Orderinga
meal
May I take
your
order/How can
I helpyou?
I’dlike a
(cheeseburger)
please
/i:/ sound
Cheeseburger
New Food
Meatballs,
tomatosauce,
peas,tuna
sandwich,fruit
salad,mashed
potatoes.
Askingand
answering
questions
How muchis
it?
It’s50 dollars
/æ/ sound
Salad,
sandwich
mashed
 Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)

3.  Materials and resources: a projector, flashcards, course books and worksheets.
 Pedagogical use of ICT in class: a projector will be used to display some images.
.
 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 workindividually whileinactivity2
they’ll work in pairs to perform and information gap activity.
 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 the structure “How much is it?” by asking questions. In addition, I’ll
provide students with visual aids to help comprehension. I’ll encourage them to
produce some chunks of language. In the activities, I’ll monitor and guide students’
work. Regarding the second activity, I’ll check if students use L2 to perform and
information gap activity.
Routine: 3’
I’ll wait for students to come to the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: Are you hungry? I’m hungry I want to buy some food.
Warm up: 4’
I’ll use the projectortodisplaya picture of a menu (created by me) and I’ll ask students
some questions to activate their previous knowledge.

4. T: Look at thispicture.What can yousee? What is it? EA: A menu! T: “Good! And what’s
the name of the restaurant? (Pointing to the picture) EA: The good cooker! T: “Very
good!
Look! We have ‘Burgers and sandwiches, meals, side order and dessert”’. What is side
order?” (Pointing to it) EA: lo que pedís para acompañar! T: Right! It’s the food that
accompaniesthe meal.Andwhatisdessert? EA:postre! T: “Yes! It’s a sweet food eaten
after a meal, like chocolate cake. Ok, so, as it is a menu we have…….(pointing to the
prices)” EA: prices, precios! T: Excellent!

5. Flashcardsforvisual support
Tuna sandwich Meatballs and spaghetti Meat and vegetables
Mashed potatoes Fruit salad Fried eggs Peas
Transition: So, let’s see the prices of different meals.
Presentation:7’
I’ll asksome questionstointroduce the structure ‘how much’andrevise some numbers. There
are some missingnumbersfor students to complete. So, I’ll invite some of them to write the
prices.I’ll role playwiththe student.He/she asks me how much a hot dog is, and I’ll tell them
the price.
T: “ Look!A cheeseburgeris nine dollars andsixty cents.How much is a tuna sandwich?” EA:
It’s ten dollars and forty seven cents! T: “Perfect! How much is chicken with potatoes?” EA:
Fifteen dollars and eighty six cents!. T: Good! They’re fifteen dollars and eighty six cents.
To revise the structure “I’dlike”,I’ll ask some questions. T: “What would you like to eat, from
this menu, Annelise?” EA: “ I’d like meat and vegetables” ,T: Delicious! And How much are
they?EA: thirty-eightdollarsandninety-nine cents.T: “ Good. They’re thirty-eight dollars and
ninety-nine cents. (I’ll ask some questions at random)
(I’ll have a card at hand with two sentences written to explain the difference between How
much is… and How much are…..) I’ll explain it through guided discovery.
T: “Now pay attention to this . (Showing the card)What’s the difference between these two
questions?. How much is a hamburger? And How much are the meatballs?”
Maybe more advancedstudents know the answer and explain it in L1. They may answer: Una
pregunta es con “is” y la otra con “are”. T: “Ok, and why do we use “is” in how much is a
hamburger and “are” in how much are the hamburgers? Pay attention to the words,
hamburger and hamburgers. EA: Porque la primera es una hamburguesa, y en la otra son

6. muchas!. T: Very good!. Hamburger is only one, it’s singular and meatballs are many, they’re
plural.
Then, I’ll stick the card on the board.
HOW MUCH IS A HAMBURGER? IT’S 20 DOLLARS
HOW MUCH ARE THE HAMBURGERS? THEY ARE 30 DOLLARS
T: “Great! Now, look there is some food without prices”
T: “Who wants to write the price of the hot dog? Ok, come here Nacho. Now, you have to ask
me,howmuch isa hotdog? AndI tell you the price.” Nacho: “ How much is a hot dog? T: “ It’s
tendollarsand fifty cents.” T: “Now, write it on the board.” Excellent!. Who wants to pass to
the board and write a price? (If nobody responds, I’ll call a student) T: “Juan Cruz, come here
please.Choose some foodandask me for the price” (Pointing to the food without prices) EA:
“How much are the meatballs.” T: “Ok, it’s twenty two dollars and ninety-five cents.”
I’ll continue with this procedure until we finish completing the prices.
Transition: Great! Now, you’ll work with your books.
Development: 18’
Activity 1: 6’
I’ll displaythe activityonthe projectorand I’ll tell studentstoopentheirbooks. Inthe activity,
they have to color the bubbles and put them in order to make a dialogue. When the allotted
time is over, I’ll ask some students to complete the dialogue on the board.
T: “Openyour booksandgo to page ninety-seven,exercise two. Did you find it?” “Look at the
board, this is the activity” Ready?” EA: Yes” T: “Good!, Look, first you have to paint the
attendant’s bubbles in green and the client’s bubbles in red (pointing to the pictures) Then,
youhave to order the dialogue and write it here. Is it clear?(Pointing to the bubbles and the
numbers below). In order to students understand the activity, I’ll guide them through
questions and eliciting. Which bubble will you paint in green? Can you tell me?” If nobody
answers I’ll say: Who says, are you ready to order? The attendant or the client? EA: the
attendant! T: So, what color will you paint it?” EA: Green! T: “ Great!”
As students do the activity, I’ll pass through the tables monitoring and providing help if
necessary.

7. When students finish the activity, I’ll ask two students to read the dialogue.
T: “Who wants to read the dialogue?” EA: Me,me! T: “Ok, Benja and Santi, read”
Transition: Verygood!Nowyou’ll workinpairs.
Activity 2: 12’
I’ll give each pair of students two cards A and B to do an information gap activity. One of the
students has to ask “ I’d like a chocolate cake. How much is it?” and his/her partner answers:
“It’s eight dollars and seventy cents.
I’ll use the projector to explain the activity to facilitate students’ comprehension.
T: Listen!PayattentionsoI can explainthe activity.Ready?We have twocards. One student is
card A and another student is card B. You have to ask your partner for the missing prices and
write themonthe box. Onthe right you have the menusoyou can see the price. (Pointing to
the menu) Forexample:Nacho, howmuchisa cheeseburger?” EA: It’s 10,50 dollars, T: “ So, I’ll
write it here. Is it clear? Can you explain the activity?” Maybe, a student explains in L1.
As studentsperformthe activity, I’ll pass through the tables checking if they are using L2 and
providing help if necessary.

8. Since the worksheet will be reflected on the board, I’ll ask some fast finishers to write the
prices on the correspondig place, so the rest of the students can check the activity.

9. Adapted from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/pairwork_-
_food_-_at_the_restaurant/food/90528
Closure:3’
I’ll tell studentthatwe have tofinishthe class.I’ll askthemtopaste the informationgap
activityontheirfolders.
T: “Paste your card on your folders,please.We finishthe classtoday.See younextweek! 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:_30___ /30
Great lesson!Ilovedthe informationexchange activity.
Have a greattime! 