Lesson plan 5

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 : 5
Fecha:18/09/18
Hora: 10:20 a 10:55 hs
Duraciónde laclase:35’
Fechade primeraentrega: 14/09/18
Teaching points: Food andmeals
 Aims: Duringthislesson,learnerswillbe able to..
- Revise foodvocabulary
-Revise numbers(o-100)
-Revise structure:“Howmuchisit?/I’dlike a (hamburger)

2. -Developtheirwritingskills
 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,fish.
Vegetablepie,
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
How muchis
it?
It’s50 dollars
/æ/ sound
Salad,
sandwich
mashed
New
Pound,pennies
 Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)

3.  Materials and resources: worksheets to do a test, a projector, real objects about
food/drinks (realia), prices made of cardboard, prices written in words made of
cardboard.
 Pedagogical use of ICT in class: a projector to display the test.
.
 Seating arrangement: Students sit in rows sharing desks
 Cooperative work: At the beginning of the lesson, students will interact with the
teacher. Then, students will perform a test individually.
 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 assessedand how: I’ll monitorstudentstocheckif they can
perform the test. After finishing the activities, I’ll ask different students to read or
write the answers. I’ll also correct the tests at home.
The purpose of this lesson is to continue doing a test of food vocabulary and numbers. The
teacherdoesn’ttell the students that it is actually a test but extra activities. She gave me the
second part of the test which was taken from the book Kids Web 5
Routine: 3’
I’ll wait for students to come to the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: Look! What I brought today!

4. Warm up: 5’:
Before handingoutthe tests,I’ll revisenumbersandprices (Poundsandpennies) since the
secondactivityhasa menuwiththat currency. I’ll take some real objectslabelledwiththeir
namesand prices.Onthe otherhand,I’ll prepare some cardswiththe priceswritteninwords
(I’ll stickthemonthe board)
T: Look! What isit? EA: Water!T: Yes! A bottle of water.Lookat itsprice.It’s twopoundsand
thirtypennies” (I’lltake the label withthe price andI’ll stickitnexttothe price writtenin
words.) Listen!Thissymbol ( £) isusedby Englishpeople inThe UnitedKingdom anditis
calledpound.Andpenniesare like cents(I’ll show themsome coins)OK?Good.Now look,
What isit this?”EA: It’san icecream!T: “ How much isit?” “EA: It’sfive poundsandforty
pennies.T:“ Excellent!Who wantstostick the price nextto the correspondigprice inwords?”
Come on!Sofia. (Studentshave tolookforthe correspondinglabel writteninwordsandstick
the price nextto it,like amatching.)
I’ll continue withthe restof the objects.
The objectswill be similartothese:
TWO POUNDS AND THIRTY PENNIES
FIVE POUNDSAND EIGHTY-FIVE PENNIES
TEN POUNDS AND FORTY FIVE PENNIES
SIX POUNDS AND TEN PENNIES
FOUR POUNDS
Transition: Great!,now,I’ll give yousome activities……

5. Development:20’
Test: 20’
I’ll handout the test.Before studentsstartdoingthe tests,I’ll explainthe activities. Firstof
all,I’ll use the projectortodisplaythe activities onthe whiteboard.
T: “Listen!In the firstactivityyouhave tocomplete these bubbleswiththese phrases.So,pay
careful attentionto the phrasesandcomplete the bubbles.Fox example:whosayshow can I
helpyou?”EA: el vendedor!T:"Right!“the attendant,soyouhave to write the phrase here.
(I’ll write the phrase inthe correspondingbubble). Ok?
(I’ll displaythe secondactivityonthe whiteboard)
T: “Then , inthe secondactivity, youhave tocomplete these twodialogues(pointingtothe
board) usingthe foodfromthe menu.Youcan choose what youlike. Lookat the menu.
What’sthe name of the restaurant?”EA:Luke’sAmericanSnackbar”. T: “ Verygood!.Solook,
the burgersand hot dogs.A hamburgeristhree poundsandfiftycents.(I’ll write itonthe
board)
I’ll asksome students toreadsome prices.
T: “How much isa cheeseburger?EA:it’sthree poundsandeightypennies.T:Great!Andhow
much are the nuggets?”EA:Theyare twopoundsand fortyfive pennies.T:“Perfect!.Soyou
can start”
While doingthe activities,I’llmonitorstudentsandprovide helptolow levelstudents.

6. Whenstudentsfinishthe activities,we’llcheckthemorally.I’llencourage some studentsto
roleplaythe dialogues. T:“Whowantsto read the dialogue?”Come on!ClarissaandFranco!
Closure:5’
If we have time,we’llplayhangman.
I’ll praise the studentsfortheirwork ,give themsome lollipops andsaygoodbye.
T: “You workedhard,today! Great!I have a surprise foryou!
So see youon Thursday!Bye-bye.

7. 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 Nati!
My questionis Will they workon their own? Whyaren´t theyinformedthatitisa test?
The teacherdoesn’t want studentsto getnervous y feel stressed.She considersthe test as an
instance of learning.