Lesson Plan 2 - Primary practicum

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bàrbara Viñolo
Grado y sección: 3rd Grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos:
Tipo de Planificación: Clase
Unidad Temática: Food
Clase Nº: 2
Duración de la clase: 40 minutes
Fecha de la clase: 31st October
Fecha de entrega de la planificación: 28th October
Learning Aims
During this lesson, learners will be able to:
Ø Make use of the vocabulary the students have already learned on the previous
lesson.
Ø Learn & practise a new set of vocabulary
Ø Practise the grammar structures they have learned on previous lessons
Ø Practise oral and written skills
Ø Develop students` interpersonal, linguistic and shape recognition abilities of the set
of vocabulary learned
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary: water, hot dog,
broccoli, onion, egg, ice
cream, soup, etc.
Make sentences using “like”
and “don`t like”
Describing students´ likes
and dislikes adding the
new set of vocabulary
I like (ice cream)
I don´t like (fish)
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Comment [1]: Important information!!
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Comment [2]: What for?
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Comment [3]: Context? Language
function?

2. N
E
W
Meals: breakfast, lunch and
dinner
Vocabulary: cereal, toast, jam,
butter
Describing what students eat
during breakfast, lunch and
dinner time.
Do you like (milk) for
breakfast?
Do you like (chicken) for
lunch?
Do you like (pizza) for
dinner?
Yes, I do / No, I don`t
Materials
Ø 8 worksheets with three divisions to ask students to make their daily meals
routine
Ø 8 worksheets to develop an oral activity
Ø Flashcards from the previous lesson
Ø Flashcards with the meals: breakfast, lunch & dinner
Ø Scissors
Ø Glue
Ø Colourful posters
Ø Markers
Ø Glace colour papers
Ø YouTube songs- Hello song:
https://www.youtube.com/watch?v=tVlcKp3bWH8
Clean- up song: https://www.youtube.com/watch?v=SFE0mMWbA-Y
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 audiovisual

3. 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 Hello song:
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Link of the song: https://www.youtube.com/watch?v=tVlcKp3bWH8
Transition comments: Well done! You sing beautifully! Now let`s look what I have in here!
(Looking inside a bag), Look I have a ….. (Showing them some flashcards from last class
and encourage them to answer for example: “orange juice”) Well done! Or if they answer
wrong: Don`t worry! Let`s try again!
(5 minutes)
Aurelia 29/10/19 12:11
Comment [4]: Careful with uncountable
nouns, such as juice.

4. I will ask the students how they start their day, what do they have for breakfast. After
hearing each of the students talking about their breakfast meal, I will tell them that today
we are going to learn how we call “desayuno”, “almuerzo” & “cena” in English. Then, I
will show them a printable menu worksheet and I will ask them to build their own menu.
(5 minutes)
In order to create a meaningful context for the lesson`s development, I will ask students
what they like eating when they wake up in the morning. Then I will ask if they want to
know what I like eating for breakfast, what I like having for lunch and for dinner. As I talk
to them, I will share some flashcards with the food and drink items learned on the previous
lesson and some new flashcards showing the meals so as students will be able to differ the
new words` meanings.
For example: For breakfast, I like an orange juice and toast with jam.
(While I say this sentence, I will pointing to/ showing the flashcards).
Then, I will ask them to share with me and with their peers what they like eating in the
morning for breakfast.
Scaffolding strategies: Show students some flashcards 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: Good job! Well done!. If they get lost/ they don`t give the right
answer I will say: Don`t worry! Let's try with another flashcard…. (Showing a friendly face
as she will encourage students to keep trying).
After sharing my daily meal habits, I will ask students: Now, this is my daily meal habits,
but I will like to know yours, ok? I will like you to show me what do you eat & drink
during breakfast, lunch & dinner, ok?
Activity # 1 (5 minutes)
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Comment [5]: Will you tell them this in
Spanish?
If so, think of other strategies!!

5. For this activity, students are going to work individually on their daily meals menu. I will
give them a worksheet with a printable menu and food & drink items pictures for them to
work on their menu`s design. Also, the worksheet will be divided in three sections:
breakfast, lunch and dinner. I will guide them thought this activity, also I will be checking
students` understanding of the activity and I will clarify students’ doubts if it is needed.
Scaffolding strategies: The use of this type of chart and visual support (the pictures they
have to use to prepare their menu) 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 pictures.
Transition comments: Good Job! These menus are fantastic! Now, we are going to work in
small groups in an oral activity, ok? Now, Brunela and Emma, can you work together,
please? Listen to me, please. Look, this is a menu worksheet but it is nothing here (pointing
to the chart), imagine that you have a restaurant and you have to prepare the menu, choose
what would you like to eat & drink for breakfast, for lunch and for dinner.
Activity # 2 (10 minutes)
For this activity, students are going to work in pairs. They will be asked to make questions
and answer questions as well in order to build their menu as if they were a restaurant`s
owners. I will write on the board how the questions will be, so as students will have a guide
to work with to make the questions (and the answers as well).
For example: Do you like (milk) for breakfast?
Do you like (chicken) for lunch? Yes, I do / No, I don`t
Do you like (eggs) for dinner?
Scaffolding strategies: Through this activity, students will be able to make use of the
vocabulary and the grammar structures they have learned, in other words, using oral
production they will be able to relate and connect their gained knowledge as part of their
daily lives so in this way, what they have seen as something useless it will turn into
something useful making learning meaningful.
Transition comments: Wow! Good Job everyone! These menus look great! They make me
feel hungry! Now, as final activity, you are going to work all together, ok? I will need some
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Comment [6]: Harsh…

6. of you write on the poster and some of you who make the drawings to paste them on the
poster, ok? Let`s put our hands to work!
(10 minutes)
Free activity
I will tell students that it is time for them to create their own menu with the food & drink
items they like the most. I will give them a poster and glace colours, also I will give them
some paper models to use in order to paint or pasting on them glase colourful papers to
make their poster. I will give them 10 minutes to finish the poster (if they don`t finish it, we
will work on it the following class).
This activity is assigned as a collaborative task, in which all the students are involved. I will
make small groups: two students will be working writing on the poster while the other
students will be working on the pictures for the poster.
I will be supervising students` work as a guide, and I will be available if students need my
help.
Finally, I will invite students to listen and sing “Clean Up” song while they pick up their
things to go back home.
Lyric of Clean Up song: Clean up,
Everybody, let`s clean up
Clean up,
Pick up your toys
Pick up your books
Put up your shoes
Put your things away
Clean up,
Clean up, everybody, let`s clean up
Clean up,
Clean up
Put your things away (Repeat)
Link of audiovisual song: https://www.youtube.com/watch?v=SFE0mMWbA-Y
Aurelia 29/10/19 12:17
Comment [7]: You should show them a
model – what are they expected to write?
Aurelia 29/10/19 12:17
Comment [8]: Is this cooperation or
collaboration?

7. 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
song). “Goodbye kids, have a nice day!”
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2&imbypass=on
• https://cdn11.bigcommerce.com/s-
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• http://4.bp.blogspot.com/-GIHFNfYOA3Q/VMt4W0bwE3I/AAAAAAAADG0/lZV
aUGsJ1A/s400/ORDINAL%2BNUMBERS.jpg

9. https://learnenglishkids.britishcouncil.org/sites/kids/files/image/have%20br
eakfast.png

10. Source: Young Explorers 1- Activity Book page 83- Nina Lauder/ Paul Shipton
& Suzanne Torres- Ed. Oxford
The flashcards will be used for the oral activity and it will be used for the menu
activity.
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

11. Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
You should polish learning aims – go deeper into them.
As regards the lesson plan, are students expected to label the pictures?
Make sure they systematize what they are learning.