I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Lescano Maria Celeste

Período de Práctica: Nivel PRIMARIO

Institución Educativa: Instituto María Inmaculada

Dirección: Calle Moreno 800

Sala / Grado / Año - sección: 4to grado- TM

Cantidad de alumnos: 30

Nivel lingüístico del curso: Principiante

Tipo de Planificación: clase

Unidad Temática: comidas

Clase Nº: 3

Fecha: 26/06/2018

Hora: 13:00 - 14:00 HS.

Duración de la clase: 60’

Fecha de primera entrega: 21/06/2018

• Teaching points: FOOD

• Aims or goals: During this lesson, learners will be able to…

- Identify different food

- Develop their listening skills through listening to a song and following
instructions.
- Speaking skills and writing through questions and communicative activities in
pairs.
-
• Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIAT

ION

REVISION Numbers 1 Describing a - what colour is

/ə/sound
to 40 picture it?
That appears
Colours Saying their It is blue
in there and
colour
Cheese How many … are /r/ sound
counting there? There is
Yogurt That appears
Describing a /there are
in words such
Egg picture.
What is it? It is as hamburger
Hamburger Naming food a… sugar or rice
colors Commented [A1]: Position within the words plays a key role…
Hot dog

Cake Do you like…?

Sugar Yes, I do

Meat No, I don’t

Ice cream Do you like…?

Salad Yes, I do

Rice No, I don’t

Pizza Does… like…?

Honey Yes, he does.
Fish No, he doesn´t

Chips

Eggs grapes

Watermelon

bread

NEW Healthy Answering Is it healthy? /θ/sound

different
unhealthy No, it isn’t That appears
questions
in the words
Yes, it is
 healthy and
unhealthy

• Teaching approach: I will use the TPR approach.

• Materials and resources: projector–video–flashcards - song

• Seating arrangement: Students will be sitting in lines during the presentation and
practice, game stage.

• Assessment: what will be assessed and how: I will assess my students

comprehension by producing the vocabulary they have learnt and checking their physical
response to it .In case of not understanding I will give them alternatives for example
“is it blue or black ? is it a fish or cake?. So when the student hears the words I will
assess if he can recognize them.

Routine: 5’

, I will get into the classroom and I will greet my students: “Hello!”.
Students answer: “HELLO!” and I will continue by asking: “How are you today?
Students answer: “FINE”.
I will give them 1 minute to organize themselves and then I will tell them: Ok , let´s
copy the date.
I will say “today is…”
Students will answer “Tuesday”
I will ask: “what number?”
Students will answer: “twenty sixth”
I will say “excellent and what month?”
Students will answer” June”
I will say “excellent “How is the weather today?
Students will answer “It is sunny /cloudy/ rainy”

Transition:Great job kids!!

Warm-up 5’:

I will show students the following picture

I will tell students to name things they can see in the picture
I will ask:Why are they angry?
Students may give different answers

Presentation 10´
I will tell my students to look at the picture and I will show them the names healthy
and unhealthy Commented [A2]: Will you place labels below the
corresponding group?
I will ask them what is healthy? What is unhealthy?
Students may give the answer in their target language: “saludable” “no saludable”
I will say: Perfect
Ok tell me which food is healthy?
Students answers may vary.
 Commented [A3]: I would not include the pictures of the girls
behind the food. We should be very careful with this issue, they can
start making jokes or mocking at someone.

Finally, I will ask them: is the hamburguer healthy?

Students will answer: No, it isn´t.

Transition : “Ok ! excellent job!

Activity 1 10´
I tell students to open their books “my english trip 1 ” page 58
I will explain what they have to do in activity 1
When they finish We will correct the activity all together.
Activity 2 10´
I will ask my students to pay attention to the second activity and we are going to
read the menu recipe aloud.
Then, I will ask my students to match the recipe with the ingredients.
Finally, we will correct it con the board.

Transition : Excellent
Activity 3 10´
Students will look at the song and read it
Ok now you are going to listen to the song and complete it . Commented [A4]: There are too many gaps to complete. They
won´t have time to do so while listening to the song.
If each line is repeated, you may just write it once. Students should
have a sense of achievement after doing the activity.
THE HEALTHY FOOD SONG
 1.Do you like _____________?

Do you like___________________?

Yes,I like ______________.

Yes I like _______________.

2. Do you like _____________?

carrot Do you like______________?
s candy
Yes,I like ______________.

Yes I like ________________.

orange 3. Do you like _____________?

s Do you like_________________?

No,I don’t like ______________.

No I don’t like ________________.

4. Do you like _____________?

Do you like__________________?

No,I don’t like ______________.

No I don’t like _______________.

5.I like to eat,I like to eat,

chip I like to eat,I like to eat apples
s
Healthy food!Healthy food!

Not junk food!Not junk food!

6. Do you like _____________?

Do you like____________________?

Yes,I like ______________.

Yes I like ________________.

Song link: http://www.youtube.com/watch?v=UaqISEs_uj0

Trasition: Ok now lets sing!

Closure 10´
Let`s sing all together the song !
 Finally, they are going to stand up and clap when they hear the food word. Commented [A5]: Or they can stand up if they do like that food
item.
You can encourage them to invent new stanzas, as well.

Lesson plan Excellent Very Good Good Acceptable Below Standard

component 5 4 3 2 1
Visual organization x

Coherence and x
sequencing
Variety of resources x
– Learning styles
Stages and activities x

Teaching strategies x

Language accuracy x

Observations Minimum score: 18 / 30

Score: _24___ /30

Nice lesson, Celes! I hope you find my comments and suggestions clear and useful.

Have a nice time!