1. ICT APPLIED TO LANGUAGE TEACHING 2011
Assignment # 2: EDUCATIONAL SOFTWARE - Authoring tools
Students : Caia Yanina, Schor Eleonora, Rosato Daniela
School: Escuela nº 2 “Republica de Panamá”– D.E. nº16
Grade: 4th form
Time: 40 minutes each lesson.
Book: Incredible English 3.
Communicative goal: Talking about food and healthy habits
Grammar Focus: Simple Present (1st person - affirmative and negative
forms)
Vocabulary Focus: food and drinks
Recycled language: verb to be.
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LESSON 1
In this lesson, the teacher will introduce new vocabulary: Food and Drinks
Activation
The teacher will play hangman with the word FOOD on the bb.
Comprehension and Clarification
The teacher will hand out copies to the students. In those, students will be
presented with three kinds of children: one who eats very unhealthily,
one who leads a healthy lifestyle and one who eats both healthy and
unhealthy food. Ss will have to read the texts that describe the children
and match them with the pictures of 3 different boys.
Now, the kids will do the hot potatoes activity (JMATCH), in which they
will have to look at the picture, guess what it is and match with the
correct word.
Later on, she will elicit the structures for Simple Present 1s person in
affirmative and negative.
Application
*Activity #1:
In pairs, the students will work on their computers on the JQUIZ activity of
Hot Potatoes. They will have to choose the best option to answer the
questions posed. The teacher will monitor them while working.

2. *Activity # 2:
Students will have to write their own eating routine. They will have to use
the structures presented and food and drink items taught during the
class. The teacher will monitor them and will help them make a poster
with two columns: one including all the healthy habits and another one
including the unhealthy ones.
Reflection
Match the following pictures on the left column with the column on the
right according to what they are:
HEALTHY
UNHEALTHY

3. LESSON 2
Activation
The teacher wil show students food flashcards. They will have to say the
name of the food and if it is healthy or unhealthy.
Comprehension and Clarification
The teacher will introduce the use of should/shouldn’t. She will show
students some flashcards and say if she should or shouldn’t eat the food
on the picture. Then, the teacher will write sentences on the bb and will
ask students if they should or shouldn´t eat those food elements.
Application
*Activity #1:
In small groups, the students will work on their computers on the JCLOZE
activity of Hot Potatoes. They will have to fill in the gaps. The teacher will
monitor them while working.
*Activity # 2:
Now, students will work on the JCROSS activity of Hot Potatoes in which
they will have to complete the crossword. If they are stuck, they can
click on a number in the grid to see the clues. The teacher will monitor
them while working.
*Activity # 3:
Students will finally work on the JMIX activity of Hot Potatoes. They will
have to make a cake, putting the parts in order to make a sentence. The
teacher will give students a piece of paper with items in which they will
have to write the sentences in the correct order.
Reflection
Match the beginning of the sentence with the corresponding ending.
YOU SHOULD EAT CHOCOLATE.
APPLES.
HAMBURGERS.
TOMATOES.
YOU SHOULDN´T EAT PASTA.
HOT DOGS.
SWEETS.
SALAD.

4. This lesson plan was aimed at young learners, between the ages of 7 and 10.
The topic of the unit of work is really suitable both for the age and the
cultural contex of the children, since it's a topic of interest to them and
they can find a connection with the real life using the language.
It is aimed at young learners of a beginners' level since the structures that
are being presented are simple and easy to follow.
The unit of work is organised on a general English basis.
I believe there is a wide variety of activities, ranging from a short video
presentation, to a song to be completed. The topic is of interest to the
students and they are presented in a way that students of a young age can
easily follow without too much intervention on the part of the teacher.
The lessons are focused on the following skills and language areas: on
reading, in order to do the activities; on listening, as children have to watch
a video and listen to a song; on writing, in order to complete some tasks; on
vocabulary, as the topic is about different kinds of toys and what they are
made of; and finally, on grammar, because as children learn the new
vocabulary, they also learn “have got” and “haven’t got”
Most activities are done in groups and the aim of the different activities
(in groups as well as individual) is completely clear to the learners. There
are short and easy instructions.
There is much multimedia content in the lessons. The first lesson starts
with a short video session which is a good start point to motivate children.
There is also audio present in the class as children have to listen to a song
and remember some of the toys they hear, and both of the activities are
suitable for the learners’ age and level of English.
Most of the activities are checked orally all together (the teacher and the
children). At the computers, the teacher monitors the children during the
different activities, and if they have doubts, they check it orally with the
teacher.