Lesson Plans Secondary Period

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – Tutora: Prof. Graciela Inés Manzur
LessonPlans – Practicum – ThirdPeriod
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
Alumna Practicante: Myriam Beatriz Tielve
Compañera consultada para corrección: Paula Schulze
Institución Educativa: Escuela de Educación Secundaria Ayelén
Dirección: Bustamante 2245 – Villa Celina – Buenos Aires
Sala/Grado/Año: 2do A – Turno Mañana
Cantidad de alumnos: 30
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: Vida Saludable
Clase N°: 3
Fecha: 9/10/2015
Hora: 7.30 a 8.30 y 8.40 a 9.40
Duración de la clase: 120´
Fecha de la primera entrega: 5/10/2015
• Teaching Points: Ordering food at a café.
• Aims and goals:
 During this lesson, learners will be able to…
o Develop their reading skill by inferring meaning in context related to

2. food and drink offered at different cafés.
o Develop their listening skill and language awareness of the structures used
to order food and drink at a café.
o Develop their writing and speaking skills by writing and acting out a
possible dialogue in a café.
o Develop their thinking skills by choosing the correct café in relation with
people´s preferences.
• Language focus:
Lexis Function Structure Pronunciation
Revision Vocabulary
connected with
healthy food:
Spinach,
broccoli,
lettuce,
strawberries,
potatoes,
yoghurt,
carrots, bread.
Verb connected
with
preferences:
like, don´t like.
Talking about
healthy food in
the context of
a game.
Yes/No
questions: Do
you like
broccoli? Yes, I
do/ No, I don´t.
Recognition and
use of the
dipthong sound
|əʊ| in the
negative
auxiliary don´t
New
Indefinite
articles: a- an
Vocabulary
connected with
food and drink:
Cheese burger;
banana cake;
apple juice.
Vocabulary
connected with
money: pounds,
change.
Common
Ordering food
at a café.
Polite requests:
Can I have a
burger, please?
Asking and
answer about
preferences:
What would you
like? I´d like a
cheese burger,
please.
Anything else?
No, thanks.
Asking and
answer about
Recognition and
use of the sound
|w| in would as
ss tend to
pronounce it as |
g| as in the
word good.

3. expressions
used in
colloquial
dialogues to
order food:
Next!
OK!
Here you are!
prices:
How much is
that? So that´s
10 pesos.
Wh- questions
in the simple
present:
What´s your
table number?
• Teaching approach: The Natural Approach will be used in this lesson as the students are
expected to interact with the teacher and peers in a natural way to promote the
development of their communicative abilities. Students will be encouraged to focus on
communicating their own preferences in a free-stress classroom environment, for that
reason they will be offered different alternatives to act out their dialogues. The PPP
method will be used to introduce the target vocabulary and structure.
• Integrating skills: In this lesson students will integrate listening and writing skills by using
strategies such as listening for gist and listening for details in order to complete a
worksheet. They will also integrate their writing and speaking skills when they are asked to
write a dialogue and then performing it in front of their partners and teacher. Students are
also expected to integrate their recalling and guessing abilities while they perform a game
at the beginning of the lesson.
• Materials and resources: my own laptop, my speakers, photocopies, cards, a white sheet
of paper and students´ own mobile phones or pen drives. In this lesson I won´t be able to
use the OHP provided by the institution as it will be used by the teacher of economy.
• Pedagogical use of ICT in class: Some of the students may feel ashamed of performing
their dialogues in front of the whole class. In this case I will give them the possibility of

4. reproducing their dialogues in my own laptop, in their mobile phones or I will listen to
them while their mates are still working on their own dialogues.
• Seating arrangements: The students will be asked to get in groups of 4 during the whole
lesson. As there is not much room to be in constant movement, I have designed activities
to be done in groups during the whole class.
• Cooperative work: Students will play the game in a cooperative way by providing words
connected with healthy food in the assigned time and later they will cooperate in order to
write and perform a dialogue at the café.
• Possible problems/difficulties and their solutions during the class: It is possible that
students use L1 while they are writing their dialogues. I will go round the room
encouraging them to use L2 and prompting some vocabulary or structures they don´t
know or don´t remember. I will also take to the classroom three dictionaries that there are
available in the institution.
• Potential problems students may have with the language: Students may have problems
to understand the use of some of the structures commonly used in colloquial dialogues. In
that case I will mime the action and model it with a more proficient student.
• Assessment: I will assess learner´s comprehension and understanding through their oral
interactions, and their participation and development during the activities.
Routine: 5 to 10´
Purpose: to greet students and get them into a positive mood to start the lesson.
I will come into the classroom and greet the students “Hello, how are you today?” EA: “Hello,
fine. I will elicit the date from the students and I will write it on the board.

5. Then I will hand in the students´ homework which I have checked at home and at the same
time I´ll ask them to hand in the homework assigned for this lesson. I will also allow the
students to ask me some questions if they have some doubts about their homework.
Transition: Let´s get ready to start learning! I want you to work in groups of four today! Let´s
move our tables and chairs then!
Warm – up: 10 to 15´
Purpose: to recall previous knowledge connected with healthy food.
I will give a number to each group so that they place it in the middle of the group.
I will also provide them with a white sheet of paper and a pen. I will give the students the
following instructions for the game:
T: “Each group has a piece of paper and a pen. You will have 2 minutes to write as many words as
you remember connected with food and healthy lifestyle. Each member has to add one word to
the list. No student can write a second word if any of the members of the group has already
written one word.” I will mime the action while I give the instructions and I will check
understanding in the following way:
T: “Gaby, can you write a word connected with food or healthy lifestyle on the board?” EA: “
Broccoli”. “That´s right! Rocío, can you write another word?” EA: “fruit”. “Great!” Then Chiara and
Rube are also writing other words. In that case Gaby can write a second word!”
T: “Are you ready?” EA: “Yes!” “Well, let´s start!” I will go round the room to check that all the
groups follow the instructions. After two minutes I will stop the game.
T: “One member of each group will read the list of words you have written”. When all the groups
have read their list I will say: “The winner is group number…”
Transition: “Congratulations to all the groups! Let´s go on learning!
Presentation: 30´
Activity 1: 15´
Purpose: to set context in order to perform a dialogue at a café.
T: “Today the students of 6th Form have organized a fair at school to sell food in order to get
enough money for their end of the term´s party. (This information is true! The fair will take place
on Thursday and Friday). You will be allowed to buy in their cafés during the break so let´s see
what kind of menus they have to offer us. I will then hand in a photocopy to each member of the
group with only one of the menus.
1

6. Menu number 1
The Red Team Café
Hamburgers …………… $ 3
Hot dogs …………………… $ 2,50
Chocolate cake………… $ 2,75
Banana cake ……………... $ 2,75
Drinks
Mineral water …………….. $ 5
Menu number 2
The Blue Team Café
Burgers ……………………….. $ 3
Cheese burgers…………… $ 2,50
Chicken Sandwiches…… $ 7
Drinks
Apple/Orange juice……….. $1,12
Mineral water ……………… $ 5
Menu number 3
The Orange Team Café
Pizza ………………………… $ 10
Cheese Burger …………… $ 2,50
Chocolate cake…………… $ 2,75
Banana cake ……………... $ 2,75
Drinks
Apple/Orange juice……….. $ 1,12
Coffee or Tea ……………….. $ 2

7. Menu number 4
The Green Team Café
Vegetarian food
Tomato and lettuce salad ……….. $ 3,50
Broccoli and potatoes salad …………. $ 3,50
Spinach sandwich ………………………… $ 2,25
Banana Cake ……………………………….. $ 2,75
Drinks
Mineral water …………………………… $ 5
T: “There are four cafés with different colours. You have to share the menu and the information
with the members of your group and decide in which of the cafés your group is going to buy and
why. You have to share the information in English.” I will go round the room to check that the
students are using L2 to share the information about the menus.
After 5 minutes…
T: “Group number 1- Which café would you like to visit?”
EA: “The Blue Team.”
T: “What would you like to buy in the Blue Team café?”
EA: “Cheese burgers and mineral water.”
T: “Do all the members agree with the group decision?” If any of the members do not agree with
the café or with the food and drink chosen I will ask for their preferences.
I will write the questions on the board and then I will design three members of each group to ask
for the same information to the members of the other groups.
Activity 2: 15´
Purpose: to activate students´ critical thinking.
T: “Now I will give you a card with the names of some students´ parents visiting the fair today and
their preferences at the time of ordering some food.” I will hand one card to each group, there will
be 8 different cards:
Alison´s mother
She is a vegetarian but
Santiago´s mother
She doesn´t like salads
Melina´s father
He loves chocolate.
Thiago´s father
He only eats

8. she doesn´t like eating
broccoli. She loves
drinking mineral
water.
and hates vegetables.
She only eats burgers
or hot dogs and drinks
juice. She doesn´t like
apples.
He eats cakes and
drinks coffee for
breakfast every
morning.
vegetables and fruit
but he likes eating
sandwiches. He
prefers mineral water
to orange juice.
Martin´s father
He doesn´t eat meat
or vegetables but he
likes chicken
sandwiches. He wants
to buy a drink but he
has only 5 pesos.
Fiona´s mother
She is on a diet. She
can´t eat meat or
cakes. She can only
drink water.
Sarah´s mother
She loves eating cakes
and drinks a cup of
tea in the morning.
Bananas are her
favorite fruit.
Ian´s father
He has got 10 pesos.
He wants a burger, a
piece of cake and a
drink.
T: “You have to read the card to know about the parents´ preferences and in groups you have to
decide which the best café for each parent is. You will have to tell me what each parent can buy in
each café.” I will give an example with the spare card:
T: “Ian´s father has got ten pesos. He wants a burger, a piece of cake and a drink. Which café
should he visit? EA: “The Orange Café” “What can he buy there?” EA: “A cheese burger, a banana
cake and orange juice.” “Do you all agree?” EA: “Yes!” If another student comes with another
option it will be welcomed and considered by the whole group.
Then I will give some minutes to each group in order to think in their best options and their
answers will be discussed with the whole group as we have done in the example.
Transition: “Well done, kids! Let´s go to the break and enjoy some healthy food if possible! Pay
attention to the food and drink available in each café at the school fair!
Warm-up: 5´
Purpose: to set context again and get students in the right mood to go on learning after the break.
T: “Have you found the café on the second floor?”
Ss: “Yes”
T: “Great! And what does each team offer to eat and drink?” Students are expected to brainstorm
ideas about the food and drinks available in the different cafés at the school fair. I will prompt
some vocabulary they don´t know and ask incidental yes/no questions:
• Is there any vegetarian food? If so, which one?
• How much is a burger?

9. • Are there some cheese burgers in the stalls?
• How much is the mineral water?
• Is there any stall which sells juice? Do they offer orange or apple juice?
Transition: “You are really good observers. Let´s listen to a boy asking for food in one of the
cafés!”
Development:
Activity 1: 20´
T: “You will listen to a boy ordering some food and drink in one of the cafés.” In case there is an
electricity problem I will read the dialogue in different tones of voice. I will hand in a new
photocopy.
Ordering food in a café - http://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice/ordering-food-cafe
1- Listen and tick the food and drink the boy orders:
 Apple juice.
 Mineral water.
 Burger.
 Banana cake.
 Cheese burger.
 Chocolate cake.
 Ice cream.
 Coffee.
2- Now listen to the dialogue again and write the words in the chart in the correct place. There
are three extra words that you don´t need:
thank – like- don´t like – apple juice – meat- cheese – burger- how much-
strawberries-banana cake
Café worker: Next, please! What would you 1) __________?
Andi: Can I have a 2)___________, please?
Café worker: A cheese burger or double cheese burger?
Andi: Double 3)__________ burger, please.
Café worker: Anything else?
Andi: Yeah, I'd like some 4)____________.
Café worker: Would you like a drink?
Andi: Yes, can I have an 5)______________, please?
Café worker: OK, so that’s one double cheese burger, one banana cake and an apple juice. What’s

10. your table number?
Andi: Table 3. 6)____________ is that?
Café worker: That’s £8.37, please.
Andi: Here you are.
Café worker: 7)__________you ... that’s £10.00 ... and £1.63 change. Next, please ...
3- Now look again at the photocopy with the menus of the four cafés. Which café is Andi in?
______________________________________
Source :http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/ordering-food-
cafe
Answer key:
1- Apple juice, cheese burger and banana cake.
2- Transcript:
Café worker: Next, please! What would you like?
Andi: Can I have a burger, please?
Café worker: A cheese burger or double cheese burger?
Andi: Double cheese burger, please.
Café worker: Anything else?
Andi: Yeah, I'd like some banana cake.
Café worker: Would you like a drink?
Andi: Yes, can I have an apple juice, please?
Café worker: OK, so that’s one double cheese burger, one banana cake and an apple juice. What’s
your table number?
Andi: Table 3. How much is that?
Café worker: That’s £8.37, please.
Andi: Here you are.
Café worker: Thank you ... that’s £10.00 ... and £1.63 change. Next, please ...
3- The Orange Team Café
Then I will proceed in the following way:
T: “Before listening I will give you one minute to read the worksheet and ask anything you don´t
understand.” If the students have a doubt of the procedure I will model the action on the board. If
none of the students asks me about the sign for pounds I will elicit from them the difference
between the currency in Argentina and in England. “Are you ready? Let´s listen to the dialogue for
the first time and you have to do activity number two.
After listening for the first time I will elicit from the students the correct answers and the students
will listen to the dialogue for the second time and do activity number 2. I will give the students
some minutes to do some peer correction before sharing their answers with the whole group and
then decide which the correct answer for question number 3 is.

11. T: “Ok, Rube, what is the word in the gap number 1?”
Rube: “like.”
T: “Great! And what about number 2 Antonella?”
Antonella: “burger”
I will go on with other students.
T: “Now, Eliot. Which café is Andi in?”
Eliot: “Orange café.”
T: “Do you all agree?”
Ss: “Yes!”
Transition: “Perfect. It´s time for you to order some food and drink in a café!”
Activity 2: 10´
Purpose: to frame the activity in order to create their own dialogues.
T: “Look at the dialogues in your worksheet again!” I will have my own worksheet in my hand and I
will point to it. “Which phrases does the café worker use in the dialogue to ask for preferences?”
Ss: “What would you like? A cheese burger or a double cheese burger? Would you like a drink?”
T: “Great! What phrases does Andi use to order food and drink?”
Ss: “Can I have a burger, please? I´d like some banana cake. Can I have an apple juice, please?
T: “Well done! How does Andi ask about the price?”
Ss: “How much is that?”
T: “Good. What does the café worker answer and hand in the order?!
Ss: “That´s… here you are!”
While I elicit the correct answer from the students I will write them in a chart on the board:
Asking for
preferences
Ordering food and
drink
Asking about the
price
Giving the price and
handing in the order
Transition: “Let´s imagine you are ordering for food and drinks in one of the four cafés!”

12. Activity 3: 15´
Purpose :to invent their own dialogue at a café while using the target structures/vocabulary.
T: “You have to work with the same group. You have to choose one of the cafés. One of you will be
the café worker. The other three will be customers at the café, you have to buy something to eat
and drink. You have 15´minutes to write your dialogues then you will share it with the whole
group.”
During the activity I will walk round the room to check that all the members of the group are
performing the activity and I will encourage them to use L2 the most possible.
If any of the groups end the activity quickly I will invite them to share their production with the
whole group in order to encourage the others to go on working.
Transition: “I have seen some interesting dialogues in each group. It´s time to do the recapping of
the lesson.”
Closure: 10´
Purpose: to recap all the activities done during the lesson and to assign the homework for the
following lesson.
T: “How did we start our lesson today?”
Ss: “ You wrote the date on the board and we handed in our homework.”
T: “That´s right.” I will start writing the activities on the board under the heading. “Recapping.”
T: “We have learnt a lot today. Now, I will give you the homework for the next lesson.” I will write
it on the board.
Homework: Get ready to read your dialogues in a café to the whole group. You can perform them
in front of the class, you can record them on your mobiles or you can bring them in a pen drive so
you will reproduce them in my laptop.
See you in the next lesson! Have a nice week! Bye, bye! You can go to the break!