TPD

1. Alumno Residente: Restivo Gisela
Período de Práctica: Nivel Secundario.
Institución: Colegio Salesiano Deán Funes
Dirección: Don Bosco 350- Comodoro Rivadavia
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 25
Nivel lingüístico del curso: Pre Intermediate
Tipo de Planificación: clase
Unidad Temática: Haciendo planes y predicciones!
Clase Nº: 9
Fecha: 6/10/16
Hora: 9:00 a 10:20 hs.
Duración de la clase: 80 minutos

2. Teaching points: Quantifiers
Aims: During this lesson, learners will be able to:
 Develop their reading skills by reading a text and different opinions about vegetarianism.
 Develop their writing skills by writing their own for or against opinion.
 Develop their listening skills by listening to the teacher and to their classmates.
 Develop their critical thinking.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Vegetarianism,
nutritious.
Expressing
quantity
There are a lot of
products...
If you have a little
money...
... a few
chemicals
NEW Veggie, vegan,
treat, trend,
give up.
Giving opinion I think...
In my opinion...
Teaching approach: The lesson is based on the communicative approach.
Pedagogical use of ICT in class: During this lesson there is no use of ICT.
Materials: 25 photocopies of the text, 25 worksheets of activities 2,4,5,6, poster for the wrap up
moment.
Seating arrangement: Students will sit individually the whole class.
Cooperative work: During this lesson, students will not work in a cooperative way
Possible problems / difficulties and their possible solutions during the class: I do not think
there might be any problems
Potential problems students may have with the language: Students may find the text a bit
difficult. Therefore, I will do some pre reading activities in order foster students ‘comprehension
Assessment: what will be assessed and how: I will assess students ‘participation and production
during the whole class. In addition, I will encourage them to correct their answers when they are
being read by their classmates.

3. Routine: (2 min)
I will enter into the room and I will greet my students as I always do. T: “Good morning
boys!” EA: Good morning, teacher.
Warm up (5 min)
In order to start the lesson, I will say: “I do not eat a lot of vegetables. I usually eat a few
tomatoes and a few carrots a week. What about you? How many vegetables do you eat
during the week? Then, I will add: “However, I love fruits. I eat a few oranges in the week
but I eat lots of apples! And you? Do you like eating fruits? During this stage, I expect
students to say whether they like eating vegetables and fruit or not and how much they
eat.
Presentation: (3 min)
I will give students the following text and I will ask them to look at the image and the title.
Then I will ask: “What can you see in the image?” At this moment I expect students to
describe what vegetables they are able to see. Then I will follow: “What do you think the
text will be about?” At this stage, I expect students to predict what the text is about
Transition: You are right! This text is related to different eating habits.
Text taken from: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/vegetarian-uk

4. VEGETARIAN UK
Vegetarianism is increasing in the UK as more and more
British people are deciding not to eat meat and animal
products. According to the Vegetarian Society, 2000 people
are giving up meat and ‘going veggie’ in Britain every week.
There’s even a ‘National Vegetarian Week’ organised every
year to encourage people to try a meat-free lifestyle.
Vegetarians and vegans
In 1989 a poll indicated that 3% of the UK’s population was
vegetarian. A more recent poll estimated that 5.7% of the
population were vegetarian. In numbers this means there
are over 3 million vegetarians in the UK today and
vegetarians (people who don’t eat meat), and vegans (people who don’t eat or use any animal
products) are becoming increasingly common in UK culture. Visit a British supermarket and you will
see a wide range of vegetarian ingredients and prepared meals on the shelves including vegetarian
sausages, vegan cheese (it doesn’t contain milk!) and meat-free burgers.
A healthy diet
So why are Brits cutting out meat from their diets? Many vegetarians and vegans choose not to eat
meat or animal products for ethical reasons. They are unhappy about the bad treatment of the
animals and the effects of meat and fish production on the environment. Worries about food safety
(for example BSE or ‘mad cow disease’ as it is commonly known) cause many people to stop eating
meat. Others choose to change their diet in this way to improve their general health. According to
the UK organisation, the Vegetarian Society, a meat-free diet could help reduce the risk of certain
cancers and the possibility of heart disease, as well as other health problems such as obesity and
high blood pressure.
Organic farming
Another rising trend in the UK’s food culture is related to how our food is produced. Many people
are rejecting GM (genetically modified) food and intensive farming procedures. They want their food
to be organically farmed. What exactly does ‘organic’ mean? Organic food is produced in a more
'natural' way. Organic farmers use no, or very few, chemicals, pesticides or fertilisers. Organic
farming isn’t only concerned with plant crops, animals can also be farmed organically. Organic meat
is produced without the use of drugs and antibiotics. Organically farmed animals also have better
living conditions, for example more space and more nutritious food.
Organic food
According to the Soil Association, the UK’s leading organisation for organic food and farming, three
out of every four households in the UK now buy some types of organic food. Some people buy
organic meat, fruit and vegetables from farmers’ markets, where local farmers sell their products
directly to the consumer. Others have a box of organic mixed fruit and vegetables delivered to their
homes each week. Many people buy organic produce in their local supermarket. As with
vegetarianism, people choose organic foods for health reasons or because of concern for the
environment. Although it’s often more expensive, fans of organic food say it tastes much better!

5. Activity 1: (5min)
Before students start reading the text, I will write on the blackboard the following words:
Vegetarians and Vegans. Then I will ask: “Do you know the difference between people
who are vegetarian and people who are vegans. Please, skim the text and find the
difference.”
When students have found the difference, I will ask them to say it. As they say it, I will
copy the difference on the blackboard.
Transition: Well done!
Activity 2: (10 min)
In order to pre teach vocabulary and to foster comprehension of the text, I will give
students the following activity and I will explain: “These words are highlighted in the text,
look for them and try to match each word with their definitions”. I will encourage them just
to read the sentence where the words appear and to deduce meaning from the context
and I will not let them to use their dictionaries.
As students are working, I will walk near them, providing help with vocabulary and
assessing students ‘work. I will use ticks whenever answers are correct and I will use a
cross when the answer is wrong. I will ask them to revise their answers whenever they are
wrong.

6. Activity taken from: https://www.britishcouncil.cn/sites/default/files/sample_content_on_english_for_teens.pdf.
Answers:
1C, 2B, 3E, 4D, 5F, 6A
Transition: Well, now you are prepared to understand the text easily. Let´s read.
Activity 3 (5 minutes)
I will ask for four volunteers to read the text. I will read the title and the first paragraph and
then, students will go on reading. At this stage, I will encourage the rest of the class to be
silent and to follow the reading with their sight.
Transition: Fantastic! Thanks boys.
Activity 4 (10 minutes)
In order to check students´ comprehension of the text, I will give them the following
activity. I will explain: “We have already read the text. Now, you have to decide whether
the following sentences are true or false”. While students are working, I will walk through
the desks to monitor their work. I will also provide the necessary help.
Cx
Activity: True or false?
1-Vegetarianism is becoming more popular in Britain. T/F
2-200 people stop eating meat in the UK every week. T/F
3- Vegetarians and vegans don’t eat or use any animal products. T/F
4-A meat-free diet can increase the possibility of heart disease. T/F
5- Organic farmers don’t use drugs or antibiotics to produce meat. T/F
6- Vegetarian and organic food is sold in many British supermarkets. T/F

7. Taken from: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/vegetarian-uk
Answers:
1 T, 2 F, 3F, 4F, 5T, 6T
To check this activity, I will take students ‘names in a box and I will take a name from the
box and read the name. I will say: “You (name of the boy) are lucky! Can you read the first
sentence and tell if it is true or false?” After the student has read and said whether the
sentence is true or false, I will ask the class if they agree with the answer. T: “Is that
answer OK?” After that, I will take 5 papers more from the box and I will repeat the same
action. All the names which were taken from the box will not be introduced in it again, so
that they are not called again
Transition: Good job! Now, let´s go on working.
Activity 5 (10 minutes)
In order to go on checking comprehension and practice quantifiers, I will give students the
following activity. I will explain: “There are some incomplete sentences; you have to
complete them by using the words in the box. Remember you have the posters to help
you!(while pointing to the posters of quantifiers we made the previous classes)”
As I always do, I will monitor their productions. At this stage, I will remind them the correct
use of quantifiers by pointing at the poster we made the previous classes.
Activity: complete the sentences with words from the box.
a- ....................................... people are deciding to become “veggies”.
b- Nowadays, there are....................................... vegetarian products in supermarkets.
c- If you are a vegetarian, there are........................................possibilities of having a
heart disease.
d- Farmers use no or ....................................... chemicals when they produce organic
food
e- If you have.......................money, you will not be able to buy organic products since
they are expensive.
A LITTLE- A FEW (X2)- A LOT OF (X2)

8. Answers:
a- A lot of
b- A lot of
c- A few
d- A few
e- A little
In order to check this activity, I will use the box again. I will take a name from the box and
call the student to read the sentence. I will say: “very good or well done”, if the student
says a correct sentence and I will say: “No, that is not correct” whenever the sentence is
incorrect. I will repeat the same action with the five sentences.
Transition: Well done! Let´s move on to the following activity.
Activity 6: (7 min)
This exercise will help students to develop students´ reading skills and also their critical
thinking. For this purpose, I will give them a sheet of paper with some opinions about
vegetarianism and I will say: “Here, there are different opinions about vegetarianism. All of
them were taken from a blog. Mark the opinions with a cross if they are against
vegetarianism and put a tick whenever they are in favour of it”.
I will read the first opinion and I will ask: “What do you think? Is this opinion in favour of or
against vegetarianism?” At this moment, I expect students to say what they think. After
that I will encourage them to read and decide on the other opinions.

9. After they have finished reading, I will ask them to read the different opinions and say
whether they consider it is an in favour of or against opinion. For this purpose, I will use
the box of the names again.
Transition: Good!
Activity 7: (5 min)
I will ask students to make a circle to the opinion they most agree with. After a few minutes
I will ask some students what their election is. I will ask: “Lucio, can you tell us which the
opinion that best suits you is?” At this stage, I expect students to read the opinion. I will
ask 4 or 5 students to speak.
Transition: Well, now, it is time to write!
“Having a vegetarian diet, we
can reduce our risk of dying of
cancer, heart problems among
other illnesses.” “Eating meat is healthy and
humane. In addition, producing
vegetables causes many of the
same environmental problems as
producing meat”
“It is cruel and
unethical to kill animals
for food when
vegetarian options are
available” “A vegetarian diet can meet
protein requirements, provide all
the essential amino acids and
improve health. It can also
provide all the necessary vitamins,
fats, and minerals, and can
improve one’s health”
I eat a lot of meat. Meat is the best source
of vitamin B12, a vitamin necessary to
nervous and digestive system.

10. Activity 8 (15 min)
In order to develop students writing skills, I will make them to write a short paragraph in
which they will give their opinion about vegetarianism. I will explain: “Now, you are going to
write a short paragraph to the health blog. You have to give your opinion about
vegetarianism. You can use the text and the other opinions to help you!”
During this activity, I will be near students providing help with vocabulary and structures. I
will encourage them to write as much as they can.
Transition: Well done! Now you are going to share your opinions.
Activity 9:( 6 min)
I will ask some volunteers to read their opinions. At this stage, I will not name them. On the
contrary, I will ask who wishes to share his opinion. When the student finishes reading, I
will ask the rest of the class: “Is he against or in favour of vegetarianism?” I expect
students to express what they think. I will repeat this action with 5 or 6 students.
Transition: perfect! Our opinions are really different but all of them are valuable.
Wrap up: (4 min)
In order to finish the lesson, I will invite students to stick their sheets of papers on a poster
I will take to the class. Then, I will invite them to read their classmates ´opinions.
VEGETARIANISM: FOR AND AGAINST OPINIONS

11. Closure: (3 min)
I will ask a student to display the poster on a wall. Then, I will congratulate students on
their work. “See you next class, dears”, I will say.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Learning aims x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __29__ /35 = 8.5
Lovely ideas, Gisela! Students will reflect upon an interesting issue. Have a look at our
comments. Hope they are helpful.
Enjoy the lesson!
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