1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Institución Educativa: Colegio Provincial “Kloketèn”
Dirección:
Sala / Grado / Año - sección: 4to año “E” ESO
Cantidad de alumnos: 20
Nivel lingüístico del curso: Pre - Intermedio
Tipo de Planificación: clase
Unidad Temática: Eating habits
Clase Nº: 5
Fecha: 20/11/15
Hora: 7:45 to 9:05 hs
Duración de la clase: 80’
Fecha de primera entrega: 17/11/15
Teaching points:
Revision of vocabulary about food.
Talking about healthy food.
Aims or goals: During this lesson, learners will be able to…
Develop speaking and listening skills by interacting with peers
and the teacher
Develop reading skills by working with a text
Develop listening skills by watching a video about healthy food.
Language focus:
Function Lexis Structure Pronunciation
Revision Talking
about
different
types of
food and
drinks
Talking
about past
events
Apple –
banana –
biscuits –
carrots –
cereals –
cheese –
chicken –
chocolate –
cola – crisps
– egg – ham
– ice cream
- milk –
orange juice
– peas –
Present simple
for questions
and answers
DO +
you/they/we/I
+ verb … ?
DOES +
He/she/it +
verb … ?
Yes, I do/No, I
don’t
Yes, she
does/No, she
doesn’t
Apple /ˈæp.l̩/
Cheese /tʃiːz/
Orange juice
/ˈorindʒ/
/dʒuːs/
Do /duː/
Does /dʌz/
Don’t /dəʊnt/
Doesn’t
/ˈdʌz.ənt/
Did /dɪd/
2. potatoes –
sweets – tea
– toast –
tomato –
water –
yoghurt
“What do you
eat for
breakfast?”
“I eat…..”
“Does she eat
fruits?”
“Yes, she
does/No, she
doesn’t”
“How
much….do you
eat?”
Present Simple
Tense in the
Past
Did + all
pronouns
Regular and
irregular verbs
in the past
New Talking
about
healthy
food.
Giving
opinions.
Healthy diet
– favourite
food – teen
celebrity
chef -
Healthy
/helθI/
Teaching approach: The lesson is based on the Communicative
approach.
Integration of skills: During the lesson students’ listening and
speaking skills will be developed through the use of a video, a text
from the student’s course - book and the use of the book’s website.
Group discussion and student – student, student– teacher interaction
will be developed through the work with a poster in a wall paper. By
working with a text, students will also develop reading skills.
Materials and resources: The board, markers, flashcards, wall papers,
a text from the students’ coursebook “Champions” 3 2nd edition
Christina de la Mare-Sheila Dignen Oxford, pages 24 - 25, a video
retrieved from https://www.youtube.com/watch?v=QhDrINFFgGg
called “Healthy Eating is a SNAP!”, and the book’s website
www.oup.com/elt/champions.
3. Pedagogical use of ICT in class or at home: The use of the video works
both as comprehensible input which is a little higher than the
student’s level and as visuals so that to cater for at least auditory and
visual learners. The use of the student’s website helps the teacher
lead the students to focus on new vocabulary. It functions as
comprehensible input, bearing in mind students’ level and context. It
fosters student’s autonomy using the Internet as a tool more than as
entertainment.
Seating arrangement: The students will be seating in pairs.
Possible problems / difficulties and their possible solutions during
the class: Classroom management strategies:
Students could feel that they do not understand either the video or
the text. I will explain to them that they do not need to know the
meaning of each word to understand the text, but that they should
focus on its full meaning.
Some students could be reluctant to speak; therefore, I will ask the
rest of the group to help with the answer or I could change the types
of questions. I can also give more time to the student to think about
the answer or give him/her more examples so that to elicit the
answer from him/her.
A last option could be to enhance students to make exchanges in pairs
before sharing with the group, so that they feel more confident at the
moment of speaking and also share information with a mate.
Potential problems students may have with the language:
One difficulty I may find could be that students use L1 instead of L2
during the lesson. At the beginning of the lesson I will insist on using
L2 at least when asking for permission or to know the meaning of a
word; I can model the questions for them to repeat and use every time
they need to.
Students could feel that they do not understand either the video or
the text. I will explain to them that they do not need to know the
meaning of each word to understand, but that they should focus on
the full meaning of the text or the video.
Assessment: what will be assessed and how
Students will be assessed on their understanding of the topic, on
giving their point of view about it and on their ability to identify
specific information during the listening and reading activities.
4. Routine (5’)
Purpose: To greet the students and open the lesson. To create a positive
atmosphere with the group.
I will greet students and ask “How are you today?” and I will ask them
about the date. I will invite one student to write the date on the board
for the rest of the group to copy on their English binders.
I will ask them “Do you like drinking mate in the morning? I do! I’m a
mate fan! What do you drink in the morning?” EA: Coffee! / Nothing.
Transition: Now tell me, how important is food for you?
Warm up (10’)
Purpose: To review vocabulary about food with a game and to create
the context for the lesson.
I will invite students to do a brainstorming activity. I will draw a
thinking cloud on the board where I will write all the students ideas
regarding food. I will explain students that they will have to answer to
the question:
“What type of food do you generally eat?”
Then, students will review vocabulary about food through a game.
The game will be a variation of the game “Keep the ball rolling”. I will
explain to students that I will say one food item and I will through a
paper ball to one of them. Students will pass the ball without
repeating the food items; if they repeat the item, they will have to
through the ball again to me so as to start the game again. The idea is
that the group name as many food items as they can practicing
pronunciation and meaning at the same time.
Transition: “Do you cook at home?”
Apple – banana – biscuits – carrots –
cereals– cheese – chicken – chocolate
– cola – crisps – egg – ham – ice cream
- milk– orange juice – peas – potatoes
– sweets – tea – toast – tomato –
water - yoghurt
5. Activity 1 (20’)
Purpose: To read and understand an article about a teen celebrity
chef.
I will ask students to focus on the following flashcards and word -
cards:
Celebrity
Cooking
6. I will ask students:
“What do you think of these pictures and word – cards?” “Can you
describe the pictures?” EA: They are about a celebrity!
I will guide students’ descriptions through questions:
“How old do you think she is?
What do you think is her profession?
How can you relate the words “celebrity” and “cooking”?
EA: I think she is a girl who wants to be a chef.”
After students describe the pictures and find the relationship among
the words and the pictures, I will ask them to open their pupil’s books
at pages 24 and 25.
I will ask students to read the tittle of the book. I will ask students:
“What information can we find in the tittle about the text? EA: That it is
about a girl.”
The text is:
Taken from: page 24, student’s book Champions level 2, 2nd edition
Oxford.
I will ask students to skim the text to get the gist of it. I will explain
that to be able to do it they need to read the text without stopping on
specific vocabulary, and that they could focus on the first lines of
paragraphs to get a global idea of the content of the text.
7. I will give students some minutes to skim the text. After that, I will ask
students the following:
“What is the text about?” EA: It’s about a girl who cooks!”
After answering, they will work in pairs and they will match the
information sentences from point 1, page 25, students book
Champions level 2, 2nd edition Oxford.
Students will check the answers with another pair of students. I will
remind them that they can ask and answer in L2 to review the whole
activity.Once students check, I will invite one of them to write the
answers on the board so that the whole group checks.
I will ask students to read the text again and underline information that they
consider important. After that, I will invite students to answer the
comprehension questions from point 2, page 25, students book Champions
level 2, 2nd edition Oxford.
Once students finish answering, I will ask the whole group each questions
and they will discuss their answers. I will encourage students to use L2 and
that they can read their answers aloud if they don’t find the way to say in L2.
Finally, two students will be invited to copy the answers on the board.
Transition: Great job! Let’s talk about the importance of healthy food in our
lives.
8. Activity 2 (15’)
Purpose: To discuss the importance of healthy food.
I will ask students the following questions:
“1 – Romilly Newman is well known for sharing her knowledge about food, do
you think that she can help teenagers get more interested in eating healthily?
How?
Pre teaching of the vocabulary is necessary
I will invite students to watch the following video:
https://www.youtube.com/watch?v=QhDrINFFgGg called “Healthy eating in
a SNAP!”
“What’s the quickest way to help healthy eating?
Healthy eating is a SNAP!
Begin with the rainbow and choose fruits and vegetables that match the
colours!
Make half your plate fruits and vegetables. It makes your plate more
colourful and vibrant; and it also increases the amount and variety of
vitamins, minerals, fiber and other substances that are good to your health.
Red vegetables are high in vitamin C which helps your body heal itself. The
red colour in tomatoes and peppers contains LYCOPENE which is a cancer
fighter compound.
Red colour fruits like strawberries have colourful antioxidants which protect
against cell damage and reduce the risk of stroke and other heart diseases.
The yellow colouring in vegetables like carrots, oranges and corn come from
CARTENOIDS which enhance your body immune functions. They also can
improve vision and decrease the risk of cataracts.
Citrus food help your cuts and bruises and they are high in vitamin C.
Green vegetables get their rich green colour from CHLOOPHYLL. Chlorophyll
is so good for you. Dark green leafy vegetables such as spinach help keep
your eyes sight sharp, while cruciferous vegetables such as kale, Brussel
sprouts and broccoli can help prevent cancer.
By the way, we get you didn`t know that leeks, fava beans, artichokes,
Brussel sprouts and English peas are the top five crops grown by farmers in
San Mateo County!
9. So the next time you’re at the market be sure to fill your basket with a
variety of fruits and vegetables; and remember to use the rainbow as your
healthy eating guide.
This material was funded by USD Supplemental Nutrition Assistant
Program, SNAP.
SNAP provides nutrition assistance to people with low income. It can help
you buy nutritious foods for a better diet.
To find out more contact the California State information hotline 1 – 877 –
847 – FOOD.”
Students will watch the video up to minute 2. I will insist on the fact that It’s
not necessary to learn the specific vocabulary, but to get the general idea
and the last message that the video provides.
While students watch the video, I will ask students to focus on the reasons
for adding fruits and vegetables to their menus. They should get a general
idea of the types of food and their advantages. I will explain the meaning of
the vocabulary they do not understand, and give the Spanish version of the
vegetables shown in the video so that to help understanding.
After watching the video, I will ask students:
2 - What food do you think is healthy and what food do you think is unhealthy?
3 - How much healthy food do you eat? And how often do you eat healthy food?
4 - How much unhealthy food do you eat? And how often do you eat unhealthy
food?
5 - Why do you think that eating healthy is important for our lives?
6 - How much damage can we make to our bodies if we eat unhealthily?”
I will ask these questions to the whole group and I will encourage students
to answer respecting each other answers. I will also encourage students to
use L2, but if they find it difficult I will rephrase their answer in L2 and also
serve as a resource when students need it. Instead, promote student-student
interaction.
Once the discussion is finished, I will ask students to work in groups of four.
There will be four groups, and I will ask students to list:
Group 1
Advantages of healthy food
Group 2
10. Disadvantages of healthy food
Group 3
Advantages of unhealthy food
Group 4
Disadvantages of unhealthy food
Group 5
List of healthy food
Group 6
List of unhealthy food
Students will have ten minutes to think and write down as much
information as they can.
Transition: Let’s start!
Activity 3 (20’)
Purpose: To synthesize information to create posters.
I will give each group part of a chart that they will have to complete with the
information they gathered.
I will monitor each group’s job and I will serve as a guide and as a resource
when in demand. The posters will be already prepared, students will only
have to fill them with the required information. Guide the activity
FOOD ADVANTAGES DISADVANTAGES
HEALTHY
UNHEALTHY
There will be several groups that will need to work with this poster, so that
they will have a short time to complete the information and change groups.
11. UNHEALTHY FOOD
Only two groups will work with these posters. I will encourage them to add
drawings to represent the vocabulary.
Once the posters are ready, students will hang them on a wall.
Transition: Great job! Let’s finish the lesson thinking about our friends.
Closure (10’)
Purpose: To reflect on the benefits of healthy food. To give homework.
I will ask students to work in pairs again and answer to the following
question:
“What advice can you give to a friend who eats unhealthily?”
They will have five minutes to give as many reasons as they can.
HOMEWORK: I will invite students to take a look at Romilly Newman’s blog
http://littlegirlinthekitchen.blogspot.com.ar/ and choose a recipe they
would like to try.
HEALTHY FOOD
