I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA DOCENTE III

ENTREGA DE PLANIFICACIÓN

ALUMNO PRACTICANTE: Renata Carignano Torres

Grado y sección: 7º 19º

Nivel lingüístico del curso: básico

Cantidad de alumnos: 26

Tipo de Planificación: Clase

Unidad Temática: Foods and Drinks

Clase Nº: 1

Duración de la clase: 90 minutos

Fecha de la clase: 16/10/2018

Fecha de entrega de la planificación: 09/10/2018

Learning Aims 

During this lesson, learners will be able to…

• Explore different types of food and beverages;
• Review and reinforce vocabulary seen in previous classes;
• Classify foods using adjectives: bitter, sweet, sour, salty.
• Review the third person singular (it) of the verb to be and indefinite articles A, AN → It’s a/an;
• Ask about other people’s preferences using the structure ‘Do you like...?’ and answer using short form;
• Express likes and dislikes using the structure I like/ I don’t like;
• Develop listening skills (by listening to instructions), reading (by reading simple sentences), writing (by writing about their favourite foods), and speaking (by talking about flavours, likes and dislikes, and interviewing classmates).

Language Focus

Materials

• The board
• Pencils
• Mood faces: happy, sad, sleepy, angry
• Flashcards (bread, cheese, pasta, cake, tea, milk, juice, pizza, chicken, meat, apple, orange, banana, strawberry, onion, potato, carrot)
• Real food/objects (candies, lemon, mate, saltshaker, cookie, apple, bread, black tea, lemon, pieces of cheese)
• Sleep mask to cover students’ eyes
• Flavours worksheet
• Paper or plastic plates
• Playdough or crayons
• Survey worksheet (likes and dislikes)
• Bingo cards
• Beans to play bingo

Procedures 

ROUTINE 

Purpose: To start the class

Timing: 3 minutes (plus 10 to 15 until students get to class and cool down)

1. Greet students

• Hello!!

2. Show them a few faces: happy, sad, sleepy, angry and ask how they feel.

• How are you today? I’m happy!

3. Ask for the date (day of the week, number and month).

• What day is it today?

4. Write the date and how students are feeling → Today is Tuesday, 16th October. I am …..

5. I’m going to give you different faces during the class (show them the faces) to demonstrate how I feel about your behavior (I might use L1 to talk about this). If you get three angry faces you will have to talk to Seño Cristina.

Mood faces:

I’ll use just happy, sad, sleepy, and angry. I’ll draw my own.

Behavior faces:

I will use them for behavior. The group teacher uses cards.

• Transition comment to link each stage of the lesson with the next one:

I’m pregnant (mime it), so I eat a lot! Let’s take a look on what I ate yesterday.

WARM- UP

Game: Run for the food

This is just an example. I have flashcards for all foods I’m going to use.

Timing: 10 minutes

1. Use flashcards to introduce/review food items (bread, cheese, pasta, cake, tea, milk, juice, pizza, chicken, meat, apple, orange, banana, strawberry, onion, potato, carrot)
2. Show each flashcard one by one and elicit or teach the word, using indefinite articles when necessary.
3. Elicit the name, helping them in the use of the verb to be: It’s a banana!
4. Play quick a game: stick the flashcards on the board. Divide students into two teams and call out sentences about the food you like, e.g. ‘I like pizza.’
5. One child from each team runs out to the board to touch the correct items. The first one to touch gets a point for his/her group.

• Direct speech:

I’m going to show you pictures of foods and drinks I ate and drank yesterday.

I show the picture and you try to guess what it is.

For example: What is it? (show bread). It’s bread!

Can you repeat? It’s bread.

Now we are going to play a game. I’m going to stick the pictures on the board (show the action).

I’m going to divide you into two groups (count them in English and ask each one to sit with his/her group).

Now, I say a sentence, for example: I like pizza. One member of each group has to come to the board and touch pizza.

Maria, do you want to help me demonstrating the activity? 

• Scaffolding strategies

• Show them images of foods and drinks to help them remember previous vocabulary;
• Model It’s a…
• Explain the game by demonstrating it and using mime. Ask students to help me.

• Transition comment to link each stage of the lesson with the next one:

What are these? (show them candies). How do they taste?

PRESENTATION 

DEVELOPMENT (PRACTICE and PRODUCTION)

Activity 1: A world of flavours

illustrative image taken from the internet. I’ll use just sweet, sour, bitter, and salty

worksheet tastes

Timing: 20 minutes

1. Tell them foods and drinks have different tastes: sweet (show a few candies), sour (show a lemon), bitter (show a mate), and salty (show a saltshaker).
2. Write the tastes on the board and stick a picture representing each taste.
3. Taste testing: set up a table (a big one) or two tables, as it’s a large group, with different bites of food (a cookie, apple, bread, black tea, lemon, pieces of cheese, etc). Cover them and tell students they have to guess what the food is by testing it and classifying it into sweet, sour, bitter and salty.
4. Ask students to come to the table and with their eyes covered, they taste the food. (example: It’s sweet, it’s an apple). Demonstrate the activity first by asking a student to cover my eyes and give me one of the bites of food.
5. Ask them to write the name of the food under its corresponding taste on the board.
6. Give them a worksheet so they can classify different foods into different tastes and express which one they like better.

• Direct speech:

Do you like candies? (help them using English). How do they taste? (they will probably answer in Spanish). They’re sweet

How about this (show them a lemon). What is it? How does it taste? (they will probably answer in Spanish). It’s a lemon. It’s sour.

And this? (show them the mate). It’s mate! How does it taste? (they will probably answer in Spanish) It’s bitter.

And this? (show them the saltshaker). It’s salt! It’s salty.

Foods and drinks have different taste. What do you prefer? Let’s try them!

I’m going to put bites of different food inside these cups and we are going to do a flavor testing.

I need volunteers. You are going to close your eyes and the other students and I are going to give you a cup with a bite of food. I’m going to show you (one student covers my eyes and gives a cup). It’s salty! It’s cheese!! (for example).

Now, you can sit down and look at this worksheet. Here you can see four teenagers: John, Marc, Jenny and Sarah. John likes sweet foods, Marc likes sour foods, Jenny likes bitter, and Sarah likes salty. Right bellow you have different foods and drinks (picture and name). You have to match them with the corresponding person.

Now what flavor do you like better?

• Scaffolding strategies

• Show them real food;
• Ask questions (they might use L1) and say the tastes in English.
• Demonstrate the activity

• Transition comment to link each stage of the lesson with the next one:

So now that we all know what tastes you like, let’s see what foods and drinks you like.

Activity 2: What’s on your plate?

illustrative image taken from the internet

survey worksheet

Timing: 25 minutes

1. Bring paper or plastic plates (or a worksheet with a plate printed on it) to class and give one to each student.
2. Explain to them they will have to put on the plates what they normally eat.
3. Give them playdough so they can make their food. If the plates are made with paper, they can draw the food.
4. Go around asking what is on their plates (the name of the food and the taste).

7. Show them my plate (with lots of fruits and vegetables) and tell them what’s on it.
8. Write on the board: I like apple, tomato, carrot, bread, empanada (stick a picture of the food mentioned and write their names bellow).
9. Ask them Do you like ……? Teach the form: Yes, I do. / No, I don’t.
10. Give them a worksheet so they can interview three classmates about likes and dislikes. They will go around the classroom asking questions: Do you like broccoli? (the food is going to be in the worksheet and they will have to tick or cross their classmates’ answers).
11. Now ask them to complete the chart: My favourite food is…… / I like……… / I don’t like…. / The traditional food of my country is…..(show my worksheet as a model)
12. Elicit a few students to read their answers.
13. Students draw the traditional food.

• Direct speech:

What is it? (show a paper/plastic plate). Help students with the word plate.

Look this is my plate. This is what I normally eat. (show my plate – a print from the internet) and pass it around.

Now I will give you plates and play dough (it could be crayons) and you have to put on your plates what you normally eat. Use the play dough to make your food.

So now that you have your own plates and I have mine, I’m going to show/tell you what I like like apple, tomato, carrot, bread, empanada (stick a picture of the food mentioned and write their names bellow). And I don’t like bananas.

Maria, do you like bananas? (Maria might say: Yes). Sure…Yes, I do. (write it on the board). Ezequiel, do you like tomato? (Teach the negative form). No, I don’t.

So now you can interview your classmates about what they like or what they don’t like. (handle the worksheet).

You have to ask questions: Do you like …broccoli, apple, potato, onion, tomato, chips, pizza, bread, chicken? What do you have to say? (elicit answers).

Now, go around the classroom to interview three classmates. Take notes on the worksheet.

After you finish, you can complete the chart below and draw a typical food from Argentina.

• Scaffolding strategies

• Show them pictures;
• Ask questions;
• Mime;
• Demonstrate the activity.

• Transition comment to link each stage of the lesson with the next one:

Excellent job! Next class we are going to see different food from different countries! Now, let’s play bingo!

CLOSURE   

Bingo

Timing: 10 minutes

master bingo card taken from the internet

1. Put them in groups for three.
2. Ask them if they’ve played bingo before and if they know how to do it.
3. Show them the cards with food printed on it and.
4. Distribute the cards (one per group) and ask them to take a good look at the pictures to check if they know each one of them. Give them some beans for them to put on the top of each picture I call.
5. Tell them I’m going to call the name of the food or drink out loud, and if they have the corresponding pictures, they have to mark it.
6. The first group to make a line (horizontal or vertical) has to call bingo.
7. Demonstrate it to the students.
8. Give the winners a small prize.

• Direct speech:

Have you ever played bingo? Do you know how to play it? Do you like it?

I love playing bingo and today we are going to play food bingo.

Get together in groups of three.

Those are the cards, they have pictures, and I’m going to give each group a card.

Make sure you take a look at the pictures to check if you know all of them.

I’m going to call the name of the food and if you have the picture you have to check it with the beans (show them the beans).

The first group to have a vertical or horizontal like has to shout bingo and it’s the winner! (draw a card on the board to show horizontal and vertical lines).

• Scaffolding strategies

• Explain the activity step by step using mime and drawings;
• Ask questions;
• Demonstrate the activity.

Each activity must be described in terms of the following components:

• Timing

• Activity description and instructions as they will be said to students (include direct speech)
•  Scaffolding strategies

• Transition comment to link each stage of the lesson with the next one

To be completed by your tutor: