I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 4to año “F” ESOCantidad de alumnos: 20Nivel lingüístico del curso: Pre - IntermedioTipo de Planificación: claseUnidad Temática: Eating habitsClase Nº: 6Fecha: 20/11/15Hora: 15:00 a 16:20 hsDuración de la clase: 80’Fecha de primera entrega: 18/11/15

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 through 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 drinksTalking 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’tYes, she does/No, she doesn’t

Apple / æp. /ˈ l ̩Cheese /t i z/ʃ ːOrange juice/ orind /ˈ ʒ /d u s/ʒ ːDo /du /ːDoes /d z/ʌ

Don’t /d nt/əʊDoesn’t / d z. nt/ˈ ʌ əDid /d d/ɪ

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 PastDid + all pronounsRegular and irregular verbs in the past

New Talking about healthy food.Giving opinions.

Healthy diet – favourite food – teen celebrity chef -

Healthy /hel I/θ

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=9gGKGtyhHUA called “I’m Addicted to Junk Food”, and the book’s website www.oup.com/elt/champions.

Pedagogical use of ICT in class or at home: The use of the video works both as comprehensible input which is a little further than the student’s level and as visuals so that to account 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. I will also introduce the video explaining what they have to focus on and giving some clues while students watch the video.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. On the other side, it is possible that students misbehave during the lesson. During the observation I noticed some students who tried to call the teacher`s and the rest of the group’s attention laughing out loud, making jokes and disturbing the rest of the students. In that case, I will explain those students that they need to pay attention so that to work with the following activities, that instead of making jokes I would like to hear their opinions regarding the topic; and I could even ask them for help installing the computer, giving out the copies or even sticking the pictures on the board. They could work as my assistants. If these students are reluctant to comply with my instructions, I could ask them to change seats and work with different mates.

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.

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 ion 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 miming game. I will explain to them that they will have to take one picture from the bag and mime it to the rest of the class. Every time students guess a word, I will invite them to stick the picture under the correct tittle (HEALTHY FOOD – UNHEALTHY FOOD) in a chart that I will draw on the board. The chart will be:HEALTHY FOOD UNHEALTHY FOOD

The flashcards will be:

I will encourage students to label the food with the correct names.

Transition: Great chart! Let’s talk a little bit more about healthy and unhealthy food.

Activity 1 (20’)Purpose: To discuss about the importance of eating healthily. To understand a video.

I will ask students: “What type of food do you eat when you go to the cinema or when you watch a movie in your house?” EA: “chocolate, snacks, coke, ice – cream…”“What type of food do you eat when you go to a restaurant?” EA: “sandwiches, pizza!”“What do you think about junk or unhealthy food?” EA:” It’s bad for our health!”“What do you think are the effects of unhealthy food in our bodies?”EA: “you get addicted to junk food!”

After the discussion, I will write the following questions on the board:“What is the man doing?What type of food is he eating?What do you think the girl tells him?”While students watch the video I will ask them to think of those questions so that to discuss after watching the video.

I will invite students to watch the following video: https://www.youtube.com/watch?v=9gGKGtyhHUA called “I’m Addicted to Junk food”

“0:01from booze John Buck read/write0:03stop0:07all I have to babysit the girl0:10you’re having the time of your life0:18aren't you? you know that's right! well I'm sorry I'm gonna0:21ended do what she does she devil0:24excuse me! you made the fun go away!0:27we said we were going to eat healthier! This isn’t healthy!0:30what am I supposed to do to console myself when you’re gone?0:34 I'm gonna be gone for two hours!0:38but that's an eternity without you my love!0:42no! fine!0:45this is the end of junkie food0:48you can eat this! okay I have to babysit I'll be back soon!0:59okay goodbye!1:03so, you liked the to graze box1:07it's delicious! which ones your favorite mix?! the one with all the nuts1:12no! I can't believe you!1:16did you pick this out of the trash?1:19you know I don’t really want to know.

1:23here! I’m gonna to watch you eat this! Strange the aggressive 1:30in1:34that means you liked it. Don’t you? yeah! Of course you do1:37it's dried food, naturally sweet! No, I'm sorry I can’t babysit tonight1:47I got my own baby to deal with. I want more!I will explain to students that they will watch the video up to 1:53.Now that students have watched the video, I will ask the question I have already written on the board. If students do not get the main idea of the video, I will play the video again stopping every time students need explanation. If students do not want to speak, I will ask them to work in pairs and discuss the answers to que questions so that share them with the group.

After the discussion, I will invite students to work in pairs and solve the following activity:

COLEGIO PROVINCIAL KLOKETÈNTEACHER: Lorena

Solve the following matching activity:

A-

B-

1-Watches TV

2-Goes to babysit

3-Eats junk food

4-Throws the food to the dust bin

5-Talks about healthy food

6-Wants to eat more junk food

7-Offers healthy snacks

8- Loves healthy snacks

Once students finish the activity, they will have to answer the questions orally and one student will be in charge of writing it on the board.

Transition: Now, wWhat do you think about educating children and adolescents on food consumption?

Activity 2 (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

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 on 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 work in pairs. I will ask them to skip the text so that 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 so that to get a global idea of the content of the text.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 it 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.

Closure (5’)

Purpose: Purpose: To reflect on the benefits of healthy food. To give homework.

I will ask students to work in groups of four and answer to the following question:

“What advice can you give to a family member who eats unhealthily?”

Specify the type of structure Ss will have to use.

They will have two minutes to write on a sheet of paper as many reasons as they can.

HOMEWORK: I will invite students to take a look to Romilly Newman’s blog http://littlegirlinthekitchen.blogspot.com.ar/ and choose a recipe they would like to try.

I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 4to año “F” ESOCantidad de alumnos: 20Nivel lingüístico del curso: Pre - IntermedioTipo de Planificación: claseUnidad Temática: Ordering Food and Drink/Pedir comida o bebida en un restaurant.Clase Nº: 7Fecha: 24/11/15Hora: 10:45 a 11:25 hsDuración de la clase: 40’

Fecha de primera entrega: 22/11/15

Teaching points: Revision of vocabulary about food and drink. Talking about how to order food and drink at a restaurant. Present the uses of “Would”.

Aims or goals: During this lesson, learners will be able to… Develop speaking and listening skills by interacting with peers

and the teacher Develop listening skills by listening to a conversation about…

Language focus:Function Lexis Structure Pronunciation

Revision Talking about different types of food and drinks

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

Present simple for questions and answers DO + you/they/we/I + verb … ? DOES + He/she/it + verb … ?Yes, I do/No, I don’tYes, she does/No, she doesn’t“What do you eat for breakfast?”“I eat…..”“Does she eat fruits?”“Yes, she does/No, she doesn’t”“How much….do you eat?”

Apple / æp. /ˈ l ̩Cheese /t i z/ʃ ːOrange juice/ orind /ˈ ʒ /d u s/ʒ ːDo /du /ːDoes /d z/ʌ

Don’t /d nt/əʊDoesn’t / d z. nt/ˈ ʌ ə

New Ordering food and drink at a restaurant.

I/you/we/they/she/he/it

+Would/’d“What would you like to

eat/drink?”“I’d like a chicken

Wouldstrong /wʊd/ weak /wəd/ /əd/Would you…?/wʊdjə/

sandwich, please.”

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 an audio, and a conversation from the student’s course - book. Group discussion and student – student, student– teacher interaction will be developed through acting out the conversation and role playing a restaurant situation. By working with a text, students will also develop their reading skills.

Materials and resources: The board, markers, flashcards, word - cards, a text from the students’ coursebook “Champions” 2, 2nd edition Christina de la Mare-Sheila Dignen Oxford, page 22, copies.

Pedagogical use of ICT in class or at home: The use of the audio works as comprehensible input which is a little further than the student’s level, which together with the use of pictures, accounts for at least auditory and visual learners. The audio track presents a conversation that simulates a real life situation and also takes into account students contexts as the city is full of restaurants because of tourism.

Seating arrangement: The students will be sieatting 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 audio 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. I will also introduce the audio explaining what they have to focus on and giving some clues while students listen.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 encourage 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. Students could be reluctant to act out or role play the situations I present to them. Therefore, I will ask proficient strong students to give an example with me or with my help so that the rest of the group has an idea of what they have to do. Besides, I will mix the groups with proficient strong and weak, introvert and extrovert students so that they help each other and feel eager to participate.

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. I will also write the phrases on the board so that to help them use the language. Moreover, while students perform the situations I will guide them with models of questions and answers written on the board that will help them speak.Students could feel that they do not understand either the audio 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 audio.

Assessment: what will be assessed and how Students will be assessed on their understanding of the topic, on their ability to identify specific information during the listening and reading activities, and on their ability to perform the acting out and the role play.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 in their English binders.

I will ask them “Do you go out to eat with your families and friends?” EA: Yes! “How often do you go out for dinner?” EA: Every Friday/ at weekends/during holidays/never.

Transition: Tell me, what type of restaurants do you like the most? EA: Chinese restaurant / Pasta restaurant / Barbecue restaurant.

Warm Up (10’)Purpose: To review vocabulary about food and to present the context of the lesson.

I will ask students the following:“What type of food would you like to eat at a restaurant?” I will write the question on the board and I will add the word WOULD with a word card in the middle of the question.

I will draw a cloud on the board to write students answers.

I will explain to students that we use WOULD to ask and answer politely. To illustrate this function of WOULD, I will show students two pictures: one about a polite waiter, and the other one about an impolite waiter.

The pictures will be:

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

WOULD

I will elicit from the students “What pictures shows a polite waiter, and which one shows an impolite waiter?” EA: The picture on the left/the picture on the right!

This way I will ask students the same question about the food they would like to eat at a restaurant and I will also rephrase their answers and write them on the board. This time, I will use the short form of the word WOULD.

“What type of food would you like to eat at a restaurant?” “I’d like to eat fish and chips”

I will highlight the words “I’d like” with a circle, and I will explain to students that that is the short form of the word WOULD.

Transition: Now, let’s listen to a restaurant conversation.

Activity 1 (15’)

Purpose: To develop student’s listening and reading skills.

I will ask students to work in pairs. I will give out copies of the exercise from the student’s book “Champions” 2, 2nd edition Christina de la Mare-Sheila Dignen Oxford, page 22, point 1, CD track 12.

Then, I will explain to students that they are going to listen to a conversation between a waiter and his clients at a restaurant.

I will present the vocabulary students will need to understand the dialogue with flashcards. Then I will stick the pictures on the board and I will invite students to write the vocabulary for each picture on the board. This vocabulary will also help students complete the fill in the gap activity that they will complete later.

The pictures will be:

Cake – cheese – chicken – cola – orange juice - potato

After students write the vocabulary on the board, I will ask them to pay close attention to the conversation they are about to listen to.

While students listen, they will have to answer the following questions that I will write on the board. I will ask them to discuss the answers with their partner before they give the answer. Once they agree with their partners, they will give the answer. I will remind them that the idea of the activity is to collaborate so that to get to an agreement about their answers.

The questions will be:

“How many customers clients are there? EA: two!

One of the clients asks for a cola, is it large or small? EA: large.

How much money do the clients spend? EA: 15, 20.”

After listening for the first time and answering the questions, I will ask students to listen to the conversation one more time.

This time students will work with the course book copy and they will fill in the blanks with the necessary vocabulary.

Once the activity is done, I will ask three students, one for each character, to read the conversation aloud with the answer included. While students read, I will write their answers on the board so that to check.

The answers are: 1cola – 2potato – 3cheese – 4orange juice – 5cake.

Transition: Great work! Now you will be the characters!

Closure (10’)

Purpose: To close the lesson with a freer activity.

I will hand out several restaurant menus from our city. I will explain to students that they will be customers clients and waiters/waitresses at the restaurants. Students will work in groups of three.

The waiters/waitresses will welcome the customers clients and will ask them for the customers orders. The clients will have the chance to take a look at the menus before ordering.

I will take into account different types of students, so I will ask extrovert students to work with introvert students, and strong students to work with weak students so that to encourage student – student cooperation.

I will model one role play with two more students so that to give the rest of the group an example of the activity. If students finish fast, I will ask them to exchange groups so that they to work with different menus.

*closure and feedback.