Plan 3
Alderete Maiten, Gonzalez Alberto
I.S.F.D. y T N°18
Profesorado de Inglés
La construcción del trabajo docente en la escuela primaria (Practicum II)
Garofalo Silvana
18 of October of 2024
1
Level: 4th grade
Title of unit: A shopping list! Lesson sub-theme: Food
Lesson objective(s): During the lesson Ss will be able to a) read and understand about preferences related to likes and dislikes and b) write about them.
Step Tim Student activity Aids/ Linguistic Pedagogical/
e Teacher activity Interact Skill Resour content Linguistic Aims
ce s
ion s
1 W 3 c)Ss answer the a)Greet the class T/WGr L/S/W BB, Greetings, days Create an English
ar mi question b)Ask Ss about the date markers of the week, atmosphere and
m n. e)Ss copy the date d) Write the date on the BB numbers, strengthen a
up months of the routine
year,
2 5 b)Explain what a a)Show Ss a shopping bag and ask them T/WGr L/S BB, Retrieve prior
min. shopping bag is what is it and for what purposes do we markers knowledge
for use it eliciting the theme of the lesson Meals: about food and
d)Mention food c)Ask students what they usually eat for Breakfast, lunch beverages. Try to
and beverages breakfast, lunch and dinner, check and dinner create an affective
they usually pronunciation and vocabulary. Write the filter by listening
eat/drink most common answers on the BB. and interacting
Food: with Ss.
3 Dev 10 e)Answer questions a)Explain Ss that we are going to read T/WGr R/L/S Worksh ● Toast Expose Ss to a
elop min. about what a girl very similar to them eats eets ● Honey written text.
ment in her day. ● Sandwic
b)Hand out Ss a worksheet (figure 1) and h
start reading the text making pauses to ● Cheese
check Ss understanding, avoid reading the ● Salad
last two sentences of the text. ● Tomatoes
d)Check reading comprehension by ● Pasta
asking some questions ● Hamburg
● What is the name of this girl? uers
● Where does she live? ● Tomatoe
● How old is she? soup
● What does she usually take for ● crisps
breakfast? ● empanad
● What does she usually take for as
lunch?
● What does she usually take for
dinner? Bevarages:
● Do you think this is a healthy or
unhealthy diet?
● Milk
4 5 b)Answer the a)Read the last sentences of the text. “My T/WGr R/L/S/W Worksh ● Orange Improve students’
min. questions grandma sent me to the shop. Can you eet, Bb juice ability to extract
help me make a shopping list?” and identify
Explain that Camila doesn’t know how to requested
make a shopping list and ask Ss how they Like/ Don't like information.
would complete Camila’s shopping list
c)Copy on the BB one or two options
given by Ss and then instruct the Ss to Hate/love
complete the activity by themselves
d)Monitor and correct mistakes
Healthy or
5 10 c)Create their own a)Ask Ss if they remember that at the T/WGr L/S/W Worksh unhealthy foods
min. shopping list. beginning of the class they were asked eet, Bb and diets Develop the
about what they usually eat learner's writing
b)Tell Ss that now they have to make their ability and
own shop list according to what they competence to
usually eat because they have to go to the solve problems in
shop to buy food and beverages. real life.
d)Monitor and correct mistakes Expose Ss to real
situations.
6 10 b)Answer the a)Ask Ss to imagine that they went to the T/WGr L/W/S Worksh
min. questions shop to buy things but they don’t know eet, Bb,
where are the objects they are looking for.
Elicit the need to ask help from a shop
assistant.
c)Hand out Ss a worksheet (figure 2) and
ask them the following question:
”Imagine that a shop assistant asked you
this questions. How would you answer
them?”
d)Read aloud the questions of the
worksheet and check they understand
them.
7 Clos 2 b)Answer the a)Ask Ss if in the future they will know T/WGr L/S Worksh ● Check if the
ure min. question. how to create a shopping list. eet, Bb students
c)Ask Ss if they liked the class. understood
the topic.
● Make Ss
reflect on
the use of
the contents
worked on
the class.
Key: Ss= students T= teacher St= student BB= blackboard Gr 4 or 6 = groups of 4 or 6 WGr= whole group S= speaking L= listening R= reading
W=writing
Materials:
Figure 1
References:
Figure 2
● Scrivener, J. (2005). The subject matter of language teaching. En Learning-Teaching (pp. 27-29). Macmillan.
● Dirección General de Cultura y Educación. (2008). Inglés. En Diseño Curricular para la Enseñanza Primaria (pp. 294 - 309)
● Estaire, S., Zánon J,. (1994). A framework for planning units of work. En Planning Classwork: A task based approach. (pp. 4-19).
Macmillan.
● Cameron, L. (2001). Learning language through tasks and activities. En Teaching Languages to Young Learners (pp. 21-35). Cambridge.
