Universidad Católica de la Santísima Concepción

English Pedagogy Programme

Teaching Practice
UNIT PLAN

Topics: Food and healthy habit. Class: School: San Ignacio Student-Teacher:
7th Grade Matias Galvez
Main aim(s) : Learning Outcomes:
● Recipe
By the end of the lesson students will be able to comprehend general and specific information from a ● Checking list, Rubric
descriptive text about famous people’s eating habits
● Written questionnaire
By the end of the lesson students will be able to comprehend general and specific ideas from a tv ● Checking list , Rubric
cooking competition show

By the end of the lesson student will be able to reproduce a dialogue about ingredients in food

By the end of the lesson interview a partner about his/her eating habits and state if she or he has a
healthy diet.

By the end of the lesson Students will be able to Write the list of ingredient for their favorite meal
recipe and read it aloud to a classmate. (role play)

Attitudinal Aim(s):
Collaborative disposition
Enthusiastic attitude

Date: Class length: Language Content: Main Skill(s): Main Text Assessment:
activities: Type:
Gram: Countable and uncountable nouns. Reading Understandin Written Check List
Tuesday 90 min Vocab: Food Writing g activity
15th (Book)

Gram: Countable and uncountable nouns. Listening Reproduce a Audio Check List
Thursday 60 min Vocab: Food, meals Writing dialogue
17th

Tuesday 60 min Gram: Quantifiers Reading Interview a Written Check list

22nd Vocab: Food containers speaking partner Rubrics

Tuesday 90 min Gram: Quantifiers Reading Write and Written Check List
29th Vocab: Food containers Speaking read aloud a Rubrics
ingredients list

Thursday 90min Gram: Quantifiers, Countable and Writing Write and Written Check List
31nd uncountable nouns Speaking read aloud a Rubrics
Vocab: Food containers, meals ingredients list
 Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN
Class: 7th grade Date of lesson: Time of lesson: Length of Student-Teacher’s
15/5/2018 9:50 lesson: name:
School: Colegio San Ignacio 90 min. Matias Galvez
Unit: 9 What I ate yesterday?

Main Aim: By the end of the lesson students will be able to comprehend general and specific information from a descriptive text about people’s eating
habits (written)

Assumed Knowledge: Aids

Food vocabulary Projector
there is/ there are White board
Past simple Marker

Adapted from University of Sussex

Stages Procedure What I am going to say Skill Time Interaction
What I am going to do Instructions, CCQs, Feedback,etc (min) T-Ss;Ss-Ss;etc

Pre
Listening 15 min T- Ss
Good morning students how are you
LEAD-IN T starts asking Ss how they are today today?
Ss-T
First of all let’s see these two pictures
T shows two pictures about a typical
Chilean and British breakfast As you can see here, these is a typical
breakfast in Chile
T checks Ss understanding do you know what is breakfast ?

T presents his own breakfast Ok, this what I ate yesterday

my food yesterday was a cup of milo
Tasks to students what they can see in and a toasted bread with avocado.
the pictures

Breakfast is the first meal in the day. In

Chile we have normally three meals Speaking
breakfast and what else?
Lunch and Dinner
Now you answer in spanish.
PRESENTATION T asks about student’s breakfast and write
What did you eat yesterday? 15 min
the vocabulary that will be seen on the
board.

T presents a activity about food

Breakfast is the first meal in the day. In
Chile we have normally three meals
breakfast and what else?
Lunch and Dinner

While T presents a vocabulary activity about

Open your book in page 163 and do the Reading 15 min
PRACTICE food activity.
You have 5 minutes to do that a activit
put the correct number with the name
T checks the activity
Now let’s check it.
Now open your book in page 68 let’s do Writing
T presents reading activity

T checks the activity
T presents countable and uncountable
nouns by two elements (real elements)
and asking Ss if they can count each of
them
T explains the difference of both
Post T presents a worksheet to check grammar
PRODUCTION features
T checks the grammar features
Presents a review of the grammatical
concepts
T closes the the lesson by a learning
process review
Universidad Católica de la Santísima Concepción
Exercise 2. about eating habits
Read letter b
Now let’s see the answer
Here we have pencils, how many pencil
do we have here? one and two, and
what about this milk….can you count it?
can you say one mil, two milk? is it
possible?
Now the difference as you see is that
you can not count this elements/ food
(bread, milk, cheese, rice, coffee, jam
etc)
20 min
Let’s see this worksheet
15 min
Now let’s check it
Now let’s see what were the grammar
topics of today.
was it difficult for you ?
 English Pedagogy
Teaching Practice
LESSON PLAN
Class: 7th grade Date of lesson: Time of lesson: Length of Student-Teacher’s
17/5/2018 8:00 lesson: name:
School: Colegio San Ignacio 60 min. Matias Galvez

Main Aim: By the end of the lesson students will be able to comprehend general and specific ideas from a tv cooking competition show (written)

Assumed Knowledge: Aids:

Food vocabulary Projector
there is/ there are White board
Past simple Marker
countable / uncountable

Adapted from University of Sussex.

Stages Procedure What I am going to say Skill Time Interaction

What I am going to do Instructions, CCQs, Feedback,etc (min) T-Ss;Ss-Ss;etc
 Ok students how are you today? 10 min
Pre Do you remember the last class,
LEAD-IN countable and uncountable nouns
T asks Ss if they remember the differences can you tell me the differences?
Now, countable are nouns or elements
T explains the differences that you can count and uncountable
are what you can not, in this case food
(milk, sugar, etc.)
T checks Ss previous knowledge with a 10
min game. Let’s play a game to observe if you
remember. Have you heard stop pencil
I will give you the category (breakfast,
dinner, lunch) and you have to write the
the food and if it is countable or
uncountable, and if you complete the
five you say stop pencil then we count
T models the activity the points.
I am going to show how to do it.

T check countable and uncountable nouns

PRESENTATION grammar aspect. Let’s check more about countable and
uncountable nouns 15 min

T presents an activity about the

grammatical content. In order to ask questions about this
elements
you use the following structure
How many for countable and how
much for uncountable.

While T models a daily activity where is asked

when you go to a supermarket usually
how much/ how many elements he would 20 min
you enter and say ‘’I want something’’,
PRACTICE like.
who is attending says how much or
many do you want.

Now for example if I want some

T asks Ss to check understanding avocados, what is the correct question
how much or how many?
and what about sugar, and oil, and
T continues with the rest of the examples garlic, onion, rice etc?

Do you remember Masterchef? Do you

 know something about that? what do
T activates Ss background knowledge to you remember?
fulfill activity 6.

Now open your book in the page 69 in

the activity 6, what does comes to your
T presents a listening activity mind with this picture at the top? is it a
kind of program? what do you think?

T asks Ss to compare their answer after Let’s answer letter ‘’a’’ first and then
each audio. let’s continue with the rest b and c.
T asks Ss to share their answer after the
each listening.
In the same page let’s see the
T presents a speaking activity speaking activity, work in pairs and tell
your classmate what you ate
yesterday.

write the ingredients of your favourite

dishes and tell to your partner I will
T checks the activity
check your performances
Now let’s see this dialogue
Practice with your partner
T presents a worksheet
I will monitor you

T checks the the worksheet

10 min

Post was this lesson difficult, what part was

PRODUCTION T closes the the lesson by a learning more difficult?
process review

Universidad Católica de la Santísima Concepción

English Pedagogy
Teaching Practice
LESSON PLAN
Class: 7th grade Date of lesson: Time of lesson: Length of Student-Teacher’s
22/5/2018 9:50 lesson: name:
School: Colegio San Ignacio 60 min. Matias Galvez
 Main Aim: Reproduce a dialogue about ingredients in food

Exponent(s): Assumed Knowledge:

What do you want? Food vocabulary
I want some/a + uncountable/countable noun(food) there is/ there are
I don’t want a/any countable/uncountable (food) Past simple
Do you want any/a countable/uncountable (food)? countable / uncountable
some-as-any

Target Language:
I want some oranges
I don’t want any oranges
Do you want any oranges?

Anticipated Problems …..and Solutions Projector

─ No required vocabulary learnt - Checking previous vocabulary White board
Marker
Worksheet

Adapted from University of Sussex

Stages Procedure What I am going to say Skill Time Interaction

What I am going to do Instructions, CCQs, Feedback,etc (min) T-Ss;Ss-Ss;etc

LEAD-IN T makes a Review previous of the
previous lesson
T presents another aspect of countable
PRESENTATION
and uncountable nouns /foods, how to
ask for them.
T presents vocabulary of food containers
T presents Vocabulary of food quantifiers
T introduces grammar aspects
T presents practice of the new countable
and uncountable grammar aspect
PRACTICE T presents an activity
T checks the worksheet
How are you students? g 10 min
Ok let’s start the lesson…..
first i am going to tell you a story
In order to ask questions about this
elements
15 min.
you use the following structure
How many for countable and how
much for uncountable.
when you go to a supermarket usually
you enter and say ‘’I want something’’,
who is attending says how much or
many do you want.
Now you probably will ask, if can not
count that food what can you count. if I
go to a supermarket, let’s see some
words in page 70
Now if you want to know how much or
how many food there are, you need to
use the following words see page 70 2
‘’a’’
Now definitely to know how and where
can we use countable and uncountable
nouns let’s see page 140 Grammar
bank.
20 min
Now let’s do this worksheet
with the aspects that we have seen
about countable and uncountable nouns
in this lesson.
Now let’s check it
 T presents dialogue activity

Now imagine that you go to a grocery

store, how would you act, read the back
T monitors Ss performance of the worksheet and practice with your
partner

T asks Ss to reproduce a dialogue related

to the ingredients of food in the book

PRODUCTION
T closes the lesson by asking how was 15 min
the student learning process How do you feel about today's lesson?
it was difficult for you?
 Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN
Class: 7th grade Date of lesson: Time of lesson: Length of Student-Teacher’s
29/5/2018 8:00 lesson: name:
School: Colegio San Ignacio 90 min. Matias Galvez

Main Aim: By the end of the lesson interview a partner about his/her eating habits and state if she or he has a healthy diet.

Assumed knowledge: Aids:

Food vocabulary Projector
there is/ there are White board
Past simple Marker
countable / uncountable
some-as-any
Food containers.

Adapted from University of Sussex

Stages Procedure What I am going to say Skill Time Interaction

What I am going to do Instructions, CCQs, Feedback,etc (min) T-Ss;Ss-Ss;etc
Pre How are you students? 15 min
Do you remember previous lesson?
LEAD-IN T asks Ss about previous lesson
Let’s make a play to se if you remember
the content.

T presents a game to check Ss Now write ingredients in the board or in

understanding. your copybook and at the end of the list
write the meal, I will give you the meal
and you will write as much words as 15 min
you can
T models the activity
Let’s do this
T checks the activity
PRESENTATION

Do you remember countable and

T reviews countable/ uncountable nouns uncountable nouns, who can tell me the
by different media. differences?
T present a written activit Let’s do this worksheet, answer the 20 min
question and circle if it is correct the
While form to do it

PRACTICE

T presents a pre-reading activity Let’s seepage 71 4 ‘’a’’ speaking there

T asks Ss to interview their classmates
T monitors each pair
you have to complete with how much or
how many
Now with the same questionnaire
interview your classmate and identify if
she/he is need to eat less sugar.

Now let’s see a brief summary of the

Post T makes a brief review of the content content until now, please be care to
seen until that lesson take notes and if you have any question
PRODUCTION please fell free to ask
Closing (Lesson review)
was the lesson clear enough? what do
you think? 20 min
T explains the next lesson activity, the
instruction, , how it will be evaluate.
I will take ten minutes to explain our
next week activity.
Lesson plan:# 5 Level: 7th grade Date: Thursday 31st Time: 8:00 Length: 90 minutes Teacher: Matias
, 2018 Galvez

Aims: By the end of the lesson Students will be able to Write the list of Assumed Knowledge:
ingredient for their favorite meal recipe and read it aloud to a classmate. ● Vocabulary of food
(role play) ● Vocabulary of food container.
● Vocabulary of quantity

Anticipated problems: …and solutions: Aids:

● Students may not remember the ● Brief review of the vocabulary ● White board
vocabulary learnt in previous through a lead in activity. ● Ppt
lessons. ● Brief explanation of new ● projector
● Students may find new vocabulary vocabulary. ● Cardboard
● Switch to Spanish while giving ● Markers
to deal with.
● Students may not understand instructions/ write on the
spoken instruction in English. whiteboard..
● Students may have problems with ● Modelling and asking for
the pronunciation of new words. repetition.
STAGE OF PURPOSE What I’m going to say Interactio SKILL(S) Time
LESSON n DEVELOPED
and procedure

PREPARATION T introduces a video food trucks in order to How are you today students? T-Ss Listening 10
STAGE activate previous knowledge on vocabulary. Do you know what a food truck is?
What is food truck?
do you have an a idea

T explains it is observed in those places
where food trucks are reunited
I will show a video related to the activity Ss-T
As you can see in the video there are
many food trucks around the place and
they are selling specific and different
meals.

Now make groups and create 2 special Writing 10

T presents in a power point the instruction meals, with the ingredients from the
and the expected outcome vocabulary of food own and special
meal, please be creative.
T asks Ss to join in group of 5

T checks student progress

T present a clue about what is going to

happen after

TASK (After finishing the lead-in activity) Now listen to me. This is what you have T-S Listening 15 mins
DEVELOPMENT T presents the main activity of the lesson. to do now. (shows ppt guidelines)
STAGE T gives instructions
Now it is time for you to present your
T-Ss
food in this food truck park.
please stay in the same groups and
follow th instructions:
1: invent the name of your food truck
2 write an advertisement with your two
food and the ingredients.
 3: identify the ingredients to show them
4: create an advertisement to present
the food
5: one of the classmates will present
the food to me

This what I expect from you

Now 20 min before you will have to
T uses to clarify instructions ICQs present the product to me now you can
start.

T models the expected outcome

T monitors Ss progress Now prepare the advertisement I will Ss- T

help you, you have 20 m Writing/Speaki 25 min
ng
T asks Students to present to evaluate them Now be in your trucks and present the Ss-T/
giving general feedbacks food to me. T- Ss
20 min

POST TASK Teacher provides specific feedback and

STAGE rubrics Now listen to me.
Presentations are over for today. Now T-Ss Listening 10 min
come to receive your feedback.
(explains in Spanish if necessary)

Reflexión clase a clase

Clases Fortalezas
Clase 1 Las actividades iniciales demostraron
ser motivadoras en relacion a la
respuesta de los estudiantes
Clase 2 Las actividades iniciales demostraron
ser motivadoras en relacion a la
respuesta de los estudiantes
Clase 3 Actitud colaborativa por parte de los
estudiantes durante el principio de la
clase (primeras actividades)
Clase 4 Actitud colaborativa por parte de los
estudiantes al momento de desarrollar
actividades.
Clase 5 Buena disposicion por parte de los
estudiantes al desarrollar actividades.
Debilidades
La falta de practica en sentido del uso
de las actividades del libro asignado.
La falta de practica en sentido del uso
de las actividades del libro asignado.
Relacionado a las caracteristicas del
grupo, se encontro con dificultades al
momento de evaluar las actividades
finales dialogo.
Relacionado a las caracteristicas del
grupo, se encontro con dificultades al
momento de proveer instrucciones.
Actitud de los estudiantes que implica
un constante seguimiento en el reparto
de instrucciones e instancias
evaluativas.
Desafios
Mayor enrenamiento en la entrega de indstrucciones
relacionadas con el libro asignado
Mayor enrenamiento en la entrega de indstrucciones
relacionadas con el libro asignado
Entrenamiento en el manejo de grupo que permita
mayor control ne cuanto a aspectos del mismo.
(Evaluacion)
Entrenamiento en el manejo de grupo que permita
mayor control en cuanto a aspectos del mismo.
(Instrucciones)
Entrenamiento en el manejo de grupo para la
evaluacion apropiada de la actividad final