Corporación Universitaria Minuto de Dios

Licenciatura en Idioma Extranjero – Inglés

Lesson Plan
Teacher’s name Class length Date Nr of session
Geraldin Ospina, Yulieth Silva 62 min 11/09/2022 1
Grade Class Level Topic Language Skills
Third grade. A1 Products of supermarket. Vocabulary
Speaking
Previous lesson summary Next lesson topic
Vocabulary about products used at home or found in a
supermarket.

Learning objective Personal aim

1. Students will be able to talk about the products found in a I will teach students new vocabulary where
supermarket. they can always put it into practice.
2. Students will learn new vocabulary and put it into practice in their
daily lives.

Materials and Resources1 Bibliography

● Masks, pieces of paper, products of supermarket ●
(bread, milk, biscuits, rice) colours, markers, pencils,
poster with conversation.

Anticipated problems (linguistic, behavioural, situational) Planned Solutions

1. Students might not understand some words in the 1. Teaching vocabulary and new words through
dialogue. objects.

2. Students might become distracted and not pay

attention. 2. Make the class active and participatory from the
beginning.
3. Students might not want to participate in the activity
and may become bored. 3. To carry out games and activities that can generate
attention and motivation.

Learner’s expected output Learner’s expected comprehensible input

● Students are expected to have better pronunciation ● Students are expected to learn new vocabulary
and socialize a little more. related to the different products found in a
supermarket.
● Students are expected to apply the vocabulary
learned in everyday conversation. ● Students are expected to converse with each other
and have a good pronunciation of the words.

Detailed description of Activities, Procedures, Teaching Advisor’s

Stage Time2 Interaction
techniques, Grouping, Materials, and Instructions script 3 comments
Opening 5 T-Ss 1. The session begins by greeting my students and asking if
they are ready.
2. They are shown a video with some basic concepts about
products in a supermarket.

1 Attached the materials used in this lesson: hand-outs, flashcards, tests, etc.
2 Set the time in not more than 10 minutes for each activity, not for the whole stage.
3 Do not use a single paragraph for describing the whole stage. Instead number each activity of the stage and describe it
thoroughly.
 Corporación Universitaria Minuto de Dios
Licenciatura en Idioma Extranjero – Inglés

3. I then ask my students to repeat some words after me,

such as bread, rice, milk, etc.
4. Finally, I ask them to please show me the work material,
in this case the masks, I start with shopkeepers, then with
the mother, lilttle girls and finally with litlle boys.
Presentation4 10 T-Ss 1. Since my students are organized in groups, I hand out 6
Pre-(skill)5 pieces of paper to each group.
2. I tell my students that these are for them to later draw
each of the products that we are going to see during the
class.
3. I show some products to my students asking them if they
know what it is for them to answer me.
4. As I show each product, I draw it on the board for my
students to do the same on the pieces of paper I have
given them.
Guided 20 T-Ss 1. I tell my students that in order each group should come to
practice the front.
While-(skill) 2. Each student should say one product and show their
drawing to everyone.
3. As each student shows his or her product, the students
who are seated should repeat the words after each
student says it.
Communicativ 20 Ss-Ss 1. I ask my students to have each group come to the front.
e Practice 2. I pass them the conversation that they are to read and
Post-(skill) talk to each other, each with the role that corresponds to
them.
3. They are to act as if they were in a real-life store.
Assessment 5 T-Ss 1. Each of my students must say one of the products seen in
the class.
2. As they say the products, we all say what they are used
for or what they can be eaten with.
3. When they have mentioned all the products, I ask them if
they liked the activity, if everything is clear and if they
have any questions.
Closing 2 T-Ss 1. I congratulate my students for their good work, to
compensate them I give them a candy and tell them to
continue being so judicious.

Language Analysis - Vocabulary

4 For grammar and vocabulary lessons use presentation, guided practice, communicative practice staging.
5 For a skill lesson, please use pre, while, and post staging.
 Corporación Universitaria Minuto de Dios
Licenciatura en Idioma Extranjero – Inglés

Vocabulary item, Meaning

part of speech, pronunciation
1. Rice (noun) /raɪs/
2. Bread (noun) /brɛd/
3. Milk (noun) /mɪlk/
4. Packets (noun) /ˈpækɪt/
5. Biscuits (noun) /ˈbɪskɪt/
6. Banana(noun) /bəˈnænə/
7. Lesson (noun) /ˈlɛsən/
8. Students (noun) /ˈstuːdənt/
9. Hands up (interjection) /hændz ʌp/
10. Mother (noun) /ˈmʌðər/
11. Little girl (noun) /ˈlɪtəl ˈgɜːrl/
12. Little boy (noun) /ˈlɪtəl ˈbɔɪ/
13. Shopkeeper (noun) /ˈʃɒpkiːpər/
Concept Check Question
(and ways of conveying it)
1. The small seeds of a particular type Do you eat bread?
of grass, cooked, and eaten as food. Do you like rice?
2. A food made from flour. Do you know the packets?
3. The white liquid produced by cows, How do you like to drink milk?
goats, and sheep and used by humans What is your favourite product of the
as a drink or for making butter, supermarket?
cheese, etc. Do you go to the supermarket with
4. A small paper or cardboard your mom?
container in which a number of small
objects are sold.
5. A small, flat cake that is dry and
usually sweet.
6. A long, curved fruit with a yellow
skin and soft, sweet.
7. A period of time in which a person is
taught about a subject or how to do
something.
8. A person who is learning at a college
or university.
9. Used as an instruction to raise one's
hands in surrender or to signify assent
or participation.
10. A female parent, a woman in
authority.
11. A female child, especially a preteen
(twelve or younger)
12. A male child, especially one
younger than ten years of age.
13. A person who is the owner of a
commercial establishment.

Language Analysis - Grammar

Language
Checking meaning Form Pronunciation
point
Meaning / (concept check Focus on the aspects you intend to Sounds, stress, linking, elision,
(grammatical
use questions with practise eg. Affirmative, negative, Y/N weak or contracted forms,
term)
answers) question and short answer. intonation?
Context?

Appendix

1. La sesión empieza saludando a mis compañeros y preguntando si están listos.

2. Se les muestra un video con algunos conceptos básicos sobre productos en un supermercado.
3. Posteriormente les pido a mis estudiantes que después de mi repitan algunas palabras, como bread, rice, milk, etc.
 Corporación Universitaria Minuto de Dios
Licenciatura en Idioma Extranjero – Inglés

4. Por último les pido que por favor me muestren el material de trabajo, en este caso las máscaras, empiezo por shopkeepers,
luego con la madre, lilttle girls y finalmente con litlle boys.