I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PARTICIPANTE: María Cecilia Nievas

Período de Práctica: SecundariaInstitución Educativa: Colegio Salesiano Deán FunesDirección: Don Bosco 350 – Comodoro Rivadavia (Chubut)Sala / Grado / Año - sección: 1ro C – Turno mañana Cantidad de alumnos: 29 Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Alimentación saludableClase Nº: 1Fecha: 16/10/2015Hora: 07:30 a 09:40Duración de la clase: 120’ Fecha de primera entrega: 12/10/2015

CLASS Nº 1

Teaching points: Healthy eating Aims or goals: During this lesson, learners will be able to…

- To identify healthy and unhealthy food, the five groups of food and the colours for fruits and vegetables.

- To know how to give advice.- To learn how to improve eating habits.- To develop speaking and critical thinking skills by discussing about eating habits.

Language focus:

LEXIS FUNCTIONS STRUCTURE PRONUNCIATION

REV

Food: vegetables (potato, broccoli, …) fruits (orange, apple, pear, …) meat, fish, hamburger, pasta, pizza, sushi.Colours.

--- --- ---

NEW

Healthy, unhealthy, protein, grain, dairy,

To give advice about healthy and unhealthy eatingTo classify food according to groups

Subject + should/shouldn’t + infinitive

Difference between /ˈʃʊdnt/ and /ʃʊd/./ˈprəʊtiːn//greɪn//ˈvedʒɪtəbl/

and colours. /fruːt//ˈdɛərɪ/

Teaching approach: The lesson is delivered under the Communicative approach. Integration of skills: in this lesson plan, students will develop speaking skills while working in pairs and

when discussing and interacting with the teacher and the rest of the classmates about healthy food; listening skills will be developed with the video and writing skills during activity 5.

Materials and resources: food pictures and questions, chart with the 5 groups, copy with the five groups about fruits and vegetables, chart to complete with personal information, copy to complete the text, homework chart, video (and the TV).

Pedagogical use of ICT in class or at home: During this lesson we will use a video. Seating arrangement: Students will sit in groups of four people. They will work in pairs during activity 5. Possible problems / difficulties and their possible solutions during the class: If any student does not

understand instructions I will paraphrase them. Furthermore, I will pay attention to the time we use to develop each activity in order to complete the whole plan during the lesson.

Classroom management strategies: Students will be able to choose their groups but they have to work properly. If this does not work, I will call their attention orally one or two times. If this does not work, I will sit the student alone to complete the rest of the activities.

Potential problems students may have with the language: I will leave written examples of new structures on the board. Maybe students do not remember all the vocabulary we need to develop the lesson, I will give them examples to help them find the correct answer.

Assessment: I will check students’ comprehension asking individual questions if it is necessary. In addition, I will check students correct participation, encouraging them to provide the correct answer with examples and mimic.

WARM-UP (10’ minutes)First I will greet the students. Then I will show them the package of a candy that I ate and I will ask them “Do you like candies?” Possible answers: Yes! Of course! And I will add “Are candies good? Are they healthy?” Possible answers: No.

I will follow: “No, candies are not good for our health, they are not healthy. We shouldn’t eat a lot of candies, but they are so tasty. What other bad or unhealthy food do you like?” Possible answers: hamburgers, Coke, chips, etc. And I will add “And what about healthy food like vegetables? Do you eat healthy food, too?” Possible answers: yes, more or less, no. And I will follow: “Which is your favourite healthy food?” Students might say: “Apples, oranges, tomato, potatoes”

Transition: Ok, that is really good. Let’s talk about some other dishes.

DEVELOPMENT:

ACTIVITY 1: (20 minutes)

I will show them a poster with the following pictures. Each picture will include a label (Pizza, vegetables, etc.) I will say “Do you like this food? Which is your favourite food?” EA: Pizza, hamburgers. And I will add “And what about vegetables and fruits? Do you like apples?” EA: Yes, of course! More or less. “I will give you a copy with some questions and you are going to discuss and write the answers in group. You have 10 minutes.”

http://www.1zoom.me/en/wallpaper/374967/z10000.4/%26original=1http://food.ndtv.com/opinions/shocking-secrets-about-the-junk-food-industry-696069http://ourhealth.org.au/news/star-rating-scheme-packaged-food-gets-green-lighthttp://foodandsnack.com/pages/about/ http://www.1zoom.net/Food/wallpaper/334525/z4905.3/%26original=1https://en.wikipedia.org/wiki/Foodhttp://tellmepenas.blogspot.com.ar/2013/05/3-rd-grade-food.htmlhttp://www.wikihow.com/Get-Rid-of-Food-Poisoninghttp://www.applebees.com/menu/dessertshttps://en.wikipedia.org/wiki/Nutrienthttps://flipboard.com/@charleneblount/food-1ql3abduzhttp://www.homeandfamilynetwork.com/food/dessert/ http://www.cbsnews.com/news/getting-more-sleep-can-cut-junk-food-cravings-in-half-study-says/ http://www.savourychef.com/vancouver-catering-menus/desserts-canapes/ http://tgifridays.at/en/menu/menu/39-desserts/ https://www.bungenorthamerica.com/ http://atlantablackstar.com/2014/03/21/junk-food-big-part-obesity-diabetes-epidemic/ http://www.doctorsays.com.ng/10-reasons-to-stop-eating-junk-food-right-now/ https://www.wattpad.com/85255859-my-life-i-guess-thank-you-for-the-food

The labels must be included in the plan.

Some questions will be provided in a copy and they will work in groups of four to answer them.

Look at the pictures:1. Which is your favourite food? My favourite food is…..

2. What do your parents want you to eat? My parents want me to eat …3. Which are healthy foods? Why? ………. are healthy foods. 4. Which are unhealthy foods? Why?5. What do you usually eat at home? I usually eat….

After they finish we will share the answers. “OK, group number one, what about you? Which is the favourite food of the group?” and we will work with the rest of the groups/questions in a similar way. After discussing the last questions, I will say: “Is it healthy to eat pasta/pizza almost every day? Why? Why not?” I will encourage students to tell me about the Healthy eating pyramid.

Transition: “Well done everybody. Let’s analyse the pyramid .”

ACIVITY 2: (15 minutes)

I will paste the pyramid on board. And I will ask “Do you believe this is true? For example, if I eat a lot of bread, pasta, rice? Is that healthy?” No.

https://commons.wikimedia.org/wiki/File:Loma_Linda_University_Vegetarian_Food_Pyramid.jpg

And I will add “You are right. There is a newer distribution to take into account when choosing what to eat.There is an american plan with a lot of information to teach people how to eat and choose healthy food. This plan divides the food into 5 groups for a healthy diet. Let’s see the picture.” I will paste the following picture on board.

I will introduce “The red group is about fruits and the green one about vegetables What about the purple one? Do you know protein?” EA: Yes/no. “Could you tell me an example for this group?” EA: meat, eggs. “Right! And what about the brown group, Grains?” EA: Trigo, bread, pasta. “Well done! Now, look at the last group, the blue one. Do you know the meaning of dairy? What is missing?” EA: No/milk/yogurt. If they do not mention the correct answer I will tell them some examples as: cheese, milk, yogurt. I will ask them “Which is the largest group? And what about the smallest? Is this distribution the same of the pyramid? Why/why not?”

Transition: “Good job! Let’s see a video that will explain more about choosemyplave.gov. Pay attention to words that are familiar to you.”

ACTIVITY 3: (15 minutes)

I will play the video https://www.youtube.com/watch?v=-J1hmmy1OB4

“Now, we are going to watch the video again and you are going to complete the following chart with the words from the box.” I will deliver the following copy.

1. Complete the chart with the vocabulary from the box

Bread – beans – milk – spinach – blueberries – pasta – quinoa – nuts – meat – cheese – lettuce – wheat – yogurt – eggs – cereal – broccoli – strawberries – soy milk

Vegetables Fruits Grains Protein rich food Low fat dairy

After they finish, we will check the answers.

Transition: “Congratulations! The video, also mentions some tips to consider regarding fruit and vegetables, do you remember them?”

ACTIVITY 4: (20 minutes)

If students do not remember those tips, I will play the video when it mentions them (00:43)

I will write them on board:

Boost variety. Eat as many coulours as possible.

I will ask them “Can you imagine which are those colours?” I will encourage them to mention the five colours giving them examples. I will draw a big chart on board and we will complete it with some examples (two or three in each group) “For example, where do strawberries fit? In the green group or in the red one?” EA: Red!. I will help them with any group they find difficult to complete.

After that, I will give them the following copy with the five groups and lot fo examples. “I will deliver the following copy with more ecamples.”

http://www.frontmed.co.nz/products/product-details/_cat2_/120/Nutrition-Health-Education/Nutrition/_prod_/Fruits-and-Vegetables-by-Colour-Poster-Set

I will add: “Now, let’s go to the break.”

ACTIVITY 5: (25 minutes)

I will say “According to the video, we should include 5 food groups in our plate, right?” EA: Yes! “In this copy, you are going to complete the chart with the food you ate yesterday. You have 3 minutes to complete it.” I will deliver the copies and I will walk among the students to help them with any vocabulary that they need to complete the chart and they do not know (I will provide the answer).

Vegetables Fruits Protein rich food Grains Low-fat dairy

“Now, you will work in pairs. You will describe orally the food you ate to your partner. After that, your partner will give you some adviceto improve your diet. Remember to give advice about the five colours of vegetables and fruits, too. Let’s help me first.” I will show them my chart on board and they will give me advice .

Vegetables Fruits Protein rich food Grains Low-fat dairyBroccoliBell peeperPotatoesTomatoes

AppleBanana

SeedsEggs

BreadRicePasta

Cheese

“Do you believe this is healthy? What should I include?” EA: More fruits, meat, milk.

I will write on board: “You should include more fruits” and so on.

“You all did very well. Now, work with your partner.” I will walk among the students monitoring if they are speaking in English and checking if they understood how to use the new modal verb.

Once they finish, I will add “Now, I will deliver you a copy and you will complete it with the advises your classmate gave you.”

____________ told me that I should:

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

And I shouln’t:

1. _______________________________________________________________________

2. _______________________________________________________________________

Transition: “Nice work everybody! We are almost on time.”

CLOSURE and HOMEWORK:

“Now we know that a healthy diet should include a variety of foods from the five groups. (I will encourage them to mention the groups again) We do have time to improve our eating habits so let’s start this week. I will give you a copy where you are going to take notes about your habits and improvements. Take into account your classmate’s advice to improve your diet”.

I will deliver the copies and I will write some examples on board for each column.

I usually eat…. This week I have included…PizzaPasta

Friday: Two vegetables: tomatoes (red), and lettuce (green), one fruit: banana (yellow)

Saturday:Sunday:Monday:Tuesday:Wednesday:Thursday:

“Now, move your desks to the normal arrangement for the next class.”

Taller de Práctica Docente 2015Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one?

17 Language of instructions

Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…- Modeling- Exemplifying- Showing- Pointing- Explaining- Paraphrasing- Miming- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

22 Grammar, Appearance, and Language

Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes?

Observations: Congratulations on your work, Ceci!Please, beware of language mistakes. Also, include the video script and think of a contingency plan in case technology does not work.Keep it up!Cecilia

Lesson plan Very Good Good Acceptable Below Standard

component 4 3 2 1Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 30 /32 = 9.5