UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

SCHOOL OF LANGUAGES – LESSON PLAN No. 1

SCHOOL: COLEGIO COOSERVICIOS DAGOBERTO JIMÉNEZ JIMÉNEZ GRADE: 5th DATE: October 24th
TIME: 07:00 AM- 9:00 AM TUTOR: Juan Manuel Riaño PRE-SERVICE TEACHER: Daniela Maritza López
TOPIC: I TAKE CARE OF MY BODY
STANDARD: “I Understand and make simple statements, using rehearsed expressions about his/her immediate environment
(house and school)” (p. 3. Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés)

GOAL / AIM: By the end of this class, I will be able to express preferences about certain food that contributes with the
health care using expressions to make recommendations or suggestions.

RESOURCES:
 Markers, whiteboard, board eraser, images (flashcards), tape, worksheet, sheet of paper, pencils, and
colors.

COMPETENCES
LINGUISTIC PRAGMATIC SOCIOLINGUISTIC
I recognize vocabulary related to I apply vocabulary related to foods and I promote important actions regarding
common foods and drinks in my context. drinks to make recommendations or the practice of good eating habits to have
In addition to, I recognize the structure suggestions which contribute with health a healthy life.
to make recommendations or suggestions care.
about health care.

DESCRIPTION TIME
CLASSROOM - The pre-service teachers take attendance. 10’
ROUTINE - The pre-service teachers make sure the board and the classroom are clean.
- The pre-service teachers ask the students to organize their desktops in rows.
Matching food game: 15’
WARMING UP The pre-service teacher present students flashcards of different pictures representing food,
including vegetables, fruits, cadies, cakes, and fast food (ANNEX A). Some flashcards also
include the name of those foods. Students have to select one by one in order to match couples
composed by the image and the name of the product.
 STAGES SPECIFIC STANDARD PROCEDURE ASSESSMENT TIME
 I Recognize vocabulary  The pre-service teacher I paid attention to the pre-
related to technology pastes on the board a poster service teachers’ explanation
PRESENTATION and frequency words called “which food am I?” about technology and 35’
to express my habits. (ANNEX B). frequency words. Also, I asked
 Students read the statements about the things I did not
proposed by each blank understand and I participated.
space. The try to guess the
name of the food described in
the box the help of the pre-
service teacher.
 One by one students pass to
the board and write the name
of the food in the poster.
 Students take notes in their
note books.
 The pre-service teacher
presents the structure of
should/shouldn’t and must
/mustn’t with a poster in the
board, in order to explain
how to use this structure and
it´s differences. (ANNEX C)
 The pre-service teacher write
some examples in the board
according to the opinion of
the students.
 I use the vocabulary  The pre-service teacher gives  I developed the worksheet
taught by the teacher the students a worksheet in and write examples. Taking
PRACTICE and the structures to order to complete sentences into account the vocabulary, 30´
create suggestions and with should/shouldn’t, the structures to make
recommendations to must/mustn’t and vocabulary recommendations and
my classmates. related to food and drinks. suggestions and, the
(ANNEX D) examples provided by the
teacher.
  I write simple  The pre-service teacher asks  I paid attention to my pre-
sentences using the students to write 5 service teachers’
PRODUCTION vocabulary, the recommendations using must instructions. 30´
structures to make and mustn’t and 5  I paid attention to my
suggestions and suggestions using should and classmates’ opinions and
recommendations and, shouldn’t. represent those in the sheet
the examples provided  Students write 10 examples of paper.
by the teacher. using the vocabulary and
structures from the worksheet
(ANNEX D).
 The pre-service teacher
divides the students in three
groups.
 The pre-service teacher gives
students a sheet of paper to
them draw the silhouette of
one of their classmates.
 Students fill the interior of
the silhouette taking into
account the sentences written
before. They use drawings
and words to describe the
suggestions and
recommendations that they
wrote.

HOMEWORK:

REMARKS:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_______________________

TUTOR’S SIGNATURE: ________________________________________

ANNEX A ANNEX B

ANNEX C
ANNEX D:
Name:________________________________________________________ Date:___________ Grade: __________

YOU SHOULD YOU SHOULDN’T

WORKSHEET

What are some things you should do? What are the things you shouldn’t do?
1. You ______________ eat your vegetables. 1. You___________ eat a lot fast food.
2. You______________ drink water. 2. You___________ drink coke every day.
3. You______________ share your food. 3. You___________ pig out candies.
4. You______________ put salt to the soup. 4. You___________ eat too many chips
5. You_______________________________. 5. You______________________________.

YOU MUST YOU MUSTN’T

What are some things you must do? What are some things you mustn’t do?
1. You__________ boil water. 1. You__________ cut tomatoes without your mom.
2. You__________ keep milk in the fridge. 2. You__________ eat out if you want save money.
3. You__________ do exercise. 3. You __________ use the stove alone.
4. You__________ reduce fast food in your diet. 4. You__________ eat food with a lot of calories.
5. You__________________________________.
5. You_______________________________.

Should: recommendation Must: Obligation

Personal obligation: I should peel mandarins. Official Rule: You must eat all food served.
Recommendation: You should add sugar to coffee. Duty moral obligation: You mustn’t talk with your mouth full of food.
Very strong recommendation: You must eat three times a day.