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4. Use the vocabulary and simple expressions of customs c) Know basic socio-cultural and sociolinguistic ii) Uses the vocabulary and simple
typical of the countries of the foreign language, in simple aspects, concrete and significant, and apply the expressions of customs typical of the
oral texts. Social and civic competence. Linguistic and knowledge acquired about them to an oral countries of the foreign language, in
communicative competence production appropriate to the context, respecting simple oral texts.
5. Participates actively and spontaneously, in classroom the most basic communication conventions. iii) Participates actively and
activities, using the foreign language as an instrument to spontaneously, in classroom activities,
communicate. Linguistic and communicative using the foreign language as an
competence. Sense of Initiative and Entrepreneur instrument to communicate.
Spirit
6. Associate the spelling, pronunciation and meaning of d) Identify basic socio-cultural and sociolinguistic iii) Identifies very general elements of the
simple sentences, when reading. Linguistic and aspects, concrete and significant, about daily life customs of the countries of the foreign
communicative competence and the celebration of Halloween. language in a written text.
7. Identify very general elements of the customs of the
countries of the foreign language in a written text.
Linguistic and communicative competence. Social
and Civic competence.
8. Precisely uses vocabulary and high-frequency structures d) Knowing concrete and significant basic socio- iv) Uses vocabulary and high-frequency
to express basic information about everyday situations, cultural and sociolinguistic aspects structures with precision to express basic
on paper or digitally following a model. Linguistic and information about everyday situations,
communicative competence. Digital Competence. on paper or digitally following a model.
9. Uses the acquired knowledge about customs of the v) Uses the acquired knowledge about
country of the foreign language in a written text, the customs of the country of the foreign
respecting the basic rules of courtesy. Social and Civic language in a written text, respecting the
competence. basic rules of courtesy.
PPT, IWB, worksheets, paper, Ingredients: flour, sugar, butter, egg, etc I need some/ I do not need… Geography: Extension of
pencils, ruler, small Activities: stir the ingredients, pour the How much/ How many… do you need? Halloween celebration
whiteboards, ingredients for mixture, chop, etc Is there any/ Are there any… History: Halloween as a Celtic
the muffin recipe and Adjectives: savory, sweet healthy and In the fridge, next to the cupboard tradition.
equipment from the kitchen unhealthy.
of the school Linkers: first, after that, then and finally
LESSON PLAN 6
Name of teacher: No. in class: 30
Enrique Romero Gamarra 25 students
Learning objective(s):
To list and define key terms related to cooking
To provide and explain examples of cooking techniques
To know some healthy habits related to food/cooking.
Materials:
Recipe: INGREDIENTS: flour (1kg), 5 eggs, sugar, vanilla flavour, chocolate chips, yest. milk (1l) and butter.
EQUIPMENT: 5 bowls, 5 big spoons, 25 molds, 1 knife, scale and kitchen paper.
White board and marker.
Stages of the Teaching procedures and teacher’s Learner activities and learner Interaction Support given
lesson + timing language language
Students listen Whole class Titles on board
1. 20 mins - Teacher re-caps previous lesson Speaking – single words, W-C Writes
ORIENTATION about “Let´s eat” verbs, equipment in the Individual- WC inventions on
and GET - Teacher asks for some ingredients, kitchen. board
READY equipment and verbs discussed last Students repeat and talk to
lessons each other.
- T reminds them of the verb ‘to
need’ and ‘how much/many’
structures, and ask a student to
complete an example orally.
2. 5/10 mins T makes an example of how to follow the Sts offer answers W-C Visuals (realia)
SHOWING AN recipe.
EXAMPLE Elicits vocab to follow it. Sts offer answer W-C Realia. Board
T gives out hand-out with names of clocks
T elicits the answers. Insists on How Sts listen and read W-C Hand-out
much/many structure for giving answers.
Writes up structure on board as scaffold Reading, speaking, W-C
model.
Offering answers using W-C Scaffold on
model structure board
3. 20 mins CONTROL GROUPS Sts practice all structures W-C Placing emphasis
FOLLOW T guides students following recipe learned (orally). on practicing
RECIPE Stir, mix, add, pour… English
(GROUPS)
4. 5 mins T gives chocolate chips to those Sts reflects on possitive W-C Placing emphasis
Chocolate students who have 10 points or more reinforcement on having good
chips (Class Dojo). behaviour and
(GROUPS) participate
5. 5 mins T helps students pouring the mixture Sts check to what extent W-C Placing emphasis
Baking into every single mold and place them their predictions were right on safeguarding
in a baking tray and correct potential errors.
7. 10 mins T helps students melting chocolate the Sts stick the biscuit into the W-C Enjoy the muffin
STONE+melted mixture into every biscuit making a muffin making a stone of a
chocolate Christian cross. tomb