ENGLISH TEACHING PROGRAM

TEACHING PRACTICE

FORMAL PLANNER

GENERAL UNIT INFORMATION

Pre-service teacher’s name

Name of the school/institution

Cooperating teacher’s name

th
Grade(s) 7 Number of students 42

Unit 1.
Topic: I can take care of my body

Colombian National Standards

 Identify expressions about habits and routines to express personal care regarding diet and physical activity.
 Make a simple oral description about physical and mental abilities.
 Exchange information about personal care through questions and answers.
 Make descriptive sentences about daily routines and abilities for personal care.

Established goals for the unit/ Bloom’s Taxonomy

 Describe personal care habits and routines: diet (food) and physical activity.
 Express abilities and possibilities.

At the end of the unit, students will know At the end of unit, students will be able to

 The vocabulary related to food for a balanced diet.  Identify vocabulary related to food, physical activity and care routines.
 Identify healthy and unhealthy foods.  Use can to talk about abilities and possibilities.
 Use of time relationships: always, often, sometimes, never, regularly.  Can write and understand text about daily routines and activities.
 Use of expressions for reflection: “I think I have good habits”.  Identify information in short conversations about abilities and routines.
 Use of expression in simple present to express healthy routines.  Talk about habit related to food, physical activity and personal care habits.

Assessment/evaluation criteria

Criteria With difficulty Acceptable Quite well Very well

Level of engagement Student never contributes to class Few contributions to class Proactively contributes to class Proactively and regularly
and active participation discussion; fails to respond direct discussion; hardly ever volunteers discussion, asking questions and contributes to class discussion;
questions. but responds to direct questions. responding to direct questions. initiates discussion on issues
related to class topic.

Listening, reading and Does not listen when others talk, Does not listen carefully and Listen and appropriately responds Listen without interrupting and
speaking skills. interrupts or makes inappropriate comments are often nonresponsive to the contributions of others. incorporates and expands on the
comments. Does not read texts to discussion. Sometimes reads texts Frequently reads texts about the contributions of other students.
 about the class topic. about the class topic. class topic. Always wants to read texts about
the topic class.

Relevance of Contributions when made are off- Contributions are sometimes off- Contributions are always relevant. Contributions are relevant and
contribution to topic. topic or distract class from topic or distracting. promote deeper analysis of the
discussion. topic.

Values practice. I hardly ever practice values such I practice sometimes values such as I practice usually values such as I practice always values such as
as respect, empathy, tolerance and respect, empathy, tolerance and respect, empathy, tolerance and respect, empathy, tolerance and
responsibility. responsibility. responsibility. responsibility.
 LESSON 1

th
Date August 11 , 2022 August 12th, 2022

Established goals for the lesson/ Bloom’s Taxonomy

 Describe personal care habits and routines: diet (food) and physical activity.

At the end of the lesson, students will know At the end of lesson, students will be able to

 The vocabulary related to food for a balanced diet.


 Identify healthy and unhealthy foods.
Identify vocabulary related to food

Stages of the lesson Procedure Resources Time

Say the title of the unit and ask students to repeat the pronunciation.
Check understanding of healthy eating.
Ask students to identify which foods are healthy, using flashcards.
Warm-up activity Flashcards 20 min

Explain the use of the modal verb "can" and the negative form

"can't" to express abilities and possibilities. Work guide

Opening 35 min
Mention grammatical structures in the present simple, using "can" Board.

and "can't" such as: "I can't eat sugar because it is an unhealthy food"

Ask students to do Activity 1 in the Work Book. Page 7.

Listen and repeat the names of the foods that make up the food

pyramid.
Printed material from
Development Let the students say the Spanish meaning of each word. 60 minutes
Work book
In this activity, students must write the foods in the food pyramid

according to their classification.

Socialize answers.

Students will watch an explanatory video at home about the use of

Closure Link of the video 5 minutes
can and can't.
 Bibliography (If applicable)

Ministerio de educación Nacional. (2016). Way to go! 7th Grade. Bogotá D.C. - Colombia: Colombia aprende.

Papik.pro. (2022). Drawing healthy food and unhealthy food. Obtenido de https://papik.pro/en/drawings/food/17217-drawings-healthy-food-and-unheaalthy-food-45-photos.html

Woodward English. (2022). Can-cannot-can't, English grammar notes. Obtenido de https://www.grammar.cl/Basic/Can_Cannot.htm

COMMENTS FROM THE TUTOR

1. Healthy and unhealthy food flashcards.

Source: Papik.pro (2022). Drawings healthy food and unhealthy food. Taken from: https://papik.pro/en/drawings/food/17217-drawings-healthy-
food-and-unheaalthy-food-45-photos.html

2. Student work guide about the modal verb can.

Source: Woodward English (2022). Can – cannot – can’t, English gammar notes. Taken from: https://www.grammar.cl/Basic/Can_Cannot.htm

3. Activity from student book.

Source: Ministerio de educación Nacional. (2016). Way to go! 7th Grade Work Book. Bogotá D.C. - Colombia: Colombia aprende. Page 7.

4. Video to closure activity.

https://youtu.be/SeLYwHeOodM

Source: Woodward English (2022). Can – cannot – can’t, English gammar notes. Taken from: https://www.grammar.cl/Basic/Can_Cannot.htm
 LESSON 2

th
Date August 18 , 2022 August 19th, 2022

Established goals for the lesson/ Bloom’s Taxonomy

 Describe personal care habits and routines: diet (food) and physical activity.
 Express abilities and possibilities.

At the end of the lesson, students will know At the end of lesson, students will be able to

 Use of expressions for reflection: “I think I have good habits”.

 Can write and understand text about daily routines and activities.
 Use of expression in simple present to express healthy routines.

Stages of the lesson Procedure Resources Time

Perform a mime with the students about physical activities: running,

jumping, walking, among others.
Perform activities that are not healthy: sitting all day, sleeping late,
Warm-up activity 15 min
not exercising, among others.
Identify what activities are healthy and unhealthy.

Explain to students about the present simple: yes/no questions. Ask

Work guide
Opening them to write down the grammar in their notebook. 40 min
Board.
Delve into the use of the modal verb can to express possibilities.

Ask students to do the Activity 3 “Write” and the Activity 4 “Speak”

in the Work Book. Page 21.

Students read and copy the questions in their notebooks and they ask

and answer the questions.

Printed material from
Development Students must write the complete answer in their notebooks. 50 minutes
Student book
Work with a partner:

Students will practice the conversation on the page 21.

Then, they develop similar conversation in pairs.

Some students need to do a role play to present to classmates.

 Carry out activity 2 on page 7 of the Work Book.
Students must write the main idea of the text.
Closure Work Book 10 minutes
Then, they will answer the questions using the appropriate
grammatical structure.

Bibliography (If applicable)

Ministerio de educación Nacional. (2016). Way to go! 7th Grade. Bogotá D.C. - Colombia: Colombia aprende.

COMMENTS FROM THE TUTOR

1. Student Word Guide about Present Simple: Yes/No questions and the verb can

Source: Ministerio de educación Nacional. (2016). Way to go! 7th Grade Teacher Book. Bogotá D.C. - Colombia: Colombia aprende.

2. Activity in class page 21 Way to go!.

Source: Ministerio de educación Nacional. (2016). Way to go! 7th Grade Student Book. Bogotá D.C. - Colombia: Colombia aprende.

3. Homework.

Source: Ministerio de educación Nacional. (2016). Way to go! 7th Grade Work Book. Bogotá D.C. - Colombia: Colombia aprende.
 LESSON 3

th
Date August 25 , 2022 August 26th, 2022

Established goals for the lesson/ Bloom’s Taxonomy

 Describe personal care habits and routines: diet (food) and physical activity.

At the end of the lesson, students will know At the end of lesson, students will be able to

 Use of time relationships: always, often, sometimes, never, regularly.  Identify information in short conversations about abilities and routines.

Stages of the lesson Procedure Resources Time

Briefly explain how often to exercise to stay healthy.

Play a game of ducks in the water.
Ask why they feel tired after doing the warm up.
Warm-up activity 10 min

Explain that to keep a healthy body and mind, people must have a

frequency to exercise or do healthy physical activities.

Mention that in English we use adverbs of frequency to refer to the Work guide
Opening 30 min
number of times we do a certain activity. Board.

Explain the adverbs of frequency always, often, sometimes, never,

regularly, and give examples of their use and grammar.

Do the activity 1 of the Student book. Page 23.

Here the students look at the photo and describe them.

I remind students about the use of can to express possibility and Printed material from

check understanding of new vocabulary. Student book

Development Printed material from 75 minutes
Then, the students listen a track about a doctor who talks about
Workbook
health tips. They need to decide of the statements are true or false.
Audio Track.
Pag 23, student book.

Finally, students do the activity in the workbook. Page 9.

 Complete the text about lifestyle in the workbook, page 9.
Use a text reader in English (it can be google translator) to listen to
Closure WorkBook 5 minutes
the pronunciation of the text.
Practice the correct pronunciation of the text.

Bibliography (If applicable)

Ministerio de educación Nacional. (2016). Way to go! 7th Grade. Bogotá D.C. - Colombia: Colombia aprende.

Ministerio de Educación Nacional. Audio Track. Taken from: https://d3rhaqd7pe5pkw.cloudfront.net/Way%20to%20go/Audio%20CDs%207th%20Grade.zip

Wall Street English. 2018. How to teach adverbs of frequency in English. Taken from: https://www.wallstreetenglish.com/blog/how-to-teach-adverbs-of-frequency-in-english#:~:text=What

%20are%20Adverbs%20of%20Frequency,sometimes%2C%20rarely%2C%20and%20never.

COMMENTS FROM THE TUTOR

1. Student work guide about adverbs of frequency.

Examples:
 https://www.wallstreetenglish.com/blog/how-to-
Source: Wall Street English. 2018. How to teach adverbs of frequency in English. Taken from:
teach-adverbs-of-frequency-in-english#:~:text=What%20are%20Adverbs%20of%20Frequency,sometimes
%2C%20rarely%2C%20and%20never.

2. Activities.
Source: Ministerio de Educación Nacional. Audio Track. Taken from: https://d3rhaqd7pe5pkw.cloudfront.net/Way%20to%20go/Audio
%20CDs%207th%20Grade.zip
3. Homework.
 LESSON 4

ft ft
Date September 01 , 2022 September 02 , 2022

Established goals for the lesson/ Bloom’s Taxonomy

 Describe personal care habits and routines: diet (food) and physical activity.
 Express abilities and possibilities.

At the end of the lesson, students will know At the end of lesson, students will be able to

 Identify healthy and unhealthy foods.  Talk about habit related to food, physical activity and personal care
 Use of expression in simple present to express healthy routines. habits.

Stages of the lesson Procedure Resources Time

Matching pictures to expressions.

Students will draw a picture where they express the healthy activity
Markers
they do most often.
Warm-up activity Paper 20 min
They will share their opinions with their classmates, in English
Colors

In this lesson we will mainly work on speaking, for this reason, we

will remember the vocabulary of heathy food and healthy activities.
Listen to the audio track about a nutritionist explaining what a
balanced and healthy diet is and why it is important. Students must Student Book
Opening 60 min
match the type of food with its characteristics. Board.

Students will then read the characteristics of proteins, vitamins,

fiber, carbohydrates, and fats and relate them to examples of foods.
Page 21. Student Book.

Students will play Tic Tac Toe by answering questions about healthy

lifestyles.
Tic Tac Toe game board
Development In pairs they will ask the questions on the cards, and depending on 75 minutes
Question sheets.
the answer they will place an x or an o on the game board.

When one of the two wins, the couples will rotate.

The student will do the following homework:

Closure Do a short presentation to your class about the nutrients in your Workbook 5 minutes
favorite typical dish and why they are good for you.
 Bibliography (If applicable)

Ministerio de educación Nacional. (2016). Way to go! 7th Grade. Bogotá D.C. - Colombia: Colombia aprende.

Ministerio de Educación Nacional. Audio Track. Taken from: https://d3rhaqd7pe5pkw.cloudfront.net/Way%20to%20go/Audio

%20CDs%207th%20Grade.zip.

COMMENTS FROM THE TUTOR

1. Student Book Page 21. Activities.

2. TIC TAC TOE question sheets.

3. Example to do the homework.