Lessons

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Luis Andrés Redondo
Institución Educativa: Jardín de Infantes “Belén”
Dirección: Rivadavia 322, Las Flores Provincia de Buenos Aires
Cantidad de alumnos: 24
Edad: 5/6 años
Unidad Temática: Food
Clase Nº: 6
Fecha: 05/10/2018
Hora: 17 a 17:30 hs.
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 02/10/2018
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Learning aims: 

During this lesson, learners will be able to…
 Engage in different modes of expression and play based-activities
to develop their creativity while learning English.
 Use words such as cake, sandwich, hamburger, hot dog, etc. and
language related to food.
Learning focus:
Children will make meaning of the new vocabulary and language items
by play-based activities along with multimodal tasks in order to expand
their creative skills and enrich their learning experience.
Integration of skills: 

The activity with the worksheet will develop:
 Expand their creativity and learning process through multimodal
experiences.
Comentado [CZ1]: which one?

2. Multiple intelligences:
Through the sequence of activities we can spot different MI:
 Verbal-linguistic: for the use of new language and known
language related to the topic,
 Intrapersonal: as for the introspection with likes and dislikes
and reinforcement of their body-schema through the blending of
the senses.
Materials and resources:
 Food figures:
 Bonnets and necklaces:
 Doll:
 Worksheet:
COOKIE

3. HOT DOG
DONUT
CAKE
HAMBURGER
SANDWICH
CANDIES
 Happy Birthday song:
https://www.youtube.com/watch?v=90w2RegGf9w
 -Routine song “Hello” Super Simple Songs
https://www.youtube.com/watch?v=tVlcKp3bWH8
 -Routine song “Bye Bye Goodbye” Super Simple Songs
https://www.youtube.com/watch?v=PraN5ZoSjiY
Possible contingencies:

4.  Children talking at the same time when teacher asks
questions.
 Children getting up at the same time to get their pencil
cases.
Teacher will apply the following strategies to manage each
contingency:
1 We can sing a short chant “Shhh silence please, quiet, please sit down,
please sit down” asking them to join the circle.
2 He will give children their pencil cases.
Classroom management strategies:
 Start each activity explaining what it is;
 Call their attention when they are distracted;
 If time is short and they were not able to complete the activity, it
will continue next class.
Assessment: collecting information and reporting your findings
 Observing children while they work with the worksheets.
.
Lesson stages:
Routine
 Sing the song “Hello” Super Simple Songs
https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?

5. I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Timing: 2 minutes
Lead-in Presentation
Purpose:
 Presentation of the lesson activities through a story.
 Timing: 5 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Show children Susan (a doll).
 Tell them a short story about Susan’s birthday: Do you remember
Susan? Today is her birthday. She is turning 6. You are all invited.
There will be many delicious things to eat.
 Transition comment to link each stage of the lesson with the
next one:
 Tell children to sit down on the floor.
Development of the sequence of activities
Activity 1
Purpose:
Con formato: Fuente:
Comentado [CZ2]: Nice idea!

6.  Use and understand words and language items related to food.
 Timing: 8 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Show children the different food figures made of eva rubber with
their names written on them.
 Tell them to repeat the different food words together with
teacher, while sticking the figures on the board.
Scaffolding strategies:
 Miming, and pointing while repeating the words.
Transition comment to link each stage of the lesson with the next
one:
 Tell them to sit on the chairs.
Activity 2
Purpose:
 Revision of food vocabulary seen in the figures.
 Timing: 12
Activity description and instructions as they will be said to
students (include direct speech):
 Give children bonnets and necklaces.
 Tell them to sing Happy Birthday to Susan: “Happy birthday to
you, happy birthday to you, happy birthday dear Susan, happy
birthday to you”
 Tell children to work individually with the worksheets. To join
with arrows food pictures with their corresponding names.
 Tell them to paint pictures of food.
Scaffolding strategies:
 Observing and helping children while they are working.
Transition comment to link each stage of the lesson with the next
one:
 Tell them that times up.
 Give them a small bag with real candies and some chocolate as a
present.
Closure
Purpose:
 To clean up
Comentado [CZ3]: Great! Make sure you use full chunks, not
isolated words.
For example: For her birthday, Susan has cake, hot dogs, etc.
Comentado [CZ4]: Include photos of the materials and the
celebration in your journal. 😊
Comentado [CZ5]: Can children of this age read and write in
English?
How will you scaffold the activity?
The words have just been introduced.
Comentado [CZ6]: Why will they colour the food items?
What is the linguistic purpose of it?
Comentado [CZ7]: 😊

7. Timing: 3 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Sing a song “Bye Bye Goodbye” Super Simple Songs
https://www.youtube.com/watch?v=PraN5ZoSjiY
Lyrics
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
 Tell children to get their school bags.
 Tell them to put their jackets on and make a line.
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one

8. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations