Teaching Food Vocabulary in Spanish for Young Learners

TALLER PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Ailén Moller Poulsen
Período de Práctica: Nivel Inicial
Institución Educativa: Colegio Woodville
Dirección: Avda. Los Pioneros km. 2,900 - S.C. de Bariloche, Río Negro
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Comida
Clase Nº: 1
Fecha: 17/05/2017
Hora: 14:00 a 16:00hs (menos 30 minutos de recreo)
Duración de la clase: 90 minutos
Fecha de entrega: 12/05/2017 – 14/05/2017
LESSON PLAN
 Aims or goals:
During this lesson, learners will be able to:
- follow commands
- improve their listening skills by listening to a song
- identify and names of food objects
- improve pronunciation of certain sounds through practice
 Teaching points:
-What is this? This is a...(banana, apple, carrot, tomato...) // Is this a fruit? Yes/No, this is a
vegetable
 Language Focus:
Functions Lexis Structure Pronunciation
Revision -Naming some
food objects
-Naming the
weather and
days of the
week
Apple, Orange,
Banana,
Potato,
Tomato
-Stand up, sit down
-What’s the weather
like? Is it...? No it isn’t
/Yes it is
What is this? This is a...
(tomato, apple...)
What are these? These
are...(fruits/vegetables)
/ ə/ sound, as in
‘banana’,
‘tomato’, etc.
New -Naming new
food objects
Carrots,
Broccoli,
Grapes, Cherry
Do you like...? Yes, I
like.../No, I don`t like...
/tʃ/ sound, as in
‘cherry’

 Teaching approach or combination of methods / approaches:
The PPP model will be use in this lesson.
 Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be integrated in this class by the use of a song and games.
 Materials and resources:
Flashcards, computer, worksheets, bag, fruits and vegetables.
 Pedagogical use of ICT in class or at home:
In this lesson, the use of audiovisual material will be used to engage learners in the class and
support the presentation of the new topic. This will help in the learning and acquisition of
language.
 Seating arrangement:
Standing up for the hello and goodbye songs. Sitting in a semi circle for revision and the
introduction of new vocabulary. Sitting around the tables to perform some of the activities.
 Assessment: what will be assessed and how
I will check students’ comprehension and understanding of the new lexis by asking them to pick
up/point out the different objects.
STAGES OF THE LESSON PLAN
 ROUTINE (5-10’)
Purpose: to get students organised and ready to start the class
Interaction Patterns: T-S
I'll get into the classroom and greet students: "Hello children! How are you today?"
SS: Hello
I'll put the recording and a new "Hello song" for children to learn (the teacher told me that the
children love to learn new songs, that is why I decided to use a different one to the ones they are
use to).
T: Ok, are you ready to learn a new ‘hello song’? Let's stand up and get ready for it. Are you ready?
SS: Yes!
♫ Hello, hello. [Wave one hand, then the other hand.]
Can you clap your hands? [Clap.]
Comentario [A1]: 

Hello, hello.
Can you clap your hands?
Can you stretch up high? [Stretch towards the ceiling.]
Can you touch your toes? [Bend down and touch your toes.]
Can you turn around? [Turn around.]
Can you say, "Hello"? [Wave, then say, "Hello" to as many people as you can!]
Hello, hello.
Can you stamp your feet? [Stamp your feet.]
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet? ♫
https://www.youtube.com/watch?v=fN1Cyr0ZK9M
Transition: T: Very good!! Let’s sit down on the floor in a semicircle, one boy one girl (this is to
avoid kids distracting too much –strategy I observed being implemented by the teacher).
 WARM-UP (5-10’)
Purpose: to revise vocabulary and commands
Interaction Patterns: T-S // S-S
While the children sit down, I will take some flashcards out with pictures of fruits and vegetables.
Sample of flashcards:

T: What is this? Do you remember what is it how it is called?
SS: Apple!
T: Good! It’s an apple. Do you like apples?
SS: Yes/No
T: You do/don’t... And what is this?
SS: Naranja.
T: Orange, well done! And what are apples and oranges? Are they vegetables?
SS: No! They are fruits.
T: Well done!! Now, who wants to come to the front and pick up a picture?
SS: Me, me, me!
T: OK, Lola. Come up to the front. (Lola takes a flashcard and T helps formulate the question).
Lola: What is this?
SS: A potato
T: Good job! Now, Dimas come and pick up a flashcard.
Dimas: What is this?
SS: A tomato.
T: Well done! And what are potatoes and tomatoes?
SS: Mmm..
T: Vege...
SS: Vegetables!
T: Good!
Transition: Well done kids! Now, who is ready for a song?
 PRESENTATION
Purpose: to introduce vocabulary
Activity 1: (15’)
The teacher will first introduce the new vocabulary by the use of flashcards.
T: Do you know what this is?
SS: Uvas
T: Yes, they are grapes. Repeat
SS: Grapes
T: Good. Eloise, what are they?
Eloise: Grapes
T: Well done. And what are these?
SS: Cerezas
T: Yes, they are cherries. What are they?
SS: Cherries
Comentario [A2]: Try to elicit
vocabulary they know in L2. If they don`t
know the words, they will come up with
the Spanish equivalent and that does not
help much. You may just tell them their
names, if you like them or not, etc.

T: Well done!
This will be repeated with carrots and broccoli. The T will show the different flashcards again to
check if students can identify them (in combination with the ‘review vocabulary).
Before watching the video, the teacher will take all the flashcards and stick them on the board
(with help of some students).
T: Now, who’s ready for a song?!
SS: Yeees!!
Watching the video (02:38) https://www.youtube.com/watch?v=-eM2lKikZuI
Once they have listened to the song one time:
T: Did you like the song? Do you want to watch it again?
SS: Yes! (That’s what I think at least)
The teacher will put play the video again and ask kids to pay attention to the drawings of food that
appear in the video. Then, she will ask:
T: Now, can you remember which fruits and vegetables appeared in the video? Can you show me?
(While pointing to the board).
The teacher will see if the children can do it by themselves at pointing out the pictures, if not, she
will point them out herself and ask, for example:
T: Was there an apple?
SS: Yes!
T: Was there a broccoli?
SS: Yes
If kids can point out the different fruits and vegetables that appeared, what the teacher will do is
name each fruit and vegetable for them to repeat (especially the new lexis that is being
introduced).
T: Good! There was an apple. And what is this?
SS: Una zanahoria!
T: Very good! A carrot. Repeat after me, a carrot.
SS: A carrot
Then, the teacher will play the video again, for kids to sing along (if they want to).
Here, the teacher could ask questions like:
T: Tell me, do you like carrots? And apples?... / Do you eat fruits and vegetables every day? And
things like this (this can help for the following lesson, were children will learn about
healthy/unhealthy food).
Comentario [A3]: Is there a purpose
for watching? Will you ask them to so
something while watching?
The song includes vocabulary you haven´t
worked with. Mind the pronunciation of
oranges, as well.
Remember you are supposed to include
the lyrics/script when you include a video.

There will be probably be vocabulary they haven’t seen yet, but they can point out to the
flashcards with the drawings on it.
Transition: Well done everyone!
Before moving into the next activity, children will sing a song (‘Head & Shoulders’) in order for
them to move a little bit before sitting down again.
 DEVELOPMENT
Activity 1: (10-15’)
Purpose: to practisce the new vocabulary and use the already known
Students will be sitting in a circle on the floor.
The teacher will now grab a ‘magic bag’ and tell children:
T: This is a magic bag. It contains fruits and vegetables, you can feel them, but not see them. What
we have to do is guess which fruit of vegetable is in it. So, I will ask you to put your hand inside the
bag and touch the object that ist inside (here mimic miming will be applied in order for students to
understand). You won’t say what it is until everyone has touched it, OK?
SS: Yes
Students will put their hands inside the bag one by one and once everyone has done it, the
teacher will ask:
T: OK, do you know what is inside the bag?
SS: A carrot!
T: Are you sure?
SS: Yes
The teacher takes the object off the bag and children see if they were correct or wrong. (This will
be repeated 3 o 4 times.)
T: Good! Can you tell me what colour does is the carrot have? (This is done for children to review
colours, the teacher will point out, if necessary, to a poster that they have on the board with
different colours. This also will serve for the following activity).
SS: Orange
I’ll try to put different fruits and vegetables with different shapes, colours, and texture in order for
children to experiment variety.
Transition: Well done class!
Comentario [A4]: If you want to
practise the song, it is fine. I´d like to share
a song that I particularly like, that mentions
some fruit and vegetables. This is one
version. You may find it useful as a brain
break and energizer.
https://www.youtube.com/watch?v=bfhzS
NW0NmE

Activity 2: (20’)
NOTE: This activity would probably be cut in half, since children have their break time of about 30’.
Purpose: to keep practiscing food vocabulary and review colours
T: Who wants to listen to a song?
SS: Weee!
T: Are you ready?
SS: Yes!
The teacher puts the song about food and colours.
Song: https://www.youtube.com/watch?v=uOsJouK7YN4
T: Did you like the song?
SS: Yes!
T: Could you tell me which fruits appeared?
SS: (name the fruits with the help of the teacher, who will point out at the flashcards)
T: Well done! Excellent! And who remembers the colours that appeared?
SS: (name the colours with the help of the teacher, who will point out at the poster)
T: Excellent! Who wants to colourpaint?
SS: We!
T: OK, I’ll need you to go and seat sit by the tables.
As kids seat down the teacher will hand out the worksheets for them to work with.
T: First you’ll have to write your name on the back of the page (the teacher will demonstrate,
showing the back of the page).
Some of the kids don’t know how to write their names, so the teacher will give them the cards
that contain their names for them to copy.
T: What can you see in the picture?
SS: Fruits! Vegetables!
T: Yes, and what else?
SS: Mmm... a rainbow
T: Great! And can anyone tell me which the colours of the rainbow are? (If needed the teacher will
point out to the poster with the colours in on the board and help children say them)
SS: Red, orange, yellow, green, purple...

T: Good! Now, what you have to do is paint colour each section with a colour. (The teacher will
show with gestures) For example, here you’ll have to paint it with what colour Lolo? See at the
drawings, is there a tomato? Which colour are tomatoes?
Lolo: Mmm...red
T: Yes Lolo, red. Has everyone understood?
SS: Yes / No (if not, the T will explain it again –maybe asked someone to explain it–, if necessary,
she will do it in Spanish).
Worksheet:
1
There will be probably fruits and vegetables they haven’t seen yet, but I’ll tell them not to worry.
The T will walk around the class checking kids’ progress and helping when need it.
Once they have finished, or at least part of it, the teacher would ask them:
T: Could you tell me how many fruits and vegetables do you recognised? Could you name them?
Here, probably kids will answer in both, English and Spanish. The T will repeat each name in
English and have children repeat it.
Transition: What lovely pictures! They are beautiful!
Interaction Patterns: T-S / S-S (they will probably talk to each other and help each other)
1
https://www.google.com.ar/search?q=eat+a+rainbow+everyday&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjTq7jRtuvT AhXDgpAKHV92CEsQ_AUICigB&biw=1517&bih=735#tbm=isch&q=eat+a+rainbow+everyday+worksheet&imgrc=0f4E
2x3SD3jGjM:
Comentario [A5]: While monitoring, it
would be great if you elicited the target
vocabulary.
Comentario [A6]: Insist on the English
words.

Activity 3: (5’)
Purpose: to revise the weather
Students are sitting on the floor in a semi circle.
T: Let’s see through the window and see what the weather is like today. OK, I’ll need Maximilian
and Eloise. Who would like to go to the window? OK, Eloise you go. Would you like to wear the
weather hat?
S: Yes.
T: OK, here you have. Maximilian, you’ll go the weather wheel. Are you ready kids?
SS: Yeees!
T and SS singing the weather song:
What’s the weather,
Like today, like today?
Is it sunny, is it sunny? (This depends on what picture the wheel ended)
Is it sunny Eloise?
S: No, it isn’t.
Like today, like today?
Is it cloudy, is it cloudy?
Is it cloudy Eloise?
S: yes, it is.
Transition: OK, good job! Now, which day of the week is it today? Can anyone tell?
Interaction Patterns:
Activity 4: (5’)
Purpose: to revise days of the week
T: Lara, would you like to come to the front?

T and SS sing the song about the days of the week.
SONG: Days of the Week
Days of the week (clap,clap)
Days of the week, Days of the week, Days of the week (clap,clap)
There’s Sunday and there’s Monday and there’s Tuesday and there’s Wednesday,
There’s Thursday and there’s Friday and there is Saturday.
Days of the week, Days of the week, Days of the week (clap,clap)
https://www.youtube.com/watch?v=iNGJwLgpP0k
T: Good, It is Wednesday. And which number is it today?
SS: Seventeen!
T: Good! And what should we draw? A sun, a cloud?
SS: A cloud.
T: Lara could you draw a cloud, please? Thank you.
Transition: Well done!
 CLOSURE (5’)
Purpose: to let children know it’s time to go home
T: OK kids, it’s time to go home. Will We`ll sing the goodbye song and then you’ll go and fetch
your things.
T and SS sing the goodbye song.
SONG:
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. Goodbye.
GOODBYE!
https://www.youtube.com/watch?v=PraN5ZoSjiY
T: Boys, go and fetch your things.
Boys get their things.
T: Girls, now go and fetch your things.
Will wait until their parents enter the class to take them home.
Transition:
 HOMEWORK
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x

Observations Nice lesson Ailén! Keep an eye on timing so as to achieve your aims.
Have a look at my comments. Hope you find them useful for this and further
lessons.
Enjoy the lesson!
Aure

Teaching Food Vocabulary in Spanish for Young Learners

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