This is the lesson planning from 01/11

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Ciccarelli Melisa
Cantidad de alumnos: 6 ALUMNOS
Edad: 6/7 años
Unidad Temática: FOOD
Clase Nº: 3
Fecha: 1/11/2018
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 29/10/18
LESSON PLAN
LEARNINGS AIMS
During this lesson, learners will be able to
o To identify vocabulary for actions verbs (walk; sit down on the floor, etc.)
o Food-Fruit Vocabulary (Apples-bananas-sandwiches-cheese-tomatoes-chicken-
tuna tin- apples-strawberries-lemon-orange)
o To develop listening skills by listening to the teacher telling the story.
o To practice speech speaking and language skills. Interaction between children
and the teacher in shared context is decisive in linguistic and cultural
development.
o To develop fine and gross motor skills
o To develop sensory motor skills by tasting and smelling different fruit.

2. LEARNING FOCUS
o Understanding the story and producing the actions described within the story.
o Recognizing different kind of food.
Integration of skills:
o Listening skills by following the story while imitating the actions and gesturing from the
story.
o Speaking skills by expressing their likes and dislikes, and interacting with each other and
with the teacher.
Multiple intelligences:
o Bodily- kinesthetic (imitating the story actions)
o Spatial (create an artwork)
o Interpersonal intelligence (interacting, sharing materials and collaborative work)
o Intrapersonal intelligence (by deciding what fruit/food they like or dislike).
MATERIALS AND RESOURCES
Story book pictures (power
point)
o Food and fruit flashcards
o A real tin-opener
o Real fruit/food
o Spoons
o Plastic plates
o Plastic glasses.
o Tablecloth
o Scarf
o A picnic basket.

3. Possible contingencies:
 Children may wonder around the room distracting other students during
activities.
 Lack of self-regulation.
 Impulsive behavior.
Classroom management strategies:
 In order to start or finish an activity teacher should make a special gesture or
sing a song.
 Set a calm ambiance with dim lights and relaxing music.
 Leading students in yoga breathing or stretching exercises at the beginning of
the class for a short time.
 Teacher could raise her hand in order to show students that they should be in
silence at this moment to catch children’s attention.
 Repeat topic phrases few times.
 Avoid indicating wrongness/give alternatives.
Assessment:
Collecting information and reporting your findings Display students' drawings on the
classroom’s walls and portfolios and development of the students. Making
comments on their works, asking simple questions to check understanding.
Lesson stages:
Led-in and Presentations;
Purpose: Routine activities. To greet each other and follow their usual routine.
Timing: 10 minutes
Greetings, Activity description and instructions as they will be said to students
(include direct speech)
Singing the “hello song”
Hello, hello, Good afternoon.
How are you today!
I’m fine. I’m fine, thanks.
You’re fine, that’s sounds great.

4. Singing the “feeling song”
Are you happy? Are you happy? Yes, I am. Yes, I am. I’m very happy.
Are you hungry? Are you hungry? No, I’m not. No, I’m not. I’m not very hungry.
Are you angry? Yes, I am. Yes, I am. I’m very angry
Are you sleepy? No, I’m not. No, I’m not. I’m not very sleepy.
Scaffolding strategies:
_ Demonstrate them the actions they have to perform during the “Hello song.”
_ To show them how to clap in order to follow the music.
Activity 2, Tea Time.
Time: 10-15 minutes.
Purpose: to drink tea and share some songs videos on the tv.
 Activity description and instructions will be said to students (indirect speech)
 After these songs children drink tea and eat some biscuits.
Scaffolding strategies:
Teacher prepares the tea and she serves the tea into cups.
Excellent job! Now let’s put all the things away and make a big circle on the floor.
Activity 3, story time
Time: 10/15 minutes
Purpose:
 To develop listening skills.
 To revise and introduce food vocabulary (chocolate, ice-cream, tin of salmon,
orange)
 To revise vocabulary as slowly, turtles.
 To use the puppet from the class before.

5.  To recognize actions verbs, such as, walk, go, carry, etc.
Activity description and instructions will be said to students (indirect speech)
Tell children to take the puppets of turtles from the previous class and sit down on
the floor. Tell them that teacher is going to narrate a story, so they should have big
ears and be quite in order to enjoy the story. Each pupil should carry out the actions
and gestures of the character or part they represent. Role play activities help to
improve the general understanding of the story and the aural comprehension of
certain elements in particular.
THE TORTOISES’ PICNIC
Once upon a time there were three tortoises, - a father, a mother and a baby. One
beautiful spring day, they decided to go for a picnic. They got tins of salmon, and
sandwiches, and chocolates, and ice-creams, and fruit, and orange and put everything
in their baskets and after three months they were ready. It was summer and it was
sunny and very hot, and they set out carrying their baskets.
They walked and walked and walked and after three months they sat down and had a
rest. They were far away from home. It was autumn and it was cloudy and raining. They
walked and walked and walked for months. Finally they found a nice place to sat up and
it was winter and it was snowing and very cold. They unpacked their baskets and
spread out the cloth, and arranged the food on it and it looked lovely. Then Mother
tortoise looked into the baskets. She turned them all upside down and shook them, but
they were empty.
At last she said, “We’ve forgotten the tin-opener!”
Comment [CZ1]: What instructions will you say?
How will you check understanding?
Comment [CZ2]: sit

6. They looked at each other and at last Father Tortoise said, -Baby, you’ll have to go back
for it.-
-What! said the baby. Me! Go back all that long way!-
-We can’t start without a tin-opener. We’ll wait for you,- said Father tortoise.
-Do you promise that you won’t touch a thing till I come back?- Baby said.
-Yes, we promise,- they said, and Baby disappeared behind the trees.
And Father and Mother waited. They waited and waited and waited and a whole year
passed and they got really hungry.
-Don’t you think we could have a sandwich?- said Mother tortoise.
-No,- said Father tortoise. -We promised. We must wait.-
So they waited and waited and waited, and another year passed, and they got really
hungry.
-It’s six years now. Let’s just eat the food,- said Father tortoise.
They picked up the sandwiches, but just as they were going to eat them, a little voice
said, -Aha! I knew you would cheat.- And Baby tortoise popped his head out of a bush.
–It’s a good thing I didn’t go back for the tin-opener,- he said.
 Demonstrate the actions by gesturing and by showing them a power point on the
tv.
 Show them the different food and objects (tin opener, basket, etc) images.
 Tell the story by maintaining visual contact with children and changing voice
quality.
 Mime the actions.
Wonderful work! Now, sit around your tables and prepare to do another activity.
Comment [CZ3]: Ha ha ha ha!
What is the source of the story and the power point?
Comment [CZ4]: You must also submit the
power point.
Regarding the ending, how will you clarify it? How
will you aid comprehension?

7. ACTIVITY 4 Blind Taste game
TIME 10/15
PUPOSE:
 learning food vocabulary in context and experience them.
 Learning “do you like? I like it/ I don’t like it”.
Take some real fresh fruit items. Cut up the fruit into tiny squares. Put each fruit’s
squares on different paper or plastic plates.
Invite children to observe the different fruit and ask them questions such as “what is
this?” (It’s a banana) ”What colour is it?”(Yellow) “Is it sweet or sour?”(Explain these
meanings by showing flashcards of each word) Elicit answers.
Lay the plates on a table with the different fruit. Show them a scarf and explain to them
that you will blindfold their eyes in order to play this game. The teacher will demonstrate
the activity and a student will give her a piece of fruit by using a plastic spoon, and the
teacher will have to guess what fruit it is by smelling and tasting. The teacher will say
“Oh this is a ….BANANA!! Mm, I like BANANAS. They are sweet!” Then, by taking turns
ask one child to come to the front to be blindfolded and another to give him /her the fruit.
The student must guess the fruit by smelling and tasting. Ask them “Do you like…? Elicit
answers. Encourage vocabulary such as “I like /I don’t like and make sure they use the
English fruit words.
Scaffolding strategies
 Use strategies like thumbs up or down to help children understand and be able to
repeat phrase.
 Repeat topic phrase a few times
 Whisper new words in order to help them
 Use mime.
Comment [CZ5]: How will you relate the
previous stage of the lesson (the story) to this one?
Why don’t you include an activity to exploit the
story?
Comment [CZ6]: How will you teach these
words?
Comment [CZ7]: 😊
It would be interesting to relate the story to this
stage. You may tell children they will have a fruit
picnic, like the turtles, but they will have their eyes
blindfolded.

8. Transition
“Very good, now let’s clean up, “. We have learnt a lot today, we had a great time.
Come on! Put your things away, inside your school bag.
To clean and to say goodbye.
5 minutes.
Activity description and instructions as they will be said to students (include direct
speech)
_Ask them to make a big circle on the floor.
_ Sing the silence song If they are very excited for them to calm down.
Sing the “Goodbye song”
It’s time to say goodbye! Goodbye! Goodbye!
See you next class.
We have learnt a lot today. We had a great time.
Extra activities will be completed the activities from the book. Comment [CZ8]: Please, explain what activities.

9. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Lovely story, Meli! The tasting task also provides a rich source of learning.
Please, explain in your journal the strategies you applied to promote understanding

10. of the ending of the story and key terms.
Have a great class!
Ceci