Ezpeleta

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I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE
Alumna residente: Paula Ezpeleta
Institución Educativa: Escuela Primaria N° 35
Dirección: Km 803, RN3 –Pedro Luro-
Cantidad de alumnos: 18
Edad: 6 años
Unidad Temática: ‘My Lunch Box’
Clase Nº:5 –last class-
Fecha:25/10/18
Hora: 11: 25hs.
Duración de la clase:35 minutos.
Fecha de entrega de la planificación:22/10/18
Learning aims:
During this lesson, learners will be able to:
• Identify and describe foods through interacting with Monkey
and drawings in the whiteboard (presentation).
• Count and express quantity through the presentation and a
worksheet.
• Express food preferences through questions asked by
Monkey previous to the picnic.
• Share and answer to food’s offers through a picnic with their
peers and teachers.
Learning focus:
Students will identify and describe food: What’s this? An
apple. What colour is it? Red.
Student will count and express quantity: How many apples?
1, 2, 3.
Students will express preferences with emojis and real food
that will be part of the picnic.

2. 2
Revision and consolidation of the vocabulary presented in
classesduring the four previous lessons: sandwich, biscuits,
water, juice, apple, banana, orange, carrot and onion.
The whole class will share a picnic to say good-bye to the
trainee teacher using some basic vocabulary to offer food
and answer in a polite way.
Children will make meaning of the vocabulary andlanguage
structures by play-based activities and multimodal tasks such as
interacting with a puppet and playing with stick emojis to express
likes and dislikes. Furthermore, children will count items of food
using a worksheet and colour the target number. Finally, the whole
class will have a picnic to promote a relaxed and fun way of
finishing the thematic unit as well as promoting values such as
sharing, waiting for food to be served (this will be the hardest I
reckon), enjoying and saying good-bye affectionately. All activities
aim at fostering children’screative and imaginative skills and enrich
their learning experience.
Integration of skills:
Linguistic skillssuch as listening and speaking as well the
development of creativity through having a picnic,play,songs,
puppets and multimodal modes of expressions such as singing,
responding to monkey’s questions and interacting with stick emojis
and real food.Childrenwill also develop fine motor skills by circling
food grouped in three.
The linguistic skills will be embedded within the three pillars of the
‘imaginative approach’: play, creativity and multimodality.
Multiple intelligences:
1) Musical-rhythmic by listening to songs.
2) Verbal-linguistic by identifying and describing foods already
learn and revising language structuresto express food
preferences.
3) Bodily-kinaesthetic by dancing songs.
4) Interpersonal by sharing a picnicwith the whole classand
interacting with the puppet during some of the activities.
5) Intrapersonal by expressing their food preferences.
6) Logical-mathematical by counting items of food and
answering questions about How many…?

3. Materials and resources:
• Speaker.
• Songs.*See lyrics and sources in the development of
activities.
• Monkey puppet introduced in Class 1
idea is to close the thematic unit with Monkey since
children love it and get very affectionate with it.
• Stick puppet e
child and teacher
could not be done
3
Materials and resources:
See lyrics and sources in the development of
Monkey puppet introduced in Class 1 and 3.*Note:
idea is to close the thematic unit with Monkey since
love it and get very affectionate with it.
emojis of likes and dislikes. One pair for
child and teacher. *Note: this activity from lesson 3
could not be done.
See lyrics and sources in the development of
*Note: the
idea is to close the thematic unit with Monkey since
. One pair for
Note: this activity from lesson 3

4. • A4 handmade
onto the wall for the 5 lessons.
• Flashcards of colours
• Worksheet page
which the teacher of English asked me to include in my
planning.
4
handmade flashcards from 1 to 5 hanging on a string
the wall for the 5 lessons.
Flashcards of coloursstuck on the wall for the 5 lessons.
Worksheet page 41 from the students’ book ‘TOY BOX’
which the teacher of English asked me to include in my
hanging on a string
for the 5 lessons.
from the students’ book ‘TOY BOX’
which the teacher of English asked me to include in my

5. • Food drawings to be made in
• Red, yellow and
• ‘Good-bye picnic’: 18 ora
and 18 sandwiches
a mini-picnic to close my practicum and the Head
Teacherand the
5
Food drawings to be made in the whiteboard (WB).
and greenWB markers.
bye picnic’: 18 orange juice cartoons, 18 biscuits
sandwiches. *I asked in advance if I could
c to close my practicum and the Head
and the teacher agreed completely.
the whiteboard (WB).
nge juice cartoons, 18 biscuits
*I asked in advance if I could have
c to close my practicum and the Head

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Possible contingencies:
Misbehavior issues.In case children misbehave the
teacher will sing a short chant or ask for silence
shhh…shhh. If this does not work, teacher willask pupils
to calm downin L1.
Lack of comprehension. Repeat instructions in a
different way or help learners with difficulties by
reinforcing scaffolding strategies.
Children’s distraction or lack of interest.Catch pupil’s
attention by using different tones of voice, clapping
hands or asking to finish their work to play a funny
game.
Timing. Learners spend much time with each activity
due to their age in general and misbehavior in some
particular cases.
Technological issues. There is an ICT assistant who may
deal with these problems in case it is necessary.
Classroom management strategies (adapted from the
Lesson Planning Diagnoses)

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I. Building confidence: As we are dealing with VYL we must
create a safe and friendly classroom environment so that
children feel confident to take part in the different
activities and games proposed. It is vital that children feel
secure and emotionally supported by adults to participate
and minimize misbehaviour. We must be aware of their
feelings such as embarrassment or unwillingness to
participate and respect their times and choices.
II. Following routines: As we have studied in the literature, it is
of utmost importance for children to follow routines. For this
reason we must structure well staged lessons with different
activities and stick to them every lesson. In this way, kids
feel secure knowing how the class will develop every time.
Besides, we will make transition comment to link the
activities.
III. Organization habits: We can try singing a short song asking
for silence or we can also ask them to pay attention
because we really need their help to solve a problem.
Another essential organization habit is related to ‘following
instructions’. For that reason, we have to use very clear
and short instructions for each activity. By promoting
organizational skills we are helping children to develop
their autonomy. Another simple but helpful strategies
could be:
● Misbehaviour: talk to children in a corner of the
classroom asking them in a low voice to calm down
and try to enjoy the class showing him/her as much as
empathy and affection as possible.
● Call their attention: the puppet can be used to ask
children to do the activities.
● Invite them to sit down: sometimes we can sing a short
chant ‘Shhh... be quiet, please sit down, please sit
down’.
● Put away things:for this, teacher can rap or chant ‘Put
everything away, put everything away, quick, quick,
quick please!’ while putting teacher own stuff away
(tidiness habits).
Assessment: collecting information and reporting your

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findings
Observation of the class dynamics and interaction between
students and myself.
Record an audio recording on my mobile phone right after
leaving the school explaining which tasks children enjoyed
the most and which they find difficult or boring.
Upload in my Practicum Journal my reflections about my third
lesson.
Share experiences with my cyber classmates about
ourexperiences.
Write down commentaries about individual students who
experienced some cognitive difficulties understanding the
tasks or those who misbehave during the class.
LESSON STAGES:
Routine
Lead-in
Purpose:to begin the class with a song in order to create a joyful
environment where children feel comfortable and happy. This will
create a positive attitude towards learning a second language.
Timing:2-3 minutes
• Greet children with the ‘Hello Song’ as they come in and
wave your hands as done in the previous lessons.
Lyrics:Song length 33 seconds.
HELLO BOYS!
HELLO GIRLS!
HELLO CLASS!
HELLO TO YOU!
HELLO TO YOU!
NOTE: I HAVE INCLUDED THE SCAFFOLDING STRATEGIES WITHIN
THE INSTRUCTIONS ACTIVITIES AS WE DID IN THE DIAGNOSES
SINCE I FIND IT SIMPLER AND IT ALLOWS ME TO FOCUS ON EACH
SCAFFOLDING STRATEGY FOR EACH STAGE OF THE ACTIVITIES.

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Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
• Encourage children to move and sing along. Repeat the
song once more time. Stop the music and ask them Sit down
please.
• Say Hello children! and ask them How are you?Say I’m very
happy to be with you again (while pointing to your smile and
then, to the children). Say This is our last lesson, Monkey and I
will miss you a lot!
Transition comment:say We have a visit today! Monkey missed you
very muchand wanted to say good-bye. Whisperto children
Monkey has a surprise for you at the end of the class! But you have
to behave well!
Presentation
Purpose:to identify and describe some fruits and revise numbers
and colours to describe them.
Timing:7minutes.
DRAWINGSDRAWINGSDRAWINGSDRAWINGS::::WHAT’S THIS?WHAT’S THIS?WHAT’S THIS?WHAT’S THIS?
• Draw a banana tree in the whiteboard (before children
come in) with three bananas.
• Monkey greets children Hello children, how are you?.Itis likely
some children will ask me if they can say hello to Monkey or
kiss him. I will allow this if they stay on their seats as it
happened in previous lessons.
• Point to a banana and use the monkey puppet to ask
children to identify it What’s this? A banana, What colour is it?
Yellow.Monkey saysMmmm…I like bananas!!!Make a yummy
face.
• Monkey says Let’s count the bananas, one, two, three, How
many apples? Three.
• Erase the bananas and draw 3 red apples and 2 green
apples. Repeat the same procedure. In this case, Monkey
saysYuk…I don’t like bananas!!!Make a yuk face.
*Note: Although the worksheet for activity 1 focuses on
Comentario [CZ1]: on
Comentario [CZ2]: at
Comentario [CZ3]: Good!

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number three, children will be able count up to five since
they already know those numbers.
Transition comment:say Monkey wants to be sure if they have
learnt the numbers and the foods seen in the unit. For that reason,
Monkey has chosen an activity for them. Add Monkey is ready to
help you!
*Note: Put aside the Monkey until the end of the activity where you
and Monkey will go around checking the activity and praising
children. This is so, to avoid children getting too distracted with the
puppet.
Development of the sequence of activities
ACTIVITY 1:WORKSHEETWORKSHEETWORKSHEETWORKSHEET: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE
Purpose:to count some items of food by developing fine-motor skills
to circle and colour them. Besides, children will identify the food by
pointing to it.
Timing:7 minutes.
• Show page 41 of the Activity Book and ask children to open
their books at that page.
• Stick page 41 on the whiteboard to demonstrate and guide
children during the activity. Say You need a pencil
(blue,yellow, red, green).
• Ask children Can you see number three? Yes/No. Point to
number 3 and tell them to colour it.
• Say Point to the bananas. Tell them to count the bananas, 1,
2, 3. Ask How many bananas? Three.
• Repeat the same procedure with biscuits, carrots, apples and
oranges.
• Tell children to circle the foods that are grouped in three.
Demonstrate withthe worksheet stuck on the whiteboard.
• Go around the tables with Monkey checking understanding
and Monkey will praise children Fantastic!, Fabulous!,
Excellent!
Transition comment:tell children that Monkey has a surprise to finish
our last class. We’re having a picnic!
Comentario [CZ4]: Please, include it
in the plan.

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ACTIVITY 2:‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’ ----Part 1Part 1Part 1Part 1----
Purpose:to share a picnic with children to close my practicum in a
unforgettable way for all of us. Besides, the linguistic purpose won’t
be missed since children will be offered the food in English and will
be encouraged to answer in English.
Timing:10 minutes
• Say Well, this is the surprise for you. Ask Are you hungry? Yes.
• Ask children to wait at their tables while the teacher in
charge and I distribute equal quantities of sandwiches,
biscuits and individual orange juices (Baggio 125ml) for each
group.
• Say Here, some biscuits.Elicit Thank you. Answer You’re
welcome! Repeat the same with the sandwiches and the
juice.
• Smell the food and say Mmmm…this is delicious! Rub your
belly.
*Note; rubbish, leftovers, empty juice cartoons will be put
inside a bin bag and the classroom will be cleaned by me
during the break.
Transition comment:Now I’d like to give you something you will love
but you have to answer some questions to Monkey.
ACTIVITY 3: WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC! ----Part 2Part 2Part 2Part 2----
GGGGAME WITH STICK EMOJISAME WITH STICK EMOJISAME WITH STICK EMOJISAME WITH STICK EMOJIS
Purpose:to express food preferences through a game by
interacting with real food and answering questions to Monkey.
Timing: 5 minutes.
• While children finished eating distribute one pair of emojis per
child.
• Hold up a biscuit and use Monkey to tell the class I like
biscuits! Hold up your like emoji.
• Monkey asks children Do you like biscuits?While the
teacherholds up a biscuit.
• Tell them to hold up their like or dislike emojis to respond to
Monkey.

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• Repeat the same procedure with sandwich, orange juice
and carrot. *Note: I will have just one carrot and one onion in
the picnic to elicit I don’t like and amuse children.
Transition comment:tell Say children that it’s time to say goodbye
and thank children and the teacher for allowing you to do your
practicum with them. Say It’s was wonderful to meet you kids, I will
miss you and Monkey and me will never forget you.
Closure
Purpose:to say goodbye in a cheerful way so that children leave
the classroom happily.
Timing:2 minutes.
• Play the good-bye song while hugging and kissing children.
Lyrics: song length 30 seconds
Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
END OF LESSON PLANNING 5
Each activity must be described in terms of the following
components:
Purpose
Timing
Activity description and instructions as they will be said
GOODBYE BOYS!
GOODBYE GIRLS!
GOODBYE CLASS!
GOODBYE TO YOU!
GOODBYE TO YOU!
Comentario [CZ5]: 😊

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to students (include direct speech)
Scaffolding strategies
Transition comment to link each stage of the lesson with the
next one
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needsimprovement
1
Visual organization x
Coherence and
sequencing
X
Variety of resources X
Stages and activities X
Scaffoldingstrategies X
Languageaccuracy X
Observations You’ve done a great job, Paula!
I hope you have gained many insights into teaching very young learners.
Best,
Ceci