The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Valeria Zentner
Institución Educativa: Charles Dickens Institute
Dirección: calle segunda 26 n° 2544 – Pedro Luro
Cantidad de alumnos: 10
Edad: 5, 6 y 7 años.
Unidad Temática: “My food”
Clase Nº: 2
Fecha: 17/10/2019
Hora: 19:00 a 20:00 hs.
Duración de la clase: 50 minutos
Fecha de entrega de la planificación: 8/10/2019



Learning aims:

During this lesson, learners will be able to:
Consolidate and identify the names of different food items.
Consolidate the new vocabulary and numbers from 1 to 10
through activities and games.
Learn phrases to express likes and dislikes: “I like” - “I don’t like”
Develop their listening and imaginative skills by listening to a
story.
Develop their speaking skills by interacting with the teacher and
speaking about a story.
Develop their Interpersonal skills by paying attention to on
Horsi’s likes and dislikes, and to on its happy/sad gestures.
Developing their logical-Mathematical skills by playing the “Food
Bingo” game.
Learning focus:
The activities are focused on:
Vocabulary introduced in Lesson 1: apples, pears, bananas,
oranges, sausages, cupcakes.
Phrases to express likes and dislikes: “I like” and “I don’t like”
New vocabulary: happy, sad
Questions: “Is Horsi happy or sad?”, “Does Horsi like (pears)?”,
Comentario [CZ1]: Localidad?
Comentario [CZ2]: to
Comentario [CZ3]: to

2. “Who has (five apples)?”
Imaginative and listening skills by listening to a story: “Horsi’s
picnic”
Speaking skills by interacting to the teacher and their mates
throughout the different activities.
Interpersonal skills: paying attention on Horsi’s likes and
dislikes, and on its happy/sad gestures.
Linguistic skills by working on the new vocabulary and new
phrases introduced.



Integration of skills: 
During this lesson learners will be able to develop skills such as:
Speaking skills by interacting with the teacher and their
classmates throughout the different activities.
Imaginative and listening skills by listening to a story.
Linguistic skills by working on the new vocabulary and new
phrases introduced.
Kinaesthetic skills by singing and dancing the introductory and
final songs.
Interpersonal skills by paying attention on Horsi’s likes and
dislikes, and on its happy/sad gestures.
Logical-Mathematical skills by playing the “Food Bingo” game.


Multiple intelligences:
During this lesson students will be able to develop their:
Linguistic Intelligence: spoken communication by interacting to
the teacher and their classmates through activities. 
Interpersonal Intelligence: paying attention on Horsi’s likes and
dislikes, and on its happy/sad gestures.
Logical-Mathematical Intelligence: playing the “Food Bingo”
game in which they have to count and identify food items.
Musical Intelligence: singing the introductory and final songs. 
Kinaesthetic Intelligence: singing and dancing the introductory
and final songs.
Linguistic Intelligence: listening to a story, working on new
vocabulary and phrases, playing a game.

Comentario [CZ4]: Excellent!

3. 
Materials and resources:
A horse shaped stuffed animal called Horsi
Flashcards with the pictures of food items and their names
Flashcards of numbers from 1 to 10

4. 30 colour circles made of cardboard.
Five big sad faces and one happy face.
Storybook: “Horsi’s picnic” Comentario [CZ5]: Did you create the
story?

5. 10 sheets of paper to play the “Food Bingo” game
Worksheets
Possible contingencies:

6. Misbehavior issues: in case students do not make silence
or they are doing something they do not have to do, the
teacher will say in a loud tone of voice “1,2,3 silence,
please. 4,5,6 sit down, please”. Another option is to
encourage them to call Mr Silence: explaining them that
they have to say “Shh” and they have to be in silence and
very quiet.
Distraction and timing: the teacher will clap her hands
two or three times and will say in a loud tone of voice
“Come on, come on. Let’s work.”
Lack of comprehension: in case students do not
understand what they have to do, the teacher will explain
again the activity. The teacher will also go table by table to
see how students are working, and in case they do not
understand what they have to do she will scaffold the
activity.
No participation: If a child does not want to participate,
he/she will be asked why and encouraged to work in pair
with other student or with the teacher.
Classroom management strategies:
Following their own routine: introduction with the “hello
Sunshine” song, asking them how are them and about the
weather. Then, developing the lesson itself and, finally, singing a
song or playing a game as a closure.
Starting the lesson with a song so as to get students engaged in
the class.
Explaining and demonstrating what will be done in each activity.
Clapping hands and saying aloud "1, 2, 3 silence, please" and
making a gesture with the index finger in front of the lips
indicating silence. The same song may be continued to invite
them to sit down “4,5,6 sit down, please”.
Telling students what the next activity is about so as to keep
them interested.
Encouraging students to work in pairs if a student needs help
with an activity.
Encouraging students to work in groups to develop the game.
Encouraging them to raise their hands if they want to say
something.
Leaving Horsi at one point in her desk and will say “Horsi will see
how we play the game to help him. So, be nice and quiet and let’s
play!”

7. Assessment: collecting information and reporting your findings
Asking children about the topics developed throughout the
lessons such as main vocabulary and questions introduced.
Observing the way students use the new vocabulary and
structures on the development of the different activities, and
observing the dynamic and interaction between classmates and
their interaction with the teacher.
Taking into account if students follow the behaviour criteria of
the classroom and if they listen and pay attention to the teacher.
Giving feedback on their work.
At the end of the class, taking notes about those aspects that
were successful and those ones that need improvement and
other relevant aspects, and share them through the journal.
Lesson stages:
Routine
 Purpose: To say “Hello” to the students.
 Timing: 5-7 minutes
 Activity description and instructions as they will be said to
students:
- The teacher will say “Good afternoon Pupils” in a normal tone of voice.
She will wait until they reply. Then she will say it again but in a louder
tone of voice with the purpose that they reply in the same way. If they
do not, the teacher will say “Louder!” in a loud tone of voice, and say
“Hello Pupils” again.
- The teacher will say “Now, we are going to sing our “Hello song”, and
consequently she will start singing the “Hello Sunshine” song as they do
every class. While they are singing the song, the teacher will encourage
students to sing it with different tones of voice by changing the tone of
her own voice, and by moving her hand up and down so to guide them.
To make it more interesting, the teacher will move her hands as saying
NOTE: Scaffolding strategies are written within the description
of each activity to avoid repetitions.
Comentario [CZ6]: These sections are
well developed.

8. “Hello” so as to encourage them to do the same.
“Hello sunshine, hello
Hello sunshine, hello
Hello my friends, hello
Nice to see you again” (x2)
- The teacher will ask “How are you?” in a normal tone of voice. She will
wait until they reply and will ask it again but in a louder tone of voice so
as they reply in the same way. The same will be done but with a lower
tone so they do the same.
- The teacher will ask “What’s the weather like today?” “Is it sunny,
cloudy…What’s it like today?”. If they do not answer well, the teacher
will encourage them to see through the window and will ask “What do
you see? Do you see the sun/clouds? So, what’s the weather like today?”
Once they have replied, she will write their answer in the board with a
drawing of a cloud/sun/wind/rain. Then, she will ask “What day is
today? Is it Tuesday? Is it Friday?”. Once they have replied, the teacher
will write their answer in the board.
 Transition comment to link each stage of the lesson with the next
one
The teacher will invite students to sit down at their chairs by saying
“Now, sit down at your chairs”. Then, she will say “Horsi is here again!
Say Hello to him. Hello, Horsi!” while moving her hand so as to
encourage students to do the same. Then, she will say “On the weekend,
Horsi had a picnic. Do you want to listen what happened to him? Okay,
let’s listen to his story!”
Lead-in and Presentation
Purpose: Listening to a story – Revising vocabulary from the
previous class - Introducing “I like” and “I don’t like” phrases.
Timing: 10 minutes
Activity description and instructions as they will be
said to student:
- The teacher will show to the students a book called “Horsi’s
picnic” and she will say “What do you see in this picture?
What’s this? Is it a horse? It’s our friend, Horsi!” while pointing
at the picture from the book cover. Then she will say “Do you
know what a picnic is? What do you do in a picnic? Do you play?
Do you eat food? Yes, you do. You eat your favourite food.”. The
Comentario [CZ7]: to
Comentario [CZ8]: The Word is
transparent.
What answers do you intend to elicit?

9. teacher will encourage students to revisit revise food
vocabulary from the previous class by pointing at each food
item picture from the book cover and asking “What’s this? It
starts with the letter/sound B. It’s a ba… (The teacher will say
BA in a loud voice while making the A sound longer to
encourage students to say its name). Yes, it’s a banana!”. It will
be done until each food item is named.
- Before starting reading, the teacher will leave Horsi on her
desk and will explain to the students that it will listen to the
story with them.
- The teacher will stay at the front of the class and will start
reading the story. While reading, she will show the pictures
from the pages to the students.
- The story is written below as it will be told to the students.
Sentences in red italics are comments that the teacher will
make while reading to help students to understand the story.
Horsi’s Picnic
By Miss Vale1
Horsi is going to go to a picnic. He has a basket full of
food that his mum prepared. He is very happy!
He finds a beautiful place to picnic. He is hungry! So,
he leaves the basket on the grass and takes a…
What’s this? It’s an orange. He tastes it and says “Yuck,
I don’t like oranges” (The teacher willemphasize it by
saying it in a loud voice and will make a gesture of
disgust).
Then, he takes a… What’s this? Do you know what’s
this? Yes, it’s a pear! He tastes it and says “Yuck, I
don’t like pears!” (The teacher will say it in a loud
voice and will make a gesture of disgust).
Now, he takes another fruit. What is it? Do you know its
name? It’s a banana! He tastes it and says “I don’t like
bananas”(The teacher will say it in a loud voice and
will make a gesture of disgust again). Come on,
repeat after me “I don’t like bananas”.
Now, he takes a… Oh! What’s this? It’s a sausage! He
tastes it and says “I don’t like sausages” (Again, the
teacher will say it in a loud voice and will make a
gesture of disgust). Then, he takes a cupcake and
1
The story has been invented by the resident teacher Valeria Zentner. It is based on Horsi, the
stuffed horse that will be used in the four lesson plans of her Practicum Residence in
Kindergarten.
Comentario [CZ9]: revisit
Comentario [CZ10]: Excellent!
Comentario [CZ11]: 😊
A simple suggestion for the future: you
may include the text at the back of each
image, so that it does not take space
from the images.

10. says “I don’t like cupcakes.”
Horsi is very sad (the teacher will make a sad gesture
on her face). But… Wow! He sees something else in
the basket! What’s this? It’s an apple!He tastes it and
says “Yupi, I like apples!”(The teacher will say it in a
loud voice and will make a gesture of happiness).
Transition comment to link each stage of the lesson with the
next one:
The teacher will say “Well pupils, did you like the story? Was it
good or bad?” while showing her thumbs up and down. Then, she
will say “Now, what food items appear in the story? Let’s see.”
Development of the sequence of activities
Purpose: Consolidating food vocabulary and “I like” – “I don’t
like” phrases while working on the story.
Timing: 15-20 minutes
Activity description and instructions as they will be
said to students:
- The teacher will take her food flashcards and will paste them
on the board one beside the other. She will take Horsi from
her desk and it will ask children “What’s this? Do you
remember? Yes, It’s a (pear)” while pointing at the food item.
Then, the teacher will ask children “What do you think? Does
he like (pears)?”. She will wait until they reply and will ask
Horsi “Horsi, do you like (pears)?”. It will reply “No, I don’t like
(pears)”.
Then, the teacher will show students two big emoji faces and
will say “DoesHorsi like (pears) or not?” while showing two
faces emojis made of cardboard, a happy one and a sad one
and making happy and sad gestures. Once the students have
replied, the teacher will paste a (sad) emoji under the (pear)
flashcard. It will be done until each item is named.
- The teacher will say “Now, we are going to work on the story
with a worksheet. Once you have finished, you can use it to tell
Horsi’s story to your parents and friends!”. She will paste the
pages from the story on the board, and then she will give each
student a worksheet with a picture of Horsi’s picnic and of
each food item that he had in his basket on the story. Then,
students will be asked to take their black and colour pencils.
- The activity will be explained by the teacher. She will stay at
the front of the class and will have her own worksheet. She
Comentario [CZ12]: Lovely story!

11. will explain that they have to number the food items as they
appear in the story by writing 1, 2, 3, 4, 5 and 6 in the gaps.
Then, they have to draw happy or sad faces next to each food
item according to Horsi’s likes and dislikes.
If the students do not understand what are they expected to
do, the teacher will demonstrate it. She will say “What food
item appears first? A banana? An apple? Look at the first
picture of the story. What food item do you see there? What’s
this ?(she will point at the orange). It’s an orange. So, we have
to write number 1 next to the orange in our worksheet”. Then,
the teacher will ask “Does Horsi like the (orange)? Look at his
face. Is it sad or happy? Yes, it’s sad. So, you have to draw a
(sad) face below the food item” while making gestures of
sadness and happiness. Then, the teacher will explain that
they have to colour only the food item that Horsi likes
(Apple).
- While students are working on their worksheets, the teacher
will go table by table to see students’ work. If a student needs
help, the teacher will scaffold the activity and will help
him/her in whatever he/she needs.
- Once everyone has finished the task, the teacher will go table
by table to check their work and correct them.
Transition comment to link each stage of the lesson with the
next one
The teacher will say “Excellent job pupils" and she will clap three or
four times to congratulate them. Then, she will take Horsi and will
say “Look who is back. It’s Horsi! He is very sad (she will make a sad
gesture on her face) because he has to go to the supermarket and he
doesn’t know what to buy”. Then, Horsi will say “I am very sad. Do
you want to help me?”. The teacher will say “Do you want to see him
happy again? Okay, let’s help him".
Closure
 Purpose: Playing a game – Consolidating food vocabulary and
numbers.
 Timing: 15 minutes
 Activity description and instructions as they will be said
to students:
- The teacher will explain that to help Horsi to be happy again,
they have to make a supermarket list for him. To do so, they
have to play a game. She will ask “Do you like playing Bingo?”.
Once students have replied, the teacher will show them some
small sheets of paperwith pictures and numbers on it. She will
Comentario [CZ13]: Good!

12. say “We are going to play the Food Bingo game, and the
winner will give Horsi the supermarket list".
- The game will be developed as follows:
1. Each student will be given three circles made of cardboard
and a sheet of paper with different numbers of pictures of
food items. Each sheet will be different (See “Materials and
Resources").
2. On her desk, the teacher will have food flashcards and
number flashcards (the same ones from Lesson 1). They
will be on their back side.
3. The teacher will leave Horsi at one point in her desk and
will say “Horsi will see how we play the game to help him.
So, be nice and quiet and let’s play!”
4. To make it easier for students to understand the game, the
teacher will demonstrate what will be done. She will take
one food and one number flashcards and will show them
to the students. Then, she will say “What’s this?” while
pointing at the food flashcard. If students do not
remember how to name the food item, she will say “Its
name starts with the sound/letter (A). Yes, it’s an Apple".
Once they have replied, she will ask “What number is it?”
while pointing at the number flashcard. If they do not
remember the name of the number, the teacher will
encourage them to count with their fingers. She will start
counting in a loud voice “1, 2, 3, 4, 5” showing her fingers
one by one until they say the number from the flashcard;
“Yes, it’s five!”.
Once the food item and the number have been identified,
she will say “Now, let’s find five apples on your sheets. Who
has five apples? Mark them with the colour circles or with a
pencil”. If necessary, the teacher will go table by table to
help them count the items and mark them with the colour
circle.
It will be done until each flashcard is used.
5. Once each flashcard is used, the teacher will ask “Who has
all items marked?”. In case there is no sheet with all the
items marked, she will ask one by one how many items
they have marked and will write their names with the
answers on the board. The student that has won/has more
items marked will be the winner of the game.
- Once the game is finished, the teacher will say “Let’s
congratulate (Student's name). He's/She’s the winner!" and will
clap three or four times so as to encourage students to do the
same. If they do not, she will say “Again, clap with me" while
clapping her hands.

13. - The teacher will ask the winner to go to the front of the class
with her and will ask him/her to show his/her sheet of paper
to the other students. The teacher will take Horsi again and it
will say “Wow! You've got my supermarket list. Can you tell me
what do I have to buy?”. While pointing at the first food item
from the sheet of paper, Horsi will encourage students to tell
him what he has to buy by saying “What’s that? Are they
(Apples)? Yes, they are! How many apples do I have to buy?
Let’s count together. 1, 2, 3, 4, 5. Yes, I will buy (five apples)”. It
will be done until each food item has been said.
 Transition comment to link each stage of the lesson with the
next one:
- Once the game is finished, the teacher will congratulate students by
saying “Very good pupils! Horsi is now very happy! He’s so happy
that he wants to sing and dance. Let’s sing and dance our Banana
song with him!”.
NOTE: They do not have a good-bye song. The teacher usually
makes games such as "Simon says", "I can see with my little eye"
or they usually sing the “Banana song”, as a closing and prize
for having worked well in the class. I will sing the song to close
the lessons since the vocabulary on it (peel, chop, mix, eat) will
be used in Lesson 4.
Form bannaas,
Form-form bannaas!
Form bananas,
Form-Form Bananas!
Peel bananas,
Peel-peel bananas!
Peel bananas,
Peel-peel bananas!
Chop bananas,
Chop-chop bananas!
Chop bananas,
Chop-chop bananas!
Smash bananas,
Smash-smash bananas!
Smash bananas,
Smash-smash bananas!
Mix bananas,
Mix-mix bananas!
Mix bananas,
Mix-mix bananas!
Eat bananas,
Eat-eat bananas!
Eat bananas,
Eat-eat bananas!
GO BANANAS!
GO-GO BANANAS!
GO BANANAS!
GO-GO BANANAS!
Comentario [CZ14]: Try to omit this.
Use simpler language.
Con formato: Inglés (Reino Unido)

14. - The teacher will move the chairs to the back of the classroom so
there is enough space to sing and dance.
- While singing the song, the teacher will dance the choreography
with Horsi and the students and she will make exaggerated
movements so as students copy her: forming a banana with her
arms up; peeling a banana by separating her arms; chopping a
banana with a hand; smashing bananas by punching with the
clenched fist the other hand; mixing the banana by making circles
with a hand; and jumping at the end.
- When they all finish the song, she will say “Let’s say Good-Bye to
Horsi. Bye-bye Horsi!” while moving her hand so as students copy
her and do the same. She will leave Horsi at her desk and will say
“Good-Bye pupils. See you next class!”
Lesson plan
component
Excellent
5
VeryGood
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 Excellent work, Valeria! Materials and activities are well developed.
Way to go!
Ceci