The document outlines a lesson plan for a 60-minute English class for 3 students ages 5-6. The lesson plan focuses on fruits and vegetables and has the following goals: consolidate knowledge of colors, identify and name various fruits and vegetables, learn question words, develop listening and visual skills. The lesson includes a story time activity where the teacher reads a book about fruits and vegetables, and a painting and sorting activity where students paint and categorize fruits and vegetables. The plan provides details on the purpose, timing, instructions and scaffolding for each activity, as well as routines for arrival, transition and departure.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Larisa Moreyra
Institución Educativa: Fisk Buchardo
Dirección: Charles Guerrero s/n, Buchardo, Córdoba
Cantidad de alumnos: 3 students
Edad: 5 and 6 years old
Unidad Temática: Fruits and vegetables
Clase Nº: 1
Fecha: 06/11/2019
Hora: 18:00- 19:00 hs.
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: 31 October
Learning aims:
During this lesson, learners will be able to:
 Consolidate previous knowledge of colors: Orange, green, red and yellow
(The colors were learned at the beginning of the year)
 Identify and name fruit and vegetables such as apple, orange, banana,
pear, grapes, kiwi, strawberry, lime, potato, lettuce, tomato, beans,
pumpkin
 Learn and recognize question words (what color is...? what’s this?)
 To observe and recognize different fruits and vegetables
 Use the vocabulary related to fruits, vegetables and colors in the context of
the picture book of “History of fruits and vegetables”.
 To develop listening skills
 To develop visual skills
Learning focus:

The activities will focus on
 Use vocabulary related to fruits and vegetables
 Colors
 Wh questions: What color is? What’s this?
 It’s a fruit/ It’s a vegetable
 Painting, imagination and fine motor skills
 Concentration skills
Integration of skills:

2. They will develop their:
 Speaking skills by talking about what’s happening in the story “History
of fruits and vegetables”.
 Creative skills by painting their picture
 Logical skills by making relations between the colors and fruits and
vegetables.
Multiple intelligences:
 Linguistic intelligence (talking about fruits and vegetables, and the
acquisition of new vocabulary)
 Social skills: by sharing their ideas and observations with their teacher
and classmates.
 Spatial intelligence (being visual, listening, processing and using
Information, painting)
Materials and resources:
 Tale adapted by me from Spanish “History of fruits and
vegetables” por Claudia Patricia Ramirez Luna
(https://es.slideshare.net/dany1723/cuento-frutas-y-
verduras-28558951)
 Color pencils
 Flashcards with fruits and vegetables
Possible contingencies:
 Children getting distracted during story time
 Children getting bored of painting
 Children not wanting to seat down and paint
 Children talking at the same time when teacher tell them
the story
Classroom management strategies:
 Start each activity explaining what it is
 Call their attention when they are distracted
shhh they are listening to us
shhh they are the fruits are angry
shhh they are the vegetables are coming
 Ask questions to children who get distracted during the story
Time
Assessment: collecting information and reporting your findings

3.  Asking questions about the topic: what’s this? , what color is it?
What fruits and vegetables do you eat?
 Observing children while they paint
 Making comments on their works
Lesson stages:
Routine
 Timing: 5 minutes
 the children arrive, leave their things in their places and are
located to sing the song
 Greeting, hello song:
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
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?
https://www.youtube.com/watch?v=tVlcKp3bWH8
Lead-in
PURPOSE: To introduce children to “History of fruits and vegetables”.
Tell the story about fruits and vegetables and the problem of why
children don't want to eat it. The vocabulary of colors will be reviewed
and they will learn about fruits and vegetables.

4. TIMING: 10 minutes approximately
SCAFFOLDING STRATEGIES
 Use L1 to show the new words
 Show them the book
 Explain and gesture
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH
THE NEXT ONE
 “So are you ready? You have to be silent so you can listen to the
story
History of fruits and vegetables

5. Presentation
After singing the welcome song, I will ask the children to place
themselves in their places. Once they are located I will tell you that I
will tell them a story, which I did in a small book with images so that the
story you like more. I will ask questions using vocabulary learned
previously: Do you like apples? Are apples brown? Do you like sweets?
The book contains words that they don’t know so each page will explain
what the story says that will take more time, comments and questions
will also arise. What is this? Do you eat this they like this? Do they eat
fruits and vegetables?
Development of the sequence of activities
Activity one: Story time – “History of fruits and vegetables”
PURPOSE:
 To develop listening skills, to consolidate vocabulary and to learn
about fruits and vegetables.
TIMING: 15 minutes

6. ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE SAID
TO STUDENTS (INCLUDE DIRECT SPEECH)
 Read the book and show them the pictures.
 Stop before saying the name of each fruit or vegetable and ask
them: “What is this? What color is it?
 When the story finishes ask them: “Who was in the story? Do you
eat fruits and vegetables? What is your favorite fruit? What is
your favorite vegetable? Did you like the story?
 what they learn will be reinforced with flashcard
SCAFFOLDING STRATEGIES
 Show them the images
 Ask questions about fruits and vegetables
 Gesture
 Show them the cards to help them reinforce the vocabulary
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH
THE NEXT ONE
 Good, now let's go to work

7. Activity two: Painting and sorting fruits and vegetables
Fruits and vegetables
Name:
Date:

8. PURPOSE:
•Review the vocabulary learned and differentiates fruits and vegetables
TIMING: 25 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE SAID
TO STUDENTS (INCLUDE DIRECT SPEECH)
 ask them to locate themselves in their places and take out their
colored pencils
 tell them that they are going to paint the different fruits and
vegetables, then they should cut and paste them in the right place
 explain where the images should be pasted. While they work and
paint, we use L2 asking questions, what color are the carrots? Are
the pears red? Is the banana a fruit?
 when they finish their homework, supervise that they paste the
images in the right place
SCAFFOLDING STRATEGIES
 show the difference between fruits and vegetables
 Show them the flashcards to help them paint the fruits and
vegetables.
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH
THE NEXT ONE
 “Very good, now let’s clean up, let’s put everything away and

9. we will sing the song of goodbye”
Closure
 Timing: 5 Minutes
 Routine song to order and store your things
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up! Clean up! Clean up!
Put your things away.
Pick up your toys.
Pick up your books.
Pick up your shoes.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
https://www.youtube.com/watch?v=elAhvvvmcSE
 Goodbye song
Good bye, good bye
Good bye friends
Good bye, good bye
Good bye friends
It´s time to say good bye

10. But first
Walk, walk, walk
Jump, jump, jump
Run, run, run
Stop!
Hop, hop, hop
Swin, swin, swin
Dance, dance, dance
Stop!
Good bye, good bye
Good bye friends
Good bye, good bye
Good bye friends
It´s time to say good bye
Good bye!
https://www.youtube.com/watch?v=2O975ewRT7Q
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
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization

11. Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations