The document provides a lesson plan for an English class for young students focusing on food vocabulary. The 90-minute lesson includes the following: 1) A routine introduction with a welcome song and snack time. 2) A lead-in activity revising food vocabulary and introducing new words through a video. 3) Three main activities - a mystery bag game matching food images to names, a worksheet to draw and label food, and food-themed games. 4) A closing song to clean up together before dismissal. The plan outlines learning objectives, timing, instructions, and strategies to support students at different levels through visuals, repetition, and scaffolding questions.

1. I.F.D.C LENGUAS VIVAS BARILOCHE
TALLER DE PRÁCTICA DOCENTE I
Datos personales:
Alumno Residente: Bárbara Viñolo
Institución Educativa: ISG St George
Dirección: Santo Domingo 711- Centenario (Nqn)
Cantidad de alumnos: 8
Edad: 6- 7 años
Unidad Temática: Food
Clase n°: 02
Fecha: 12 de Noviembre 2018
Hora: 18.00 a 19.30 hs
Duración de la clase: 90 minutos
Fecha de entrega de la planificación: 11/11/2018
Learning aims
During this lesson, learners will be able to:
 Revise vocabulary learned about food items from previous classes.
 To learn new vocabulary related to food items.
 To practice listening and speaking skills through videos and games.
 To develop visual skills.
 To show student´s likes and dislikes about food items.
Learning focus
The activities will focus on:
 Learn to express likes and dislikes: I like /I don´t like
 Revise food items learned: chicken, cake, banana, apple, cheese, milk, pear, orange.
 Introduction of new food items: bread, eggs, juice.
 Drawing, painting and fine motor skills

2. Integration of skills
They will develop their:
 Speaking skills by talking about which food items they like and which ones they
don´t and by saying food items´ names.
 Senso- motors skills by using mime to share their feelings about food items and
playing games.
 Creative skills through artwork: students will complete several activities where they
have to find and match food items, drawings, and paintings (the pictures will be
related to food items).
 Interpersonal skills as children work in small groups and share materials.
Multiple intelligences
 Logical- mathematical intelligence: children will play virtual games where they
have to find and match the right pictures, among other innovative activities.
 Linguistic intelligence: students will talk about which food item they like and which
ones they don´t and also saying food items´ names.
 Body- kinaesthetic intelligence: children will sing and dance songs related to food.
 Visual/spatial intelligence: children will play games using the smart board and the
Mickey Mouse´s hand in order to foster students´ creativity and motivation during
their learning process (in which they acquire vocabulary related to food and they
learn how to express likes and dislikes).
 Interpersonal skills: students will share pictures material and they will play games
(by applying to multimedia resource- internet) in order to revise the vocabulary
learned related to food items and to acquire new vocabulary related to it. Also, the
teacher will ask children questions related to what food items they like and which
ones they don´t and to foster students to say the food items´ names they have
learned.
Possible contingences
 Children not getting involved in the activities
 Children getting bored during the activities
 Children not paying attention to the lesson or to the teacher
 Children getting distracted with their classmates
 Children talking and giving their opinions at the same time.
Classroom management strategies
 Apply short sentences in order to explain the activities effectively.
 Bring up understanding by asking children if they get what they are going to do in
the activities you have explained.

3.  Tell children that if they understand the activity, they may help their classmates.
 Use songs or any energizer method from time to time as to help them to release their
energy.
 Move around the tables in order to check if children need additional assistance
during the activities.
 Make questions (related to the lesson) from time to time as you are going through
the tables meanwhile students are doing the activities.
 Use a Mickey Mouse´s hand (a tool that comes with the interactive smart board
there is in the institute) oranother colourful tool to organize how children would
share their opinions in front of their classmates. Then, the child would give the tool
to the teacher and the teacher will choose other child to give him/her the opportunity
to share.
 The teacher may look for a funny alarm noise when children are speaking out loud
without making the activities.
Assessment: collecting information and reporting your findings
 Making questions about the topic seen during the activities.
 Observe children´s materials (books, notebook), activities development and their
engagement behaviour during the lesson
 Make commentaries about their doubts and queries
 Look for class support on games activities in order to quantify children´s
understanding.
Materials and resources
 Colourful cards related to food
 Mickey Mouse hand
 Smart board with internet connection
 Computer with internet connection.
 Hello and clean- up songs:
 https://www.youtube.com/watch?v=gghDRJVxFxU
 https://www.youtube.com/watch?v=SFE0mMWbA-Y
 Fruits volley game: https://www.eslgamesplus.com/fruits-esl-vocabulary-game-
fruits-volley-game/(this game was made in the smart board where every child has
the chance to play and have fun revising vocabulary- also the game shows images
about vocabulary items.)
Lesson stages

4. Routine
Purpose: Welcome the students and deliver the snack before the lesson starts. Share
students’ news. (This is very important because they are very young and they need to let
you know what had happened during the time they didn’t see you. So if we don’t have this
time for them to do so, the lesson will be interrupted so many times!)
Timing: 15 minutes
Then, let´s sing the “Hello song”:
Everyday
Igo toschool
Imet new friends
And we all say
Hello! Hello!
How are you?
I`m good,
I`m great!
How about you?
(This part ofthe lyrics will be singtwice)
Nananananananana…!
Hey!
(This part ofthe lyrics will be sing twice)
Every day
Igo and play
Imeet new friends
And we all say
Hello! Hello!

5. What`s your name?
Nice tomeet you!
Doyou want toplay?
Nananananananana…!
Hey!
(This part ofthe lyrics will be sing twice)
Presentation of different songs(previous unit songs)during snack time (10 minutes). During
this time, the students have some tea or orange juice with some cookies and share what
they’ve done during the school day.
Then, the teacher will copy on the board the date and ask to the students what the weather
is like. As students answer about weather conditions, the teacher writes the answers on the
boardso then students can copy that in their notebooks. This will happen while playing
background music children have already listened to.
Lead- in
Purpose:
 Revision of the vocabulary learned and introduction of new food items.
 Revision of grammar structures to express likes or dislikes: I like/ I don´t like.
Timing: 10 minutes
Activity description and instructions as they will be said to students (direct speech):
 Tell students that they are going to see a video, in which they are going to meet two
new friends: Steve and Maggie. Ask them to see the video and repeat the words they
recognize from the vocabulary they´ve learned (related to food), and tell them they
have to raise their hands up to speak (apple, orange, banana, crisps, cakes, coke,
orange juice).
 After the video is seen by the children, ask them to repeat the food items they´ve
learnt (the teacher will show some cards with the food images meanwhile the

6. students say the vocabulary words) and then ask them: do you like apples? Yes
(making mime and saying yummy!) No (making mime and saying yuck!)
The video link: https://youtu.be/kKuYfLM0yDc
Transition comment to link each stage of the lesson with the next one: what is it? ; do
you remember the name of this fruit/food?. In order to help them to find the correct answer,
I will give them some clues: is it a pear/an apple/ a banana?.
Encouraging phrases/comments: yes! ; Very good! ; Well done! ; or Ups! Let´s try again!.
Scaffolding strategies:
 Ask students questions as to help them to find the answer by themselves.
 Show children images related to the vocabulary learned.
 Resortto mime and phrases/ comments they´ve already know to show student´s
feelings.
 Ask students more than once in order to let them answer themselves.
Development of the sequence of activities
Activity 1
Purpose:
 Revision of the vocabulary learned and introduction of new food items.
 Revision of grammar structures to express likes or dislikes: I like/ I don´t like.
 Develop visual and social skills.
Timing:15 minutes
Activity description and instructions as they will be said to students (direct speech):
 Tell students that you have a surprise for them: a mystery bag!. Tell them that they
are going to stay on their seats and when the teacher tell a student´s name, he/she
will have to stand up, look up for a card into the bag and show it to their classmates.
Tell them that the student who guess the name of the food item showed in the card,
is going to have the chance to stand up and pick another card and show it to their
peers (in order to continue the game until all the cards were revealed).

7.  After students guess the food name, the teacher will ask: do you like (and the name
of the food showed in the card)? Students will answer yes/no (meanwhile I will be
making mime with my face and hands showing them the difference between
like/don´t like- I will show them by using mime, for example: when I say “I like”
I`m going to show a happy face and I will touch my stomach saying “yummy” and
when I want to say “I don`t like” something, I will show a sad face and I will point
my fingers down saying “yuck”).
Transition comment to link each stage of the lesson with the next one: Ok, now it`s
time to play a game! ; Are you ready? ; look what I have here! ; What is it? ; do you
remember the name of this fruit/food?. In order to help them to find the correct answer, I
will give them some clues: is it a pear/an apple/ a banana?.
Encouraging phrases/comments: yes! ; Very good! ; Well done! ; or Ups! Let´s try again!.
Scaffolding strategies:
 Ask students questions as to help them to find the answer by themselves.
 Show children images related to the vocabulary learned.
 Apply to mime and phrases/ comments they´ve already know to show student´s
feelings.
 Ask students more than once in order to answer themselves.
Activity 2
Purpose:
 Develop speaking and writing skills
 Develop creativity through artwork
 Develop fine motor skills by painting pictures and by writing food items´ names.
Timing: 15 minutes
Activity description and instructions as they will be said to students (direct speech):
 Tell students they are going to work with some sheets of paper. Show them the
sheets they have to complete and explain to them what they have to do in the
exercise.

8.  Show the exercise development by completing one of the food item´s name all
together.
 The teacher will continue completing the exercise with them orally (choosing a
student for answer each picture´s name) and sharing to them how to write the food
items´ names under each picture (so as to be aware that they complete the images
with the correct names, also as to be sure that they acquire the vocabulary learned
and the new one acquired in the lesson effectively).
 Ask the students if they finished writing the names below each image. If they
answer yes, tell them they can paint the drawings.
(During the activity, I will be moving around the tables observing student´s work).
CAKE BANANA
APPLE ORANGE
CHEESE MILK
PEAR BREAD
ORANGE JUICE EGGS

9. CHICKEN
Transition comment to link each stage of the lesson with the next one:Now that we saw
the video, let`s work with some sheets of paper and stickers! ; Are you ready?.Now, we are
going to play another game, but you have to stay on your seats so I will call one by one to
take the Mickey Mouse`s hand and play!; Ready?
Encouraging phrases/ comments: Very good!; Good work! ; Wonderful!; lovely!; Well
done! ; Fantastic! ; Let´s try again!. Apply to mime movements.
Scaffolding strategies:

10.  Show the images with which they are going to work during the exercise.
 Have a copy of the worksheet they are going to use as an example.
 Show them what are the names of the food items learned and how to write them.
 Ask them questions to be answered by themselves (the questions may be done
twice).
 Apply to mime in order to show my likes and dislikes related to food items and as a
way of encourage students to talk about their likes and dislikes about food.
Activity 3
Purpose:
 Revision of the vocabulary learned.
 Develop listener and performance roles, as they not only listen attentively but also
they respond physically to the instructions/commands delivered by the teacher.
 Deepen student´s understanding of instructions while they develop social and body
motor skills
Timing: 20 minutes
The use of games encourages students to learn (or in this case, to revise vocabulary learned)
in an innovative and motivating way.
 Fruits volley game: https://www.eslgamesplus.com/fruits-esl-vocabulary-game-fruits-
volley-game/(during this game, as some children don`t know how to read, I will
help them by reading the vocabulary words and phrases out loud).
Activity description and instructions as they will be said to students (direct speech):
 Tell students that they are going to play some games to revise the vocabulary
learned.
 Ask them to divide into to groups (4 member per team) and explain them that you
are going to ask each student to stand up (one by one taking turns), and explain to
them what the games will be about.
 A student will be chosen by the teacher and he/she is going to stand up and go to the
board with the Mickey Mouse´s hand and pick an option before the time stops. In

11. this game, the students who joined teams will be able to help to choose the correct
option- if the option is correct the team will win points).
Transition comment to link each stage of the lesson with the next one:Ok, now it`s time
to play a game! ; Are you ready? ; look what I have here! ; What is it? ; do you remember
the name of this fruit/food?. In order to help them to find the correct answer, I will give
them some clues: is it a pear/an apple/ a banana?.
Encouraging phrases/ comments: Very good!; Good work! ; Wonderful!; lovely!; Well
done! ; Fantastic! ; Let´s try again!. Apply to mime movements.
Scaffolding strategies:
 Apply to games as a way to revise the vocabulary learned keeping children engaged
with the activity.
 Use the Mickey Mouse´s hand to choose the child (in order to keep the same
atmosphere during the class).
 Explain the game playing as you were one of them as an example.
 Ask them questions to be answered by themselves (the questions may be done
twice).
 Apply to repetition strategy in order to practice pronunciation for future orally
performances.
Closure
Purpose:
 To clean up all together
 To say goodbye
Timing: 5 minutes
Activity description and instructions as they will be said to students (include direct
speech)
Then, let´s sing the “Clean up” Song:
Clean up, clean up
Everybody, let´s clean up

12. Clean up, clean up
Put your things away
(Thispartofthelyricswillberepeated 3timesduringthesong)
Clean up! Clean up! Clean up!
Put your things away
Pickup your toys
Pickup your books
Pickup your shoes
Put your things away
Clean up, clean up
Everybody, let´s clean up
Clean up, clean up
Put your things away
(Thispartofthelyricswillberepeated onemoretime)
Taken from: https://supersimpleonline.com/song/clean-up/
During clean- up song:
 Students will put their belongings (books, pencil cases, etc.) into their bags.
 Then, when it is time to go, the teacher will ask children to put their jackets on and
wait in the classroom (or making a line in the hall) for their parents to pick them up.
Resources used for making the activities
Mystery bag (an example):

13. Imagesof fooditemsto use for making the cards for the musical game (I will add the food items´
cards related to the new vocabulary learned):
Michey Mouse Hand / Smartboard

14. To be completed by your tutor:
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 Well done Bárbara!
The details you have included made the sequence clearer.
Best

15. Ceci