This document provides details of a planned English lesson for 6-year-old students. The 45-minute lesson aims to introduce food vocabulary through puppet show, worksheet activity, and game. New words to be taught include sandwich, yogurt, biscuits, water, juice, apple, banana, and orange. Colors red, yellow, blue and numbers 1-5 will also be reviewed and reinforced through songs, flashcards, and identifying foods. Assessment will include teacher observation and reflection as well as student feedback.

1. 1
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: 17
Edad: 6 años
Unidad Temática: ‘My Lunch Box’
Clase Nº: 1
Fecha: 01/10/18
Hora: 11: 20 hs.
Duración de la clase: 45 minutos.
Note:Some minutes of the class will be required to place the camera in a
hidden place, to install the audio player to a speaker and to stick the
posters and flashcards. *Authorities have advised me to do so since there
was a time when a trainee’s camera from LenguasVivas was spotted by
children and it was a bit chaotic.
Fecha de entrega de la planificación: 26/09/18
Learning aims:
During this lesson, learners will be able to:
Identify foods through a puppet mini show.
Describe foods through a worksheet.
Consolidate the new vocabulary through a game.
Learning focus:
Revision of some colours (blue, red) and numbers (1, 2) and
learning new vocabulary related to healthy food and drinks:
sandwich, yogurt, biscuits, water, juice, apple, banana, orange
and lunch box. Besides, students will be introduced numbers 3, 4
and 5 and colours red and yellow to describe the fruits.
Children will make meaning of the new vocabulary and language
structures by play-based activities such as the ‘Puppet Show’
where they will interact with the puppet and the food inside the
Comentario [CZ1]: Perfect!
Comentario [CZ2]: According to the
activities described, there will be other
aims.

2. 2
lunch box along with multimodal tasks( ‘Point to…yellow-red-blue’,
worksheet activity, ‘Feely Bag Game’ by feeling and touching
fruits)in order to foster their imaginative skills and enrich their
learning experience.
Integration of skills:
Linguistic skills (listening, speaking, literacy) as well the
development of creativity through play, songs, puppets and
multimodal modes of expressions such as singing, dancing, pointing
to objects, listening to a puppet show and enjoying to an
anecdote about a picnic (synaesthetic abilities) will be the core of
the learning framework. Childrenwill also develop fine motor skillsby
circling some food items in a worksheet.
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 and singing along.
2) Verbal-linguistic by learning and using the new vocabularyand
recycled language to identify and describe foods and drinks.
3) Logical-mathematical by identifying which items go in the
lunch box and which correspond to a different category
(clothes).
4) Bodily-kinaesthetic by dancing songs, going around the
classroom to point to objects of certain coloursand touching
fruits and feeling the different shapes in order to guess which fruit
they have picked.
5) Interpersonal by sharing a Puppet Show and games with their
peers.
6) Intrapersonal by deciding which their favorite food is and
being aware of the importance of eating healthy food.
Materials and resources:
• Netbook.
• Audio player.
• Songs.*See lyrics and sources in the development of
activities.
• Monkeypuppet.It can repeat what is being said by
Comentario [CZ3]: Excellent!

3. clicking a bottom on its head
on considering children’s reaction
• Realia:
Lunch box. The
following food items and drinks. They are small in order
to fit in the lunch box:
1 sandwichmade with real bread,
lettuce and an
and sealed in a
opening it.
2 biscuits wrapped
to avoid children opening it.
1 empty carton of milk
1 empty carton ofjuice
1 empty yogurt with
All food items and drinks will
be real packages but they
will be empty. Except the
bottle of water, the cookies
and the sandwich that will
be real food but sealed
verycarefully.
3
clicking a bottom on its head. This option will be turned
on considering children’s reaction and time.
The Monkey’s lunch box will contain the
following food items and drinks. They are small in order
to fit in the lunch box:
made with real bread, a crepe paper
anevarubber tomato. It will be wrapped
in a resistant plastic bag to avoid children
2 biscuits wrapped and sealed in a resistant plastic bag
to avoid children opening it.
carton of milk.
carton ofjuice.
1 empty yogurt with lid.
. This option will be turned
will contain the
following food items and drinks. They are small in order
crepe paper
wrapped
to avoid children
plastic bag
Comentario [CZ4]: Fantastic!Fantastic!

4. 1 littlebottle of water
• Mini supermarket bag
the picnic:
2 apples.
1 orange
3 bananas.
1 carrot.
• A4 flashcards from 1 to 5 to be stuck
• Flashcards of colours to be placed
• Worksheet page 35 from
4
of water with the lid glued to bottle.
supermarket bag to carry the fruits and carrot
lashcards from 1 to 5 to be stuck on the wall.
Flashcards of colours to be placed on the whiteboard
Worksheet page 35 from the students’ book ‘TOY BOX
to carry the fruits and carrot for
whiteboard.
TOY BOX’

5. which the teacher of English asked me to include in my
planning.
• Black bag to be filled with foods and drinks.
hole so that children can put their hands inside
Bag’).
Possible contingencies:
Misbehavior issues.
teacher will speak calmly
to make an affective connectio
Lack of comprehension
different way or hel
reinforcing scaffolding strategies
Children’s distraction or lack of interest
attention by using different tones of voice
hands or asking to finish their work to play a
5
which the teacher of English asked me to include in my
ag to be filled with foods and drinks.It has a little
hole so that children can put their hands inside
Possible contingencies:
Misbehavior issues.In case children misbehave the
teacher will speak calmly n L1 to appease them and try
to make an affective connection.
Lack of comprehension. Repeat instructions in a
different way or help learners with difficulties
ffolding strategies.
Children’s distraction or lack of interest.Catch pupil’s
using different tones of voice, clapping
hands or asking to finish their work to play a
which the teacher of English asked me to include in my
It has a little
hole so that children can put their hands inside (‘Feely
sbehave the
m and try
Repeat instructions in a
learners with difficulties by
atch pupil’s
, clapping
hands or asking to finish their work to play a funny
Comentario [CZ5]: You may also use
a chant to ask for silence and settle
them. It may prove more effective than
L1 use.
You may also use
chant to ask for silence and settle
them. It may prove more effective than

6. 6
game.
Timing. Learners spend many 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)
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 him 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.
Comentario [CZ6]: much

7. 7
● 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 things away (tidiness
habits).
Assessment: collecting information and reporting your
findings
Observation of the class dynamics and interaction between
students and teacher.
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 first
lesson.
Share experiences with my cyber classmates about their
experiences.
Write down commentaries about individual students who
experienced some cognitive difficulties understanding the
tasks or those who misbehave or fight 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: 3 minutes
• Greet children with the ‘Hello Song’ as they come in and
wave your hands.
Lyrics:
Comentario [CZ7]: A really well
developed introduction.

8. 8
Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
• Encourage children to move and sing along. Stop the music
and ask them Sit down please.
• Say Hello, I’m Miss Paula, and ask them How are you?Say I’m
happy while pointing to your smile.
Transition comment:invite children to come forward around your
deskbecause they will meet a new friend.
Presentation
Purpose: to introduce the food and drink vocabulary through a
‘Puppet Mini Show’ in order to engage children with the new topic
as well as providing an enjoyable context. Besides, the purpose it’s
not only introducing the new language items but rather to develop
anaffective bond with the children by using a puppet, a story and
humour.
Timing: 6-8 minutes.
*Some time variation may occur depending on children’s reaction
to the puppet. For example, whether or not they want to say
hello/name to the puppet.
‘‘‘‘PUPPET MINI SHOWPUPPET MINI SHOWPUPPET MINI SHOWPUPPET MINI SHOW’’’’
• Tell children that you have come with a friend who wanted to
know them and be his friend.Point to the puppet and say’This
is Monkey!
• Introduce the puppet and say Hello children, I’m Monkey
and the puppet will repeat the same with a funny voice. This
Hello boys!
Hello girls!
Hello class!
Hello to you!
Hello to you!
Comentario [CZ8]: Yougotit!

9. 9
way of recasting what the teacher says is an attractive
scaffolding strategy.
• Allow two or three students to say hello and their names to
the monkey and to listen to the monkey repeating their
phrase.
• Tell children that Monkey has a picnic after classes with other
friends at Laguna La Salada (this a tourist spot where families
go at the weekend as well as the place where I live). Ask
children Do you like picnics? Yes.Do you like La Salada?
Yes/No. Explain that Monkey has prepared his lunch box with
a lot of foods and drinks because Monkey loves eating.
• Say Look, this is a lunch box andpoint to it.In this stage
useL1when necessary, as you are engaging children with the
topic and understanding is vital. Anyway, the strategy that
will be used is L2+L1+L2.
• Invite children to approach your desk to see what’s inside the
lunchbox.
• SayLet’s see what is inside the lunch box! Children will be
anxious to see what is inside Monkey’s lunch box.
• Open the lunch box and introduce the vocabulary. Make an
astonished face and say Oh my God! The lunch box is full of
food! while holding your head.
• Show children the foods and drinks Monkey has in his lunch
box while sayingin amazementand wide opens There is a
sandwich…a yogurt…orange juice…milk…biscuits…an
apple…an orange…and there are three bananas!!!Use your
fingers to count the food items. Hold up each item while you
name them. When holding the fruits and vegetables say This
is good for you!
• Model the language by using the puppet. First you say the
food items and then Monkey repeats what you have already
said My sandwich, my biscuits, my milk, my juice, my apple
and MY BANANAS! Mmmm…Yummy!!!
• Ask children What’s your favourite food? Elicit answers by
pointing the food items and asking them Banana?, Biscuits?,
Sandwich? and so on.
Scaffolding strategies:
Facial expressions and gestures with the whole body,
Point the food and model the new vocabulary.
Recast the language with the puppet.
Elicit answers by using the target language with rising
Comentario [CZ9]: at
Comentario [CZ10]: Considering the
strategies and materials you will use, I
don’t think L1 will be necessary. You
should use the L2 much as possible,
and the children will surely produce in
L1.In that case, encourage them to use
the L2.
Comentario [CZ11]: You could also
say ‘I’ve got’ a sandwich, even if you
are not expected to teach ‘I’ve got’.

10. 10
intonation.
Transition comment:Say children that you and Monkey will hand
their books in to do the next activity.
Development of the sequence of activities
Purpose:to identify which food items belong to the lunch box and
which do not by using a worksheet.
Timing: 10-12 minutes.
*These kind of activities takes children time since the teacher has to
hand in each book, go around the class to check comprehension
and praise each pupil.
ACTIVITY 1:LOOK AND CIRCLELOOK AND CIRCLELOOK AND CIRCLELOOK AND CIRCLE
• Show the worksheet with the food items and clothes. Hold up
the Activity Book at page 35 and ask children to open their
books at that page.
• Stick the worksheet on the whiteboard to guide children and
minimize time as children tend to stand and ask what they
have to do many times.
• Name the food items on the page and ask students to point
to them.
• Say You need a colour pencil (red, blue or green), Ready?
Yes.
• Tell children to circle the items that go in a lunch box. Mime
with your hand and circle around one food item.
• Ask students Do bananas go in a lunch box? Yes,Doshoes go
in a lunch box? No. Hold your nose as if the shoes were
smelly.
• Go around the classroom to check if children are doing well.
Provide assistance when necessary. Praise children.
Comentario [CZ12]: Tell
Comentario [CZ13]: Excellent! Show
and also, after giving instructions,
check understanding by inviting them to
explain what they have to do (they may
do so in L1).

11. 11
• Once the activity is finished you can stick an emoji in their
books as a kind of reward for their work.
Scaffolding strategies:
Stick the worksheet to guide children
Name the food items and elicit the odd ones.
Facial expressions and gestures when possible.
Mime a circle with your hand.
Monitor the task and provide assistance.
Transition comment:Say Well, now we are going to learn about
Monkey’s favourite fruit BANANAS!
ACTIVITY 2: THE BANANA IS YELLOWTHE BANANA IS YELLOWTHE BANANA IS YELLOWTHE BANANA IS YELLOW
Purpose: to learn new colours to describe different fruits by
interacting with the teacher who will guide learners by asking
questions to prompt the description of the fruit.
Timing: 5-7 minutes.
• Show the Monkey’s bananaand ask children to identify it
What’s this? A banana. What colour is it? Yellow.Identify the
new colour by pointing to the banana.
• Repeat the same procedure with the orange and the apple
in order to introduce the colourorange and revise the
colourred.
• Say The banana is yellow after children identify the fruit.
Encourage children to say similar sentence with orange and
apple. You may start the sentence if children are unable to
say the sentence The apple is… until children are capable of
saying the sentence on their own.
• Tell students to point to different items in the classroom that
are yellow, orange and red.
Scaffolding strategies:
Show the banana.
Point to the yellow colour by using the banana.
Elicit the sentence The banana is yellow.

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Transition comment:Say children that it’s time to play a game
before the class it’s finished.
ACTIVITY 3:FEELY BAG GAMEFEELY BAG GAMEFEELY BAG GAMEFEELY BAG GAME
Purpose: to recognize different foods and drinks by using the sense
of touch.
Timing:8-10 minutes.
• Place the Monkey’s food items inside the bag. Tell children
they will play a guessing game. Explain in L1 the concept of
guessing.
• Explain to children they have to put their hand inside the bag
without watching and guess which fruit or vegetable they
have picked. If children hesitate the name you can ask Is it
yellow? while pointing to the yellow flashcard. Use the same
strategy for the apple, the orange and the carrot.
• Go around the class with the Feely Bag until all learners have
a try.
Scaffolding strategies:
Explain in L1 the concept of guessing and feeling.
Asking questions to elicit the fruit/vegetable
Transition comment:Say children that it’s time to say goodbye with
a catchy song.
Closure
Purpose:to say goodbye in a cheerful way so that children leave
the classroom happily.
Timing:3 minutes.
• Say it’s time to say good-bye and play the ‘Goodbye
Song’while children pack their bags to have lunch at the
school.
• Ask children to join the song.
Comentario [CZ14]: If you
demonstrate, they may infer the
meaning.

13. 13
Lyrics:
Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
END OF LESSON PLANNING 1
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
Needsimprovement
1
Visual organization x
Coherence and
sequencing
x
Variety of resources x
Stages and activities x
Scaffoldingstrategies x
Goodbye boys!
Goodbye girls!
Goodbye class!
Goodbye to you!
Goodbye to you!
Comentario [CZ15]: Remember to
include the rubric for me to assess the
lesson plan.

14. 14
Languageaccuracy x
Observations Outstanding, Paula! You have applied your learning of Didactics,
indeed!
Have a great lesson 1!!!
Ceci