This document is a lesson plan for a 90 minute English class for 6 year old students focusing on food vocabulary. The plan includes 4 main activities: 1) Revising food vocabulary using flashcards and introducing "healthy" and "unhealthy"; 2) A flashcard game to review vocabulary; 3) Creating a poster on healthy and unhealthy food by cutting out images; 4) Drawing healthy foods in an envelope "lunchbox". The plan provides the purpose, timing, instructions, and scaffolding for each activity, as well as transitions between activities. The teacher aims to consolidate vocabulary, develop creativity and interpersonal skills, and have fun while learning.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Andrea Giordano
Institución Educativa: Dailan School & Sports
Dirección: Colectora Oeste Ramal Pilar. Manuel Alberti
Cantidad de alumnos: 14
Edad: 6 años
Unidad Temática: Food
Clase Nº: 1
Fecha: 20/11/2018
Hora: 8:30
Duración de la clase: 90 minutos
Fecha de entrega de la planificación: 19/11/2018
Note: Some minutes of the class will be required to place
the camera in a hidden place and to stick the poster.
Authorities do not want kids faces to appear in the recording.
Learning aims:
During this lesson, learners will be able to…
 Use language related to food and colours
 Identify healthy and unhealthy food items
 Express their feelings about food
 Consolidate vocabulary they have learnt previously (we
are revising for final exams)
 Expand their creativity and learning process through
play
 Practice “I like…” “I don`t like…”
 Work individually, in group and in pairs enjoying the
practice
 Have fun through learning
Learning focus:
The activities will focus on:
 Revision of food items and colours
 Vocabulary: apple, orange, cucumber, sandwich,

2. milk, cake, candies, carrot, potato, cheese, onion,
banana, grapes, watermelon, pizza, bread, corn,
cereal, yoghurt, juice, butter, cookies, tomato,
bagel, hot dog, chocolate, bacon, ice cream. New
vocabulary: healthy/unhealthy
 Team work
 Motor, spatial and concentration skills
Integration of skills:
Linguistic skills (listening, speaking, literacy) as well as
the development of creativity through play and multimodal
modes of expression (synaesthetic abilities) will be the core
of the learning framework. These skills will be embedded
within the three pillars of the imaginative approach: play,
creativity and multimodality.
Children will revise vocabulary by play-based activities
and creative tasks in order to expand their creative skills an
enrich their learning experience.
Through groupal and pair work they will develop
interpersonal skills.
Multiple intelligences:
can be spotted through the sequence of activities:
Verbal-linguistic (use of known and new vocabulary
related to the topic), bodily-kinesthetic (while making
gestures and body language related to vocabulary), logical-
mathematical (for solving problems tasks on food), and
interpersonal (to work in groups and in pairs, deciding
which is the best option, how are they going to work, etc.)
Materials and resources:
 Poster with the image of a boy and a girl,
Tom and Mary as guests
 Flashcards (the ones provided by Young
Achievers 1. Richmond)
 Board and chalk
 Markers, crayons and pencils
 Coloured sheets of paper
 Glue and scissors
 Photocopy with healthy and unhealthy food

3. images
 Brown envelopes
Possible contingencies:
 Children may not get engaged with the activities.
 Children getting distracted by others
 Timing: sometimes children take too long and
sometimes too short to fulfill an activity. If they
take longer than planned, we will have to leave an
activity undone. If they finish
Classroom management strategies:
 Building confidence: as the students are very young
learners, a safe and friendly classroom environment is
a must for them to feel confident to take part in the
activities proposed. We must be aware of their feelings
such as embarrassment or unwillingness to participate
and respect their decisions
 Following routines: even though my class will be
different from the ones their teacher has with them, I
will try to follow the same scheme of routines they
daily follow: entering the class, greeting them, asking
for their red copybooks, write the date on the board.
By promoting organizational skills, we are helping
children to develop their autonomy
 Transitions: I will introduce every activity for them to
feel that they are all related
 Start each activity explaining what it is
 Use the strategies that already work with them: rise a
hand and put a finger in front of the lips and/or “One,
two, three, look at me”
 Call their attention when they get distracted by naming
them
 Walk around the class encouraging them on their
performance
Assessment: collecting information and reporting your
findings
 Asking questions about the topic: which kind of food do

4. you like? Which vegetables (fruit, drinks, etc.) do you
like? What colour is a carrot (cucumber, etc.)? Do you
like…?
 Observing children while they work in pairs (creating
the poster on healthy/ unhealthy food) and alone
(creating their healthy lunchbox) in order to write down
after the class how they behaved, how interested in
the activities they were, paying attention to their
strengths and weaknesses
 Making comments on their work, congratulating them
and encouraging to keep on working with such a
commitment
Lesson stages:
Routine
The activities will vary but the focus should be on
following the class routine. I will introduce it from the very
beginning so that children can feel it is familiar to them:
1. Greeting
2. Hand-in of red copybook
3. Writing the date on the board
4. Activity 1
5. Activity 2
6. Activity 3
7. Arranging the class
8. Good-bye
Lead-in and Presentation
Greeting, red copybooks (hand-in and checking) and
writing the date on the board
Timing: 5 minutes
Introduction to the class: I will introduce this lesson
by showing a poster with a boy and a girl asking them if they
can guess their names. They will “discover” they are Tom
and Mary and I will explain they are in Junior 1 too in another
school and they need our help. They need to give out a class
on food. Can we help them? The idea is to think out loud
which food names they know.
Timing: 10 minutes

5. Development of the sequence of activities
Activity 1. Healthy and unhealthy food
Purpose: the main purpose of this activity is to revise the
vocabulary they have learnt related to food by using
flashcards and to introduce the words “unhealthy” and
“healthy”. They need to use interpersonal work to share
opinions and doubts.
Timing: 20 minutes
Description and instructions:
I will show them the flashcards, one by one, asking
them What is this? What colour is this? Do you like it?
Is it yummy or yucky?
Once everybody has participated, I introduce the new
words “healthy” and “unhealthy”. I draw a chart on the
board with these two categories and a smiley face on the
former and a sad one on the latter. I give an example saying:
“ Candies are unhealthy. They make your tummy ache”
(miming the idea)” “Carrots are healthy. They make you
strong” (again miming). Can you give examples?
We revise the words on the flashcards to write each of
them on the right column. I think they will suggest more
words (as there are lots of words related to food they use
daily: hot dog, hamburgers, etc.).
Scaffolding strategies:
Show the students what they are expected to do by
giving an example on myself, guiding them and eliciting
them to answer the questions the teacher asks.
Use the flashcards related to food and ask questions to
talk about their likes
Takes turns to talk, respecting the others but letting
them be active on their learning process (a bit of noise is
expected)
Transition:
Once everybody has participated,s I will congratulate
them on their work and invite them to do something else:
“Well done! Let’s sit on in a circle and do play a game!”
Activity 2. Flashcards game
Purpose:
The main purpose is to make all of them participate,
revise vocabulary and express their feelings.
Timing: 10 minutes

6. Description and instructions:
We sit in a circle on the floor and using the flashcards
upside down, each of them has to take one with eyes closed
and describe it. I help by asking questions such as “What’s
this?”, “What colour is it?”, “Do you like it?”,” Is it healthy?”.
Once everybody has participateparticipated,s I invite
them to stand up and sit on their desks to do another task.
Scaffolding strategies:
Show the students what they are expected to do by
giving an example on myself, guiding them and eliciting
them to answer the questions the teacher asks.
Use the flashcards related to food and ask questions to
talk about their preferences
Takes turns to talk, respecting the others but letting
them be active on their learning process (a bit of noise is
expected)
Have fun by listening to others and share or not their
preferences
Transition:
“Now, we are going to work in pairs. I will give you a sheet of
coloured paper, you will copy the chart on the board and,
cutting out this sheet of vocabulary you will order food
under the healthy or unhealthy column”
Activity 3: Food Poster
Purpose:
The main purpose is to work collaboratively on visual
skills and to consolidate knowledge about healthy and
unhealthy food
Timing: 15 minutes
Description and instructions:
Explain to them that we will create a chart of healthy
and unhealthy food to help Tom and Mary, cutting out
images from a photocopy given.
This is the photocopy.

7. Once they finish, they will write their names on it
and we will expose them on the class’ walls.
Scaffolding strategies:
Show the colour paper and the photocopy.
Provide the material for them to work.
Ask them to create a chart on healthy and unhealthy
food, cut the images and glue them under the right
category.
Help them to organize the chart.
Go around helping if needed and praising their work.
Transition:
Once they finish, I will explain to them we will pretend
this envelope (showing it to them) is their lunchbox.
Activity 4: My healthy lunchbox
Purpose:
Check if they understand the difference between
healthy and unhealthy food.
Allow them to express their likes.
Timing: 15 minutes
Description and instructions:
I will give one brown envelope to each of them saying:
“Let’s pretend this is your lunchbox. Let’s draw on the cover
healthy food for you to eat!”

8. Scaffolding strategies:
Give one envelope to each student.
Ask them to write down on the cover My healthy
lunchbox.
Ask them to draw two or three healthy food items and
colour them.
Go around helping if needed and praising their work.
Transition:
“The cellphone’s alarm is telling us it is time to finish
our activity and prepare everything to have lunch. Let’s
order everything to go out and line up”.
Closure
Purpose:
To say goodbye
Timing:
10 minutes
Description:
Tell everybody their artwork is really beautiful and I
have a wonderful time with them.
Say goodbye to each one of them.
Line up outside the class to go to the dining room.
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 Very
Good
Good Acceptable Needs
improvem

9. 5 4 3 2 ent
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Great start, An!
Given the fact that this is a long class (90 minutes) you might also
include other types of resources to enrich the experience, such as a
video, a song, realia, etc.
Please, take my feedback into account (language corrections
included) when planning class 2.
Best
Ceci