This lesson plan summarizes a lesson for 5-year-old students learning English as a second language. The 30-minute lesson aims to reinforce vocabulary related to places in a town and safety rules. The classroom is set up with three areas representing a supermarket, library, and cinema. Students will rotate between the areas in small groups to develop language, motor, and social skills through pretend play activities. The lesson incorporates modeling, questioning, and songs to engage students and manage their behavior.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Nisca, María Abril
Institución Educativa:
Dirección:
Cantidad de alumnos: 20
Edad: 5 años
Unidad Temática: “My town”
Clase Nº: 2
Fecha:
Hora:
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 19 de agosto del 2019
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Learning aims: 
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During this lesson, learners will be able to…
- To reinforce contents and vocabulary related to the town from the
previous class
- To revise previous knowledge on food.
- To acquire new vocabulary related to town and safety.
- To use their imagination through play (imaginative play proposed
by Mohammed (2018)).
- To recognize different places of a town in real size and position
themselves in them.
- To position themselves: “I’m in the supermarket”.
- To express their creativity through play.
- To develop interpersonal and intrapersonal skills.
- To pretend visiting different places in town.
- Safety rules around town
Learning focus:
- Vocabulary: supermarket, food, money, biscuits, apple, banana,
orange, cinema, film, zebra crossing, stop/go, library, book, police-
station, train station, ice-cream parlor, museum.
- Simple sentences/questions: I’m in the supermarket/ let’s go to the
cinema!/ wait in line/ how much?

2. - Safety rules phrases: Stop. Listen. Look at both sides.
- Visiting places in town inside the classroom. Playing.
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Integration of skills: 
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- Auditory and visual skills by watching a short clip (film)
- Spatial skills by positioning themselves into the town
- Senso-motor skills by playing around the classroom in the different
stages
- Interpersonal skills by respecting each other’s turn to play and by
working collaboratively.
- Visual skills by paying attention to the different stages and getting
involved with them.
- Speaking skills by talking about the different stages (in the
supermarket, in the cinema, in the library).
- Creative skills by developing imagination trough play-based
activities
- Logical skills by counting the money
- Intrapersonal skills by “reading” or taking a look at the books (in
the library)
Multiple intelligences:
- Spatial intelligence (position in the classroom town)
- Linguistic intelligence (talking about what they are doing in the
different stages)
- Logical-mathematical intelligence (counting the money)
- Bodily – kinesthetic intelligence (moving through the different
stages)
- Interpersonal intelligence (working collaboratively, sharing
material and giving each other time to play)
- Intrapersonal intelligence (working alone on reading section for
example)
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Materials and resources:
- The classroom needs to be set up according to three different
places in town: a supermarket, a library and a cinema. This
can be done by putting strategically the material that will be
detailed as it follows. A zebra crossing made out of strips of
black and white paper is required (stick to the floor)
- Fake food such as fake fruit (apples, bananas, oranges) or
flashcards with drawings of food (see vocabulary above)

3. - Shopping bags or baskets
- A toy cash register and fake money with big numbers.
- A projector, a computer and a clip of the film Zootopia.
- Shelves with children books in English.
- Stop/go signal made out of cardboard
- A silence signal for the library
Possible contingencies:
- Children disrupting or talking to each other while explaining
- Children changing stations
- Children not wanting to form in line
- Children not doing what they are told to
- Children fighting for playing with something at the same
time.
- Children may break some of the material
- Children standing up while projecting the film
- Children may not want to stop playing
Classroom management strategies:
- Explain children what they have to do clearly before starting; for
instance, explain that everyone will have a turn to visit each of the
stations
- Divide the course in three groups making sure to put those
children that do not get along very well in different groups.
- Explain that they can use everything but in turns and very carefully
- Using strategies to calm them down: start singing a song they know
to call their attention, saying “if you’re listening touch your (nose)”
and wait for them to realize they are expected to pay attention,
singing the song for sitting down (all the children sitting down),
using a voice level chart like the
following:
(image taken from the
Internet)
- Explain them that the different stages are for different purposes:
they are allowed to speak in the supermarket but not in the library
or in the cinema. Explain that other people can get upset if they

4. stand up or talk during the film.
- Invite the children to help each other and share toys. Make them
say ‘please’ and ‘thank you’.
- Monitor the children while doing the task
- Singing the good-bye song and tell them that there is a special
surprise for those standing in line when the teacher call them.
- Giving each child the time to use their imagination and to play,
while you monitor that they use the language properly.
Assessment: collecting information and reporting your findings
- Asking questions individually and also to the group (where they
are, what do they have in their shopping bags, how much is it, etc.)
- Constantly monitoring they work
- Commenting about the class
- Playing with them
Lesson stages:
Routine
 Purpose: saying hello and taking a place in the classroom
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Make the children form a round to sing the ‘hello song’
- The children gather around on chairs disposed strategically.
- They may tell some news (probably in longer lessons)
 Scaffolding strategies: modelling (if you ask them to sit
down, then you should sit down to), singing.
 Transition comment to link each stage of the lesson with the next
one: O.K. Now, look around and raising your hand tell me what can
you see (inviting them to look around the classroom). This is a
good stage to test if the children remember some words from the
previous class.
Lead-in and presentation
 Purpose: to introduce the task as well as the new vocabulary
 Timing: 5 minutes

5.  Activity description and instructions as they will be said to
students (include direct speech):
- Ask the children to stand up and form a line behind you (you
should stand up next to the zebra crossing). Do this as you
repeat them to wait in line.
- After all of them are placed, check if they remember what a
zebra crossing is (what’s this?). Explain that zebra crossings
help us to cross the street safely.
- Then show them the stop/go signal and ask them if they
know what the colours in it mean (red and green).
- Call out some names (group one) and tell them they have to
cross the street to go to the supermarket. Make sure that
they understand that they only can cross if the signal says go
(when it is green). Place at the end of the zebra crossing and
showing the red signal remind them that they have to stop,
listen and look at both sides (make sure you model
everything for them). When the signal is green, they can
cross. Do the same with the rest of the groups.
- Explain that they have to wait “outside” the buildings
because the doors are close.
- In addition, explain that they will take turns to play in each
station.
 Scaffolding strategies: modelling, pointing, asking
questions and explaining
 Transition comment to link each stage of the lesson with the next
one: Well now the doors will open so we can enter.
Development of the sequence of activities
Simultaneous activities: three stations; 15 minutes
Activity 1: the supermarket
 Purpose: to help children to develop their imagination, use their
senso-motor skills, and encourage them to speak in L2.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):

6. - The group at the supermarket starts.
- Explain the children that they have to shop.
- One of them needs to be using the register cash, but they
must take turn to use it.
- Hand in some fake money to each child and a shopping bag
- Tell them they have to say what they have in their shopping
bag before buying it.
- Explain some rules to play in the supermarket (taking turns,
sharing, etc.)
- Give children time to play alone, but monitor the activity.
 Scaffolding strategies: explaining, modelling
 Transition comment to link each stage of the lesson with the next
one: O.K. Time to change places!
Activity 2: in the library
 Purpose: to develop their intrapersonal skills as they take a look
at the books on their own.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
- Show the children the silence signal. Explain that they are
not allow to use a loud voice in the library.
- Give each child a “library pass” and let them take the book
they want
- Explain that they can share books
- Monitor the activity by asking them some questions about
the books (books should be related to town)
 Scaffolding strategies: explaining, modelling, asking
questions
 Transition comment to link each stage of the lesson with the next
one: O.K. Let’s change places!
Activity 3: in the cinema
 Purpose: to identify places in town in the clip and say their
names.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):

7. - Explain that they are going to watch a clip of the film
Zootopia. Ask them: Do you know the film? Tell them it is
about a town made for animals.
- Explain that in the cinema they are not allowed to talk or to
stand up.
- Play the film
- Monitor the activity by asking some questions during and at
the end of the film (Where are they?). Give them options if
they need them: are they in the school or in the museum?
 Scaffolding strategies: Explaining, asking questions
 Transition comment to link each stage of the lesson with the next
one: Now it’s time to go home. Let’s form a line right here.
Here is the video clip I made out of various videos of youtube. It is not finish yet.
ZOOTOPIA.pptx
Closure
 Purpose: to say good-bye
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Once they have all had their turn to play in each station tell
them to form a line behind you.
- Tell them to put their coats and bags on as they sing the
good-bye song.
- Ask a helper to say good-bye out loud so the rest of them
answer back.
- Make a line
 Scaffolding strategies: modelling, singing, explaining
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

8. Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations