Lesson Plan 3

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°: 03
Fecha: 14 de Noviembre 2018
Hora: 18.00 a 19.30 hs
Duración de la clase: 90 minutos
Fecha de entrega de la planificación:13/11/2018
Learning aims
During this lesson, learners will be:
 To consolidate vocabulary about food from previous classes.
 To consolidate grammarstructureslearnedtoexpressstudents´likes and dislikes: I like/ I
don´t like.
 To practice listening and speaking skills through videos and multimedia games.
 To develop social and visual skills.
Learning focus
The activities will focus on:
 Revise the grammarstructureslearnedto express likes and dislikes about food by using I
like/ I don´t like.
 Revise vocabulary learned about food: chicken, cake, banana, apple, cheese, milk,
pear, orange, bread, egg, orange juice.

 Revise food items´ names learned and also the colour of the vocabulary learned.
 Collaborative work by playing innovative games.
 Drawing, painting and motor skills.
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 innovative games.
 Creative skills through artwork: students will complete several activities by using
multimedia games and drawing, painting related to food vocabulary learned.
 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.
 Kinaesthetic intelligence: children will play interactive games 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.
 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 with food pictures on it.
 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
 Memory game: https://www.eslgamesplus.com/fruits-vocabulary-memory-game-for-
esl/ (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).

Lesson stages
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!
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 about food learned from the previous lesson.
 Revision of how to express likes or dislikes by using 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 you brought a game to play all together and ask them to take seats
as you can explain to them what the game is going to be about.
 Show students the cards related to food vocabulary and tell them they are going to
play a game called “musical cards”.

 Before the game begins, revise the vocabulary they have learned by showing them
one by one the different food items´ cards and ask them the names of the image the
different cards showed related to the vocabulary learned (meanwhile children said
vocabulary content, I will ask them: do you like (banana)? They may answer: yes
(making mime and saying yummy!) / no (making mime and saying yuck!).
Transition comment to link each stage of the lesson with the next one: look what I have
here for you!... I have some cards with food images on them!; So, are you ready to play a
game? ; Now I will look for a song to play as this game is called “musical cards”; so, what
do we need to play the game? Music!
Encouraging phrases/comments: yes! ; Very good! ; Well done! ; or Ups! Let´s try again!.
Scaffolding strategies:
 Resort to mime in order to exemplify how to play the game showing students in
which direction cards will be exchanged between them. Also, using mime strategy
helps students to express likes and dislikes.
 Show students colourful food items´ cards in order to help them to revise
vocabulary and construct knowledge meanwhile they are engaged and motivated
during the activity.
 Ask them short questions to be answered by themselves (questions will be
maketwice).
 Resort to music as a way of keeping children engaged and motivated during activity
development.
 Use mother tongue language in the case that students are not able to understand
commands/instructions explained using L2.
Development of the sequence of activities
Activity 1
Purpose:
 Develop interpersonal skills by sharing materials between students.
 Develop kinesthetic skills by playing creative and dynamic game.

Timing: 15 minutes
 Ask students to sit at their seats sharing a table.
 Show the different vocabulary cards to children and explain to them what the game is
going to be about. Tell students that you are going to play music and explain them that
meanwhiletheyhearmusicplayingtheyhave tochange the cardstheyhave intheirhands
with their partners; and when the music stops, they have to keep a card with them.
 Explaintostudentsthatyouare goingto say a children´sname andask tothe chosenchild
to tell you the name of the food item shown in the card. Tell him/ her that h/she has to
say “I have + the food item´s name”.
The conversation would be like:
Tch: Atenas, what is it?
St: cake!
Tch: Very good! Now, repeat after me please.... “I have a cake!”
(The student will try to imitate teacher´s answer- so I will answer well done! or Ups! Let´s try
again!). (Then I will continue playing with the students playing the song again, pause it and
choosing another child).
Musical song: https://youtu.be/QSzrgQ-pMZM
Transition comment to link each stage of the lesson with the next one: Now, we are going
to play another game, but you have to stay at your seats so I will call one by one to take the
Mickey Mouse`s hand and play!; Look on the picture, do you know what itis?... is it an apple/ a
pear/ a banana?;
Encouraging phrases/ comments: Very good!; Good work! ; Wonderful!; lovely!; Well done! ;
Fantastic! ; Let´s try again!. Apply to mime movements.
Scaffolding strategies
 Resort to the use of colorful cards for playing the game.
 Use the MickeyMouse´shand to choose the child(inorder 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 askedtwice).
 Resort to mime inorder toshow 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 2
Purpose:
 To develop social and musical skills
 To develop speaking skills
 To revise vocabulary learned about food from previous lessons.
Timing: 15 minutes
Activity description and instructions as they will be said to students (direct speech)
 Tells students they are going to play a game (using the vocabulary cards) called
Bingo!. Ask them to stay at their seats and explain to them what the game is going
to be about.
 Show them the different food cards from what they have to choose between 4-6
food cards in order to build their bingo charts.
 Explain to students how to play the game: first, they have to choose the cards and
lay them face down in their desks. Then, tell them that when they hear a food item
name they have to turn over the food card they hear (and if they choose it).
 Tell students that the ones who say Bingo! will become the winners of the game (we
will play the game more than once so that students have the chance to complete the
activity turning all their cards over).
Transition comment to link each stage of the lesson with the next one: Now, we are going
to playanothergame,butyou have to stayon your seats so I will share with you some food cards
and you have to choose 4-6 different cards because we are going to play a games called Bingo!..
do youknowhowto playthisgame?;Ok, let´ssee,Iwill explain to you how to play the game, but
you have to pay attention to me now…. Open your ears, open your eyes!.

 Apply to the use of colorful cards for playing the game.
 Ask them questions to be answered by themselves (the questions may be done twice).
 Resortto 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
Memory game: https://www.eslgamesplus.com/fruits-vocabulary-memory-game-for-esl/
 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
goingto ask eachstudentto standup (one byone takingturns),andexplain 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 withthe Mickey Mouse´s hand and pick two cards. If the cards are equal, the team
the childbelongswill winpoints(the pointsare goingtobe decidedbythe game- as it will
be played virtually).
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 at 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.
 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).
 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.
Activity 4
Purpose:
 To develop fine motor skills
 To develop kinaesthetic skills as children have to paint the pictures and draw a
happy/ sad face according to student´s likes and dislikes.
 To show students´ feelings by using I like and I don´t like.
 To develop speaking and visual skills
Timing: 15 minutes
 Tell students they are going to work with sheets of paper with different drawing
related to food.
 Show them the worksheet in which they have to work on, ask them the names of the
different food items they can see in order to revise vocabulary.
 Then, explain what they are going to do first, they have to complete the blank space
of the face by drawing a happy face (if they like the food) or a sad face (if they
don´t like the food the picture shows) (during this part of the activity, I will resort to

mime in order to explain the difference between I like and I don´t like as an
example so then they can work on their own. Most of them need someone who
repeats the names of the food, so I will be moving around the tables to help them).
Then, tell them that after drawing the faces, they have to paste the worksheet on
their notebook and paint the food items´ drawings.
Draw and colour! Draw (I like) or (I don´t like)

Transition comment to link each stage of the lesson with the next one:Now, we are going
to complete some activitiesin thisworksheet,butyouhave tostay on your seats so I will give you
a one sheet of paper so you can complete the faces by drawing a happy or a sad face depending
on if youlike or if youdon´t like the foodshowedinthe pictures;Ok,let´ssee,Iwill explain to you
howto complete the worksheet,butyouhave topay attentiontome now….Open your ears open
your eyes! ; Ready?
 Use of worksheets
 Use of colourful cards through an institutive and motivating activity.
 Resort to mime in order to encourage students to show their feelings about food
learned (likes and dislikes)
 Use of a freer activity in order to let students revise food vocabulary and the use of
like/don´t like (I will show them making the activity orally first)
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
Clean up, clean up
Put your things away
(Thispartofthelyricswillberepeated 3timesduringthesong)
Clean up! Clean up! Clean up!
Pickup your toys
Pickup your books
Pickup your shoes
Clean up, clean up
Everybody, let´s clean up
Clean up, clean up
(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 to make the activities
Images of food items to use for making the cards for the musical game (I will add the food
items´ cards related to the new vocabulary learned- also I will make more of them in order
to make cards to play bingo game):

Michey Mouse Hand / Smartboard
To be completed by your tutor:
Lesson plan Excellent Very Good Good Acceptable Needsimprovement

component 5 4 3 2 1
Visual organization X
Coherence and
sequencing
X
Variety of resources X
Stages and activities x
Scaffoldingstrategies X
Languageaccuracy X
Observations Well done, Bárbara!
Still, the three lessons have followed a similar structure as regards types of
activities. It would have been interesting to propose other type of tasks to the
learners, such as art crafts, storytelling, free play, role-play, among others.
I would like you to reflect on this aspect when writing your final reflection.
Remember that variety is essential to sustain motivation.
Best
Ceci

Lesson Plan 3

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