Lesson 3 - "My Food"

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Valeria Zentner
Institución Educativa: Charles Dickens Institute
Dirección: calle segunda 26 n° 2544, Pedro Luro
Cantidad de alumnos: 10
Edad: 5, 6 y 7 años
Unidad Temática: “My food”
Clase Nº: 4
Fecha: 24/10/2019
Hora: 19:00 a 20:00 hs
Duración de la clase: 50 minutos
Fecha de entrega de la planificación: 21/10/2019
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Learning aims:
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During this lesson, learners will be able to…
Consolidate and identify the names of different food items.
Consolidate the new vocabulary and numbers from 1 to 10
through activities and games.
Consolidate phrases to express likes and dislikes: “I like” - “I
don’t like”.
Consolidate and work on vocabulary related to cooking (peel,
chop, add, mix)
Develop their imaginative skills by imagining that they are in a
cook place and that they are chefs.
Develop their speaking skills by interacting with the teacher and
their classmates.
Develop their Interpersonal skills by paying attention on Horsi’s
and their classmates’ likes and dislikes.
Learning focus:
The activities are focused on:
Vocabulary introduced in Lesson 1: apples, pears, bananas,
oranges, sausages, cupcakes.
Vocabulary related to cooking: peel, chop, add, mix
Phrases to express likes and dislikes: “I like” and “I don’t like”

2. Questions: “What’s that?”, “Is that a (banana)?”, “Do you like
(bananas)?”
Imaginative skills by imagining that they are in a cook place and
that they are chefs.
Speaking skills by interacting to the teacher and their mates
throughout the different activities.
Interpersonal skills: paying attention on Horsi’s likes and dislikes
and their classmates’ likes.
Linguistic skills by working on the consolidation of new
vocabulary and new phrases introduced in previous classes.
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
Integration of skills: 
During this lesson learners will be able to develop skills such as:
Speaking skills by interacting with the teacher and their
classmates throughout the different activities.
Imaginative skills by imagining that they are in a cook place and
that they are chefs.
Linguistic skills by working on the consolidation of vocabulary
and new phrases introduced in previous classes.
Kinaesthetic skills by singing and dancing the introductory and
final songs.
Interpersonal skill by paying attention on Horsi’s likes and
dislikes and by listening to their classmates’ likes.
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Multiple intelligences:
During this lesson students will be able to develop their:
Linguistic Intelligence: spoken communication by interacting to
the teacher and their classmates through the different activities.
Working on new vocabulary and phrases through the activities
and playing a game.
Interpersonal Intelligence: paying attention to Horsi’s likes and
dislikes. Listening to their classmates’ likes. 
Musical Intelligence: singing the introductory and final songs.
Singing the warm-up song.
Kinaesthetic Intelligence: singing and dancing the introductory
and final songs, as well as the warm-up song.
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

3. 
Materials and resources:
A horse shaped stuffed animal called Horsi
A fridge, an oven, and a cupboard made of cardboard

4. A poster made of cardboard
A Magic Box
A chef had and an apron

5. 10 chef aprons, one for each student
10 containers to serve the fruit salad
10 cupcakes, one for each student

6. A big container and 3 small ones – a wooden spoon
Possible contingencies:
Misbehavior issues: in case students do not make silence
or they are doing something they do not have to do, the
teacher will say in a loud tone of voice “1, 2, 3 silence,
please. 4, 5, 6 sit down, please”. Another option is to
encourage them to call Mr Silence: explaining them that
they have to say “Shh” and they have to be in silence and
very quiet.
Distraction and timing: the teacher will clap her hands
two or three times and will say in a loud tone of voice
“Come on, come on. Let’s work.”
Lack of comprehension: in case students do not
understand what they have to do, the teacher will explain
again the activityagain. The teacher will also go table by
table to see how students are working, and in case they do
not understand what they have to do she will scaffold the
activity.
No participation: If a child does not want to participate,
he/she will be asked why and encouraged to work in pair
with other student or with the teacher.
Classroom management strategies:
Following their own routine: introduction with the “hello
Sunshine” song, asking them how are them and about the
weather. Then, developing the lesson itself and, finally, singing a
song or playing a game as a closure.
Starting the lesson with a song so as to get students engaged in
the class.
Explaining and demonstrating what will be done in each activity.
Clapping hands and saying aloud "1, 2, 3 silence, please" and
Comentario [CZ1]: Wow! Lovely
materials!
Comentario [CZ2]: Remember to vary
strategies. Explanations may not be
enough. Modelling, showing, pointing, etc.
are necessary

7. making a gesture with the index finger in front of the lips
indicating silence. The same song may be continued to invite
them to sit down “4,5,6 sit down, please”.
Telling students what the next activity is about so as to keep
them interested.
Encouraging students to work in pairs if a student needs help
with an activity.
Encouraging students to work in groups to develop the game.
Encouraging them to raise their hands if they want to say
something.
Leaving Horsi at one point in her desk and will say “Horsi will see
how we work. So, be nice and quiet and let’swork!”
Assessment: collecting information and reporting your findings
Asking children about the topics developed throughout the
lessons such as main vocabulary and questions introduced.
Observing the way students use the new vocabulary and
structures on the development of the different activities, and
observing the dynamic and interaction between classmates and
their interaction with the teacher.
Taking into account if students follow the behaviour criteria of
the classroom and if they listen and pay attention to the teacher.
Giving feedback on their work.
At the end of the class, taking notes about those aspects that
were successful and those ones that need improvement and
other relevant aspects, and share them through the journal.
Lesson stages:
NOTE #2: The Routine and Presentation parts will be developed in
the hall of the institute. The main activities and the closure will be
developed in the classroom.
NOTE: Scaffolding strategies are written within the description
of each activity to avoid repetitions.

8. NOTE #3: The day in which the current lesson will be developed, the
classroom will be set as a big cooking place. To do so, the chairs and
tables will be put in the back of the classroom. There will be a fridge,
and oven and a cupboard made of cardboard.
As there will be no chairs, students will be on their feet during each
part of the lesson.
Routine
Purpose: To say “Hello” to the students.
Timing: 5-7 minutes
Activity description and instructions as they will be said
to students:
 The teacher will say “Good afternoon Pupils” in a normal tone of
voice. She will wait until they reply. Then she will say it again but in
a louder tone of voice with the purpose that they reply in the same
way. If they do not, the teacher will say “Louder!” in a loud tone of
voice, and say “Good afternoon Pupils” again.
 The teacher will say “Now, we are going to sing our “Hello song”, and
consequently she will start singing the “Hello Sunshine” song as they
do every class. While they are singing the song, the teacher will
encourage students to sing it with different tones of voice by
changing the tone of her own voice, and by moving her hand up and
down so to guide them. To make it more interesting, the teacher will
move her hands as saying “Hello” so as to encourage them to do the
same.
“Hello sunshine, hello
Hello sunshine, hello
Hello my friends, hello
Nice to see you again” (x2)
 The teacher will ask “How are you?” in a normal tone of voice. She
will wait until they reply and will ask it again but in a louder tone of
voice so as they reply in the same way. The same will be done but
with a lower tone so they do the same.
 The teacher will ask “What’s the weather like today?” “Is it sunny,
cloudy…What’s it like today?”. If they do not answer well, the
teacher will encourage them to see through the window and will ask
“What do you see? Do you see the sun/clouds? So, what’s the
Comentario [CZ3]: Excellent!

9. weather like today?” Once they have replied, she will write their
answer oin the board with a drawing of a cloud/sun/wind/rain.
Then, she will ask “What day is today? Is it Tuesday? Is it Friday?”.
Once they have replied, the teacher will write their answer in the
board.
 Then, the teacher will invite students to make a circle by taking their
hands.
Transition comment to link each stage of the lesson with the
next one:
The teacher will say "Look who is here again! It's Horsi! He is very
sad because today is our last lesson with you" while making a sad
gesture with her face. Then, she will make a gesture of surprise with
her face and will continue "Oh! I have an idea! We can sing with him
our banana song! Let's do it!
Lead-in and Presentation
Purpose: to revisit vocabulary related to cooking
Timing: 10 minutes
Activity description and instructions as they will be said
to students:
 The teacher will encourage students to sing the "Banana"
song by starting singing in a loud voice. Students will be also
encouraged to dance with her. To do so, the teacher will make
exaggerated movements of each step to do the dance. The
song and the dance will be developed as follows:
commentaries in red italics are the strategies the teacher will
put on practice so as students copy her and do the same.
Form banana
Form, form banana
(The teacher will open her arms and will move them up so as to
form the banana)
Peel banana
Peel, peel banana
(She will move her arms down so as to peel the banana)
Mix banana
Mix, mix banana
(She will suppose that she has a container in one of her hands and
in the other a spoon. She will move the spoon in circles so as to mix
the bananas)
Smash banana
Smash, smash banana
(She will start jumping while hitting one of her hands with her fist)

10. Go banana
Go, go banana
(She will caress her belly while making circular movements with
her hands)
 Once they finish singing the song, the teacher will say
"Excellent pupils! Now, listen! What's (CHOP)?" while making
emphasis on the word (chop) and making the same
movement of the song that represents it. It will be done until
each action word is named (peel, chop, mix, smash).
 The teacher will the encourage them to play "Horsi says". She
will take Horsi and will take it speak. It will say "Horsi says…
PEEL" while making emphasis on peel and the teacher makes
its movement. It will be done until each action is named and
performed.
Transition comment to link each stage of the lesson with the
next one:
The teacher will say "Excellent pupils! Very good job! Now, let’s go
to our cooking place! Come on!” while encouraging them to follow
her to the classroom.
Development of the sequence of activities
Purpose: to consolidate vocabulary related to cooking while
cooking
Timing: 20 - 25 minutes
Activity description and instructions as they will be said
to students:
 The teacher will encourage students to meet the cooking
place by saying “Welcome to our cooking place” while
pointing at the poster that says “Our Cooking Place”. She will
continue “We have a fridge, an oven and a cupboard” while
pointing at each of them. Then, she will introduce a magic box
to the students. She will say "Look, what's this? What does it
say?" while pointing at the words in the box. Then, she will
continue "Do you want to see what's in it? It’s a Magic Box!"
while pointing at it. She will open it and will take a chef hat
and an apron. She will put them on and will say "Now, I'm
wearing a chef hat and an apron" while pointing at each cloth.
She will continue "I'm a chef! Do you want to be chefs? Come
on!". She will encourage each of them to take one apron each
and will help them to put them on. Then, she will say "Now,
we're all chefs!".
Comentario [CZ4]: Oris it a kitchen?
Comentario [CZ5]: 😊

11.  The teacher will say "Horsi likes fruit saladsa lot fruit salads!
Do you want to cook it for him? Okay, come on!". If students
do not answer, she will ask it again but with a louder tone of
voice. She will continue "Okay, let's look for the materials and
cook".
 The teacher will say “Let’s open the fridge” while opening the
fridge made of cardboard. She will take the foods that are in it
and will encourage students to say their names by saying
“What’s this? It’s a (baa…) Yes! It’s a (banana)!”. She will open
the cupboard and will take four containers with chopped
bananas, pears, apples and oranges, a big container, a big
wood spoon and some plastic knives (plastic knives have no
edge, so it will be easy for children to cut soft fruits such as
bananas or pears without taking any risk.).
 The recipe will be developed as a game. Horsi will say “Horsi
says… PEEL the (banana)” while emphasizing the action
word. It will be done until each action word is said and
performed (peel the banana, chop the apple, add juice, mix it
all). Once the fruit salad is made, the teacher will ask children
to open the cupboard again and take some containers to put
the salad and some spoons. Then, she will serve the fruit salad
in each container and will leave them in the desk. Students
will be invited to sit down on the floor in a circle. Once they
are all seated, the teacher will give each of them a container
and a spoon. Students will have time to taste the fruit salad.
Transition comment to link each stage of the lesson with the
next one:
The teacher will say “Very good job, pupils! You have cooked a fruit
salad fruit and it was delicious!” while emphasizing the last word.
She will continue “Well pupils, it is the last time with Horsi and me
in class. So, let’s have a last talk with him!”
Closure
Purpose: To talk about likes and dislikes
Timing: 10 minutes
Activity description and instructions as they will be said
to students:
 The teacher will take Horsi. It will approach to each student
and will say “Tell me (student’s name), what do you like? Do
you like (apples, bananas, pears, oranges)?”. The idea is that
they use the “I like…” phrase to say what they like. If students
do not remember how to answer the question, the teacher
Comentario [CZ6]: Good!

12. will encourage them to answer it by saying “I like… Come on!
Repeat after me, I like…” by emphasizing the phrases in italics.
If it does not function, the teacher will ask Horsi “What do you
like, Horsi? Do you like (Bananas)?”. Horsi will reply “No, I
don’t. I like apples.” While emphasizing the word “apples”.
Transition comment to link each stage of the lesson with the
next one:
Once each student has replied, the teacher will say “Excellent pupils!
You have worked very well! Horsi is very happy because of that! And
you know that if he is happy, he wants to sing and dance. Do you
want to sing and dance with him? Let’s sing our banana song again!”
NOTE: They do not have a good-bye song. The teacher usually
makes games such as "Simon says", "I can see with my little eye"
or they usually sing the “Banana song”, as a closing and prize
for having worked well in the class. I will sing the song to close
the lessons since the vocabulary on it (peel, chop, mix, eat) will
be used in Lesson 4.
Form bananas,
Form-form bananas!
Form bananas,
Form-Form Bananas!
Peel bananas,
Peel-peel bananas!
Peel bananas,
Peel-peel bananas!
Chop bananas,
Chop-chop bananas!
Chop bananas,
Chop-chop bananas!
Smash bananas,
Smash-smash bananas!
Smash bananas,
Smash-smash bananas!
Mix bananas,
Mix-mix bananas!
Mix bananas,
Mix-mix bananas!
GO BANANAS!
GO-GO BANANAS!
GO BANANAS!
GO-GO BANANA

14.  While singing the song, the teacher will dance the choreography
with Horsi and the students and she will make exaggerated
movements so as students copy her: forming a banana with her
arms up; peeling a banana by separating her arms; chopping a
banana with a hand; smashing bananas by punching with the
clenched fist the other hand; mixing the banana by making circles
with a hand; and jumping at the end.
 When they all finish the song, she will say “Let’s say Good-Bye to
Horsi. Bye-bye Horsi!” while moving her hand so as students copy
her and do the same. She will leave Horsi at her desk and will say “I
have a present for you all, pupils!”. She will open the oven and will
take a tray with 10 cupcakes, one for each child. She will take one of
them and will say “What’s this? Hmmm, is it a (sausage, apple)? No,
it isn’t. It’s a cupcake. How many cupcakes do I have? Count with
me”. She will start counting “1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Yes, I have 10
cupcakes” while taking each of them and leaving them on her desk.
Then, she will give a cupcake to each student.
 She will say “That’s all, pupils! Good-Bye”.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x

15. Observations It has been a pleasure to check your plans, Valeria!
Congratulations on your performance!!!
Ceci