Read and label the sections of a lesson plan

Class profile Learning outcomes Personal aims Lesson fit

Anticipated problems and solutions Contents Materials and resources

Activities and steps

a) _______________________

By the end of the lesson, the students are expected to:

• Recognize the structure I like/I don’t like
• Listen and recognize questions like “what’s this?”
• Recognize the vocabulary related to food
• Produce orally the vocabulary related to food

b) _______________________

• Some students finish earlier than others. If this happens, we could give them different
tasks to complete until the other pupils finish, for example, removing flashcards from
the board, clean the board, etc.
• Students get too boisterous and restless. Pupils can be very noisy, so we can call their
attention by raising a hand so that they realize we are asking for silence (this is a
strategy used by the teacher). Also, we can show them that we want them to be quiet
by placing our index finger over our lips or stretching our arms with the palms facing
down and making a gesture to make them lower the volume of their voice.
• As there are 32 students, it is very likely that we will not be able to learn all their
names. In this case, we will provide each student a card with their names written on it
so that we can address them by their names.

c) _______________________

Part 1:
We will enter the classroom and greet students in the same way the teacher does: “Hello. How
are you today? Are you happy?” and then we will pray “Angel of God”. After this, we will
proceed to check attendance. In order to be able to address the students by their names, we
will give each of them a card with their corresponding names written on them. One of us will
check attendance and the other will distribute the different cards with the pupils’ names so
they can put them on their desks.

Time: (15 minutes)

Part 2:
As a warm-up activity, we will review the vocabulary related to food that the students have
been dealing with in previous lessons. We are going to gather all the flashcards we have
created with every food item (See Appendix 1). Then, we are going to raise each of them, say
the name of the food item and ask the students to repeat after us. Also, we are going to show
some flashcards without saying their names, allowing the pupils to pronounce them without
our help. After we mention each item, we are going to give different flashcards to different
students around the classroom for them to raise. Then, we are going to ask the rest of the
class “where is… the meat? where is the pizza?” and they will have to point to the food item we
are mentioning. This activity will help pupils revise the vocabulary related to food and
recognize and practice the pronunciation of the different food items.
Time: (10 minutes)

Part 3:
To keep practising the vocabulary, we will do an activity to “choose the odd one out”. First, we
will show the flashcards of the different food items, and we will name each of them and ask
the pupils to repeat after us to practice pronunciation. Then, we will stick four flashcards of
different food items and one number or colour between them on the board (See Appendix 1).
We will tell the whole class in their L1 “There is one flashcard that does not belong here, which
is it?” Then, we will point to each flashcard and ask “is it name of the food item?, “is this
food?”. We will do this with all the flashcards. The aim of this activity is to check the pupils’
understanding, recognize the differences between numbers, colours and food, and revise the
vocabulary related to food. It will also allow pupils to practice saying the words aloud.

• Chicken - Bread - Green - Bananas -

• Pizza - N° 2 - Cheese - Sandwiches -

• Spaghetti - Water - Cake - Red -

• Milk - Eggs - N° 5 - Apples -

Time: (15 minutes)

Part 4:
To continue, we will play a game (Pictionary). We will tell the pupils that they will play in
groups. Each group will be of four pupils according to the way they are sitting. We will show
the pupils three dice, which will have pictures of food items on each side. Then, we will explain
to the pupils, in Spanish, that they will have to put up their hand and we will choose one of
them to come to the front of the class, select a dice, throw it, and they will have to draw the
item on the board. Once the student is finished, we will point to the drawing and ask the class
“what’s this?” (SER: pizza!). Once they provide the answer we will ask different students, “X…
do you like pizza?”. If students become too boisterous, we will make gestures, like putting our
index finger over our lips, to ask for silence or draw a sad face on the board to catch their
attention.

Time: (20 - 25 minutes)

Part 5:

In this part of the lesson, we will try to encourage participation and engage reluctant students
to talk. To achieve this, we will show the whole class the flashcards again and we are going to
name and signal several students randomly and practice the structure “I like/I don’t like”. For
instance:
(X pupil’s name… do you like cheese? or you don’t like cheese? SER: I like / I don’t like cheese!
X… do you like chicken or you don’t like chicken?
SER: I don’t like broccoli!
X… you don’t like cake?
SER: I like cake!

We will do this with most of the food items, also gesturing (thumbs up for “I like” and thumbs
down for “I don’t like”) and asking the pupils while holding the flashcard with the
corresponding food item to practice pronunciation and reinforce the association of the spoken
words with the images of food.

Time: (10 minutes)

Part 6:
In this part of the lesson, we are going to play Bingo with the different food items (See
Appendix 2). We are going to give each group (of 4 students approximately) a bingo card with
all the food items they have been working with, and we will explain that they will have to listen
carefully and mark the ones we mention. The first one(s) completing the card will be the
winner(s), and will get a prize (lollipops or candies). We will also make sure that they mark the
correct elements. To do this, as we mention the names of the food items we will stick the
corresponding flashcards on the board, so the pupils can play the game and do not get lost.

Time: (25 minutes)

Part 7: As a final activity, if we have time, we will give pupils a worksheet with the drawing of a
basket (See Appendix 3). We will tell students to draw inside the basket their favorite food
items, they can be related to the ones they have been working with or they may be of personal
taste. The aim of this activity is to calm pupils down while they wait to go home. Then, we will
ask them to pack up their stuff and we will say goodbye to the class before leaving.

Time: (15 - 10 minutes)

d) _______________________

It is a group of 32 students aged between 6 and 7 year olds (boys and girls). They sit in groups
of four, with four desks put together and distributed around the large classroom. This kind of
seating arrangement contrasts with the traditional rows we see in most schools. The teacher
remains mostly in front of the class, occasionally walking around the desks to check if pupils
are working on-task during the activities.
At the beginning of each class, the teacher has to give them a couple of minutes to settle
down, because they are really talkative and boisterous. They are also very energetic and
sometimes they like to wander around the classroom. Despite all this, whenever the teacher
presents a new activity, they are willing to participate (some of them more enthusiastically
than others). In order to engage students, the teacher varies the activities and takes her time
to explain what they have to do in a clear way. Pupils really enjoy songs and doing activities in
which they have to go to the front of the classroom. Considering the fact that they are very
young learners, the teacher uses L1 a lot, mostly to catch their attention and clarify
instructions. However, during the activities, she uses L2 successfully and students seem
confident using formulaic language and the vocabulary they are working with in each lesson.

e) _______________________

• Try to engage the students

• Encourage participation
• Be able to cope with time spans
• Be clear with the instructions we give
• Speak loudly and clearly

f) _______________________

Flashcards, cards with names (badges), bingo cards, board, dice, worksheets

g) _______________________

In the previous lessons we worked with colours, numbers (from 1 to 10)and some food items.
Today’s lesson introduces new food items and the structure I like/ I don’ t like and reviews
colours, numbers and food.

h)_______________________

• Functions:
• Expressing likes and dislikes (I like.../I don’t like…)
• Talking about food

• Grammar: I like/ I don’t like / (What’s this?)

• Vocabulary: Food (Pizza, Bread, Spaguetti, Cheese, Bananas, Chicken, Cake,
Sandwiches, Eggs, Pears, Milk, Water, Apples, Meat)
• Pronunciation: Special emphasis on consonant clusters in Spaghetti, the schwa in final
position in “water”, syllabic value in words like “chicken” and “apples”.

Skills:
• Listening:
• Listen for specific instructions
• Listen to recognize new vocabulary related to food
• Listen to complete activities and reinforce vocabulary
• Listen and repeat to clarify pronunciation
• Speaking:
• Greetings
• Formulaic language (classroom language)
• Prayer (part of the everyday routine)
• Provide specific answers related to food items