Ezpeleta

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I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE
Alumna residente: Paula Ezpeleta
Institución Educativa: Escuela Primaria N° 35
Dirección: Km 803, RN3 –Pedro Luro-
Cantidad de alumnos: 18
Edad: 6 años
Unidad Temática: ‘My Lunch Box’
Clase Nº:4
Fecha:18/10/18
Hora: 11: 25 hs.
Duración de la clase:35 minutos.
Fecha de entrega de la planificación:15/10/18
Learning aims:
During this lesson, learners will be able to:
• Follow a simple story in English.
• Answer questions related to the story.
• Express the Beast’s food preferences by answering questions
about the characters’ likes and dislikes.
• Order the events in the story using the six pictures of the
sequence of the story.
• Revise the food vocabulary through the story.
Learning focus:
Listen to a story in English and answer questions about the
story: Does the Beast like cheese/chicken?
Students will be introduced to two new items of food:
chicken and cheese.
Revision of feelings: happy and sad,
Revision and consolidation of some of the vocabulary
presented in classes N° 1, 2 and 3 related to food and drinks:,
juice,milk, apple, banana, etc.

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Children will make meaning of thenew vocabulary and new
language structures by listening to a story that includes using
popular Disney characters. Children will be able to understand the
story by making connections between the pictures and the script.
Besides, gestures, different voices and facial expressions will
scaffold pupils’ understanding. Stories, indeed, aim at fostering
children’screative and imaginative skills and enrich their learning
experience.
Integration of skills:
Linguistic skillssuch as listening and speaking as well the
development of creativity through a short story,big story’s
flashcards, songs, pretend-play and multimodal modes of
expressions such as miming, responding to questions about the
story, and listening to a story which focuses on likes and dislikes.
Besides, logical mathematical skills will be developed by ordering
the story.
The linguistic skills will be embedded within the three pillars of the
‘imaginative approach’: play, creativity and multimodality.
Multiple intelligences:
1) Musical-rhythmic by listening to songs and singing along.
2) Verbal-linguistic by following a story in Englishand revise food
vocabulary learnt in the previous lessons.
3) Bodily-kinaesthetic by miming Belle and the Beast.
4) Interpersonal by interacting in pretend-play with their peers
and sharing a story.
5) Intrapersonal by sharing their feelings andchoosing a
character they wish to be
6) Logical-mathematical by ordering a story.
Materials and resources:
• Netbook.
• Speaker.
• Songs.*See lyrics and sources in the development of
activities.

3. • Story big flashcards. A4
story’s cartoon
activities.
• 18 black and white
The figures will be
3
Story big flashcards. A4 colourcopies of each of the
’s cartoon. *See sources in the development of
black and white copies of the story ready to order.
The figures will be already cut to minimize time.
copies of each of the
See sources in the development of
copies of the story ready to order.

4. • 18 colour
be in charge of the teacher because of the class
timing. Besides, it will be a present for the final
class.*More details in activity
• A4 handmade
onto the wall for the 5 lessons.
F
4
r covers to make the mini books. This will
be in charge of the teacher because of the class
timing. Besides, it will be a present for the final
*More details in activity 3.
handmade flashcards from 1 to 5 hanging on a string
the wall for the 5 lessons.
covers to make the mini books. This will
be in charge of the teacher because of the class
timing. Besides, it will be a present for the final
hanging on a string

5. • Flashcards of colours
Possible contingencies:
Misbehavior issues.
teacher will sing a short chant
shhh…shhh. If this does not work, teacher willask
to calm downin
Lack of comprehension
different way or hel
reinforcing scaffolding strategies
Children’s distraction or
attention by using different tones of voice
hands or asking to finish their work to play a
game.
Timing. Learners spend m
due to their age
particular cases
Technological issues
deal with these problems
Classroom management strategies (adapted from the
Lesson Planning Diagnoses)
I. Building confidence
create a safe and friendly classroom environment so that
children feel confident to take part in the different
activities and games proposed. It is vital that children feel
secure and emotionally supported by adults to p
and minimize misbehaviour. We must be aware of their
feelings such as embarrassment or unwillingness to
participate and respect their
II. Following routines
of utmost importance for ch
5
ashcards of coloursstuck on the wall for the 5 lessons.
Possible contingencies:
Misbehavior issues.In case children misbehave the
sing a short chant or ask for silence
If this does not work, teacher willask
to calm downin L1.
Lack of comprehension. Repeat instructions in a
different way or help learners with difficulties
reinforcing scaffolding strategies.
Children’s distraction or lack of interest.Catch pupil’s
using different tones of voice, clapping
hands or asking to finish their work to play a
earners spend much time with each activity
due to their age in general and misbehavior in some
ar cases.
Technological issues. There is an ICT assistant who
deal with these problems in case it is necessary.
Classroom management strategies (adapted from the
Lesson Planning Diagnoses)
Building confidence: As we are dealing with VYL we must
create a safe and friendly classroom environment so that
children feel confident to take part in the different
activities and games proposed. It is vital that children feel
secure and emotionally supported by adults to p
and minimize misbehaviour. We must be aware of their
feelings such as embarrassment or unwillingness to
participate and respect their times and choices.
Following routines: As we have studied in the literature, it is
of utmost importance for children to follow routines. For this
for the 5 lessons.
sbehave the
ask for silence
If this does not work, teacher willask pupils
Repeat instructions in a
learners with difficulties by
atch pupil’s
, clapping
hands or asking to finish their work to play a funny
time with each activity
in some
There is an ICT assistant who may
Classroom management strategies (adapted from the
As we are dealing with VYL we must
create a safe and friendly classroom environment so that
children feel confident to take part in the different
activities and games proposed. It is vital that children feel
secure and emotionally supported by adults to participate
and minimize misbehaviour. We must be aware of their
feelings such as embarrassment or unwillingness to
times and choices.
As we have studied in the literature, it is
ildren to follow routines. For this

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reason we must structure well staged lessons with different
activities and stick to them every lesson. In this way, kids
feel secure knowing how the class will develop every time.
Besides, we will make transition comment to link the
activities.
III. Organization habits: We can try singing a short song asking
for silence or we can also ask them to pay attention
because we really need their help to solve a problem.
Another essential organization habit is related to ‘following
instructions’. For that reason, we have to use very clear
and short instructions for each activity. By promoting
organizational skills we are helping children to develop
their autonomy. Another simple but helpful strategies
could be:
● Call their attention: the puppet can be used to ask
children to do the activities.
● Invite them to sit down: sometimes we can sing a short
chant ‘Shhh... be quiet, please sit down, please sit
down’.
● Put away things:for this, teacher can rap or chant ‘Put
everything away, put everything away, quick, quick,
quick please!’ while putting teacher’s own stuff away
(tidiness habits).
● Misbehaviour issues: talk to children in a corner of the
classroom asking them in a low voice to calm down
and try to enjoy the class showing him/her as much as
empathy and affection as possible.
Assessment: collecting information and reporting your
findings
Observation of the class dynamics and interaction between
students and myself.
Record an audio recording on my mobile phone right after
leaving the school explaining which tasks children enjoyed
the most and which they find difficult or boring.
Upload in my Practicum Journal my reflections about my third
lesson.
Share experiences with my cyber classmates about
ourexperiences.
Write down commentaries about individual students who

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experienced some cognitive difficulties understanding the
tasks or those who misbehave during the class.
LESSON STAGES:
Routine
Lead-in
Purpose:to begin the class with a song in order to create a joyful
environment where children feel comfortable and happy. This will
create a positive attitude towards learning a second language.
Timing:2-3 minutes
• Greet children with the ‘Hello Song’ as they come in and
wave your hands as done in the previous lessons.
Lyrics:Song length 33 seconds.
Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
• Encourage children to move and sing along. Repeat the
song once more time. Stop the music and ask them Sit down
please.
• Say Hello children! and ask them How are you?Say I’m very
happy to be with you again (while pointing to your smile and
HELLO BOYS!
HELLO GIRLS!
HELLO CLASS!
HELLO TO YOU!
HELLO TO YOU!
NOTE: I HAVE INCLUDED THE SCAFFOLDING STRATEGIES WITHIN
THE INSTRUCTIONS ACTIVITIES AS WE DID IN THE DIAGNOSES
SINCE I FIND IT SIMPLER AND IT ALLOWS ME TO FOCUS ON EACH
SCAFFOLDING STRATEGY FOR EACH STAGE OF THE ACTIVITIES.

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then, to the children).
• Ask children Are you happy?Yes/No or Are you sad?
Yes/No.Make a happy face and a sad face while asking
them. (*Note: feeling words will be used to ask questions
about the story).
Transition comment:say Today it’s storytime! while pointing to the
story’s flashcards in line stuck on the whiteboard.
Presentation
Purpose:to introducethe story and characters by asking to predict
what will happen, who the charactersare, what are they are doing
and whether they have watched the film. In this way, children
activate prior knowledge which promotes and scaffoldsthe
understanding of the story. Revision of the target vocabulary will be
carried out revised at this stage.
Timing:5minutes.
‘BEAUTY AND THE BEAST’: DO YOU KNOW THEM?‘BEAUTY AND THE BEAST’: DO YOU KNOW THEM?‘BEAUTY AND THE BEAST’: DO YOU KNOW THEM?‘BEAUTY AND THE BEAST’: DO YOU KNOW THEM?
• Tell children Today, it’s storytime! Invite children to come
forward to whiteboard since it is the only place available for
working save the tables.
• Ask children in L1 what they think happens in the story to
promote understanding and engage them with the story
• SayLook at the pictures! By pointing to picture 1, ask Who’s
this? while holding your hands and moving them, Do you
know Belle and the Beast? Yes/No pointing to Belle and the
Beast respectively. Ask Is the Beast happy? Or sad?
• Say Look, there is chickenin the table,ask Do you like
chicken?Yes/No. Say Mmmm… chicken is delicious! by
touching your belly.Point to the chicken.AskDoes the Beast
like chicken? No.
• Then, repeat the sameprocedure with cheese. As these two
items of food are new for children teacher will focus
children’s attention prior to reading the short story.
• REVISION: Say Children, I can’t see bananas or apples! Can
you? No, Is there some milk or juice? No. Make a face as if
you weren’t able to see.Revise some other food items. Draw
some of them in the whiteboard if children cannot
Comentario [CZ1]: I strongly
recommend you stick the flashcards
one at a time, as you narrate the story.
Otherwise, children may get distracted
looking at the rest of the images and
may not pay attention to what you are
telling them.
Comentario [CZ2]: I don’t understand
this idea.
Comentario [CZ3]: I would omit this
stage.
Comentario [CZ4]: As I said before, I
recommend that first you show the
images one by one while you narrate,
and then, you may stick all of them on
the board.
Comentario [CZ5]: on
Comentario [CZ6]: any
Comentario [CZ7]: on

9. rememberthem
• Finally, ask What happened in picture 6
L1.SayPoor Beast, his tail is set on fire!!!
and holding your head with hands. Make a sad face.
Transition comment:say
be silent while I read the story?
Development of the sequence of activities
ACTIVITY 1:STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’
Purpose:to introduce children
popular Disney characters in order to promote a meaningful first
contact with the world of literacy.
Timing:10 minutes.
• Read the story by pointing to each picture
his/her line. Use gestures, facial expressions and different
voices for each character.
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them.
What happened in picture 6? Children
Poor Beast, his tail is set on fire!!! by pointing to picture 6
and holding your head with hands. Make a sad face.
sayNow,let’s listen to the story! Ready?
be silent while I read the story?Promise? Ask this in L1.
Development of the sequence of activities
STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’
to introduce children to a short story in L2
popular Disney characters in order to promote a meaningful first
the world of literacy.
y by pointing to each picture while you say
. Use gestures, facial expressions and different
for each character.
Children answer in
by pointing to picture 6
and holding your head with hands. Make a sad face.
et’s listen to the story! Ready? Will you
STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’STORYTIME: ‘BEAUTY AND THE BEAST’
L2 based on
popular Disney characters in order to promote a meaningful first
while you say
. Use gestures, facial expressions and different
Comentario [CZ8]: You should
narrate the story in L2 directly.
Comentario [CZ9]: If you show
images and they discuss in L1, then
they may feel bored or not motivated to
listen to it in L2. That is the reason for
my comments above.
You should
L2 directly.
If you show all the
images and they discuss in L1, then
bored or not motivated to
listen to it in L2. That is the reason for

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Source: ‘English Adventure Starter A’. Pearson Education.
FirstEdition.
Transition comment:tell children that now they will become in Belle
and the Beast.
ACTIVITY 2: ACT OUT: MIME THE STORYACT OUT: MIME THE STORYACT OUT: MIME THE STORYACT OUT: MIME THE STORY
Purpose:to foster imagination by asking children to imitate the
characters freely. This kind of activities, linked to drama and
pretend-play, are essential to develop children’s joy for stories as
well as taking into account the need of VYL to move while they
are leaning.
Timing:5-7 minutes.
• Divide the class into two groups Belle and the Beast.
• Read the story again and encourage children to mime
his/her character while you say the lines.
• Make a pause after picture 2 and prompt children to say
his/her line. Encourage children to say the lines.
THE BEAST
Hello!
ROAR! No. I don’t like chicken.
• Now, make a pause after picture 3 and prompt children to
say his/her line.
BELLE AND THE BEAST
Do you like cheese?
Yes. Thank you.
Transition comment:Well, now I’d like to know if you can remember
the story.Mix flashcards in the whiteboard.Mmm… I’m not sure if
you do… SayThose who finish will have a surprise next class! Our last
Comentario [CZ10]: on

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class!
ACTIVITY 3: ORDER THE STORYORDER THE STORYORDER THE STORYORDER THE STORY& MINI BOOK& MINI BOOK& MINI BOOK& MINI BOOK
Purpose:to order the story by using a solve-problem task. Besides,
the aim of this activity is for the teacher to make a mini book for the
last class as a kind of present for children. I will use a colour cover
and a picture of each child as the first page of the minibook. This
mini project will be done collaboratively with the ICT assistant. He
will be in charge of taking the photos. Everything will be arranged
in advance with the Head teacher.
Timing:8-10 minutes
• Ask children to order the story in their tables. Each figure will
have their names to avoid fighting for the figures.
• Go around the class checking if children can remember the
story. Help when necessary.
• Finally, putthe story in order on the whiteboard so that all
children can compare their task and feel they have
accomplished it.
• Ask children to give you the figures in an envelope with each
child’s name you will hand in at the moment.
Transition comment:Say children that it’s time to say goodbye until
next week.
Closure
Purpose:to say goodbye in a cheerful way so that children leave
the classroom happily.
Timing:2 minutes.
• Say it’s time to say good-bye and play the ‘Goodbye
Song’while children pack their bags to have lunch at the
school.
• Ask children to join the song.
Lyrics: song length 30 seconds
Comentario [CZ11]: 😊
Comentario [CZ12]: at
Comentario [CZ13]: Will there be any
discussion about the images?

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Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
END OF LESSON PLANNING 4
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
*See Rubric at page 13.
GOODBYE BOYS!
GOODBYE GIRLS!
GOODBYE CLASS!
GOODBYE TO YOU!
GOODBYE TO YOU!

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Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needsimprovement
1
Visual organization X
Coherence and
sequencing
X
Variety of resources X
Stages and activities X
Scaffoldingstrategies X
Languageaccuracy X
Observations Well done, Pau!
Please, check my comments on the side. I would omit discussion of the story in L1,
and I would also show the images one by one as I narrate.
Hope you find my suggestions useful.
Have an enriching class!
Ceci