Lesson plan 1

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bárbara Edith Martínez
Institución Educativa: Escuela Primara N°315
Dirección: Almirante Brown 600
Cantidad de alumnos: 14
Edad: entre 6 y 7 años
Unidad Temática: Animales de la granja
Clase Nº: 1
Fecha: 28/10/2019
Hora: 09:45 a 10:30 am
Duración de la clase: 45 minutos
Fecha de entrega de la planificación: 24/10/19
Learning aims:
During this lesson, learners will be able to greet each other through a
song.
They will be able to identify the animals and learn their names in
English, as well as the sounds animals do making them be
Students will also be able to sing a song in English using the specified
vocabulary.
They will be able to answer to the question: what animal is this? It’s
a…They will be able to share opinions with the teacher and their peers.
Learning focus:
Vocabulary related to farm animals: cow, rooster, pig, horse, duck,
sheep.
Integration of skills:
 Speaking: students will try to communicate using the new words:
“It’s a pig”, “it’s a rooster”, and at the same time they will socialize
and discuss some items with their peers.
 Listening: students will start developing their listening skill since
they will have to pay very close attention to the teacher. The
teacher will scaffold them by repeating, miming and modeling as
many times as needed.
Multiple intelligences:

2.  Linguistic intelligence: students will need to express their ideas
to the teacher and to their mates.
 Musical intelligence: students will be asked to sing and follow the
rhythm of the song.
 Bodily kineasthetic: students will be encouraged to dance and
reproduce animal movements.
Materials and resources:
 Hello song:
https://www.youtube.com/watch?v=tVlcKp3bWH8
 Hand-made Pop-up book: Old Macdonald had a farm.

4.  Song: Old Macdonald had a farm.
https://www.youtube.com/watch?v=5oYKonYBujg
 Variety of materials to make masks.
Possible contingencies:
As students have never been formally in contact with the English
language, it is possible that the teacher needs to use Spanish to
explain or clarify some concepts. However, the strategy will be to
avoid as much as possible the usage of L1 and in the case it is
absolutely necessary, the teacher will translate into Spanish and
then repeat the instructions in English again.
One of the students tends to become bored easily, the teacher will
try to call his attention and keep him motivated by letting him
manipulate the book and different materials and she will also

5. allow him to hand in the photocopies because he needs to move
constantly.
As regards another of the students who has some diagnosed
learning issues, the practitioner teacher will ask the teacher of the
group to help this student if it is necessary.
Classroom management strategies:
 Explain each activity as clearly as possible and make sure that
they understood by asking them and giving some time to process
the information.
 Use facial and body language to communicate with students in
order to reduce to the minimum the usage of the students’
mother tongue.
 Ask questions related to the topic to those students who seem
distracted in order to catch their attention. They will be named
helpers and help the teacher (in bringing material, placing
objects).
 Foster motivation by offering the students the possibility to
express themselves and acknowledge their advances by giving
them positive reinforcements.
 Use encouraging words such as “great!”, “Wonderful!”
 Have a positive attitude towards the students and their reactions.
Assessment: collecting information and reporting your findings
The assessment will be performed through observation and record of
the output of the class. In other words, the teacher will observe if the
students are able to use the language that has been taught by offering
them a series of activities
Lesson stages:
Lead-in and presentation
Estimated time: 5 -10 minutes
As these students have no English classes in their school and the classes
proposed in this series of lessons are going to be exceptional for them,
the lead-in may take longer than specified in this first lesson plan. This
will change as time passes by and students become used to these
classes.
To start with the class, the teacher will greet students with a simple
greeting: “Hello!” accompanied by the gesture of waving. At the same

6. time, the teacher will play the hello chant. It is expected that children
listen, repeat and dance as the teacher does the same thing. When the
song goes: How are you today? The teacher will put her thumb up
encouraging the students to do the same. The song may be played twice
so the children can listen to it again and get ready to start with the
English class.
After singing the “Hello” song, the teacher will explain that they are all
going to see a book that she has prepared for them: “We are going to
see and read the lyrics of a song that are in this book that I have made
for you to learn some words, do you want to see it?”. She will show the
cover of the book in which children will find different animal farms. The
teacher will ask: “What do you think is book about?”. It is expected that
the children answer in Spanish: “¡Es sobre animales!”. The teacher will
answer in English: “yes! It is about animals and about an old man called
Macdonald. Do you know him?” At this point, the teacher will show the
picture of Macdonald. Children know the song in Spanish, so they will
remember the character.
Development of the sequence of activities
Estimated time: 20 minutes
Purpose: To teach students six farm animals (cow, duck, sheep, horse,
rooster, pig) making them have fun through the singing of a song. To
make students feel as comfortable as possible with the usage of a
language they do not know.
First the teacher will let the students go through the book in which they
will find pictures of Old Macdonald and pictures of the animals they are
going to learn about as well as the lyrics of the song. The teacher will
start singing the song and as she mentions the animals, she will point to
the animals and encourage the students to sing and thus repeat the
animals and the sounds they produce: “Old Macdonald had a farm… and
in his farm he had a…” pointing at the picture “c… ooow”. First the
teacher will say the complete word and then, she will repeat it but
uttering the word slowly so the students are able to understand and
repeat.
Later, the teacher will play a recorded version of the song and she will
explain: “As we look at the book, we will listen to the song we are going
to sing.” The teacher will play the song “Old Macdonald had a farm”.
Once the children have listened and gone through the image book, the
teacher will show the book again to them, but this time, she will sing as
she passes the pages: “Now, we are going to see each page and sing a
little bit”. She will start showing the pages and at the same time singing.

7. Each time she mentions an animal; the teacher will point to the picture
of the animal and make a gesture to the children so that they repeat the
lyrics she may say: “Now it is your turn!”. She will go back to singing
and make the children sing as she does so. She will only work with
three words to start with but the song will not have more than six
animals.
The children will be allowed to dance if they want to, and they will be
encouraged to imitate the animals’ movements and sounds: “We can
dance and pretend we are these animals. Let’s think: what sound does a
cow make cow? Can you make it”.
The teacher will start once again the singing of the song expecting the
children to follow her.
Note: In case the children find it too boring to sing along only with the
teacher, she will show them the video of the song expecting the children
to find the images and music more motivating.
Timing: 15 min.
To finish with this part of the class and at the same time to asses if
students have understood and are able to use what has been taught, the
teacher will hand in different materials for the students to make masks
for themselves. “Well, now, we can make some masks to play and sing
the song we have just learnt”. As they work on their masks, the teacher
will ask what animal have they chosen and she will encourage to
answer in English, as it follows: “What animal is this?” students are
expected to answer: “It’s a cow” In case students answer in Spanish, the
teacher will answer again and may scaffold the student by saying:
“It’s…”, “it’s a…” “it’s a c…” and so on until the student is able to finish
the sentence.
Once they have finished and just after the bell rings, the teacher will
say: “Well, leave your mask as it is and let’s tidy the classroom before
the bell rings”.
Timing: 10 minutes
Purpose: To assess if the students have understood and learnt the new
vocabulary introduced. To make them feel motivated and at the same
time relaxed.
To finish with the class, the teacher will hand in photocopies of an
activity in which they will find a Connect the Dots game: “OK, we need
to relax a little bit, what do you say if we leave our masks aside and
make some drawing and painting?” They will work on this by their own
and they will be asked to name the animals they found.
In the picture there will be two more animals, if there is time, the

8. teacher will ask students to paint one animal at the time as she names
them.
Before the bell rings, the teacher will greet students saying: see you!
Bye bye! The students may answer in the same way or in Spanish
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
Observations Congrats on your development, Barby!
Keep it up!
Ceci