Fourth Lesson Plan

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Fulaufquen 650 Rada Tilly, Chubut
Cantidad de alumnos: 20 niños/as
Edad: 4 años
Unidad Temática: Medios de Transporte
Clase Nº: 4
Fecha: 18 de octubre
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 15 de octubre
Learning aims:
During this lesson, learners will be able to…
• Learn means of transportation (BUS, AIRPLANE, TRAIN, SPACESHIP,
BOAT, CAR)
• Develop visual skills
• Develop logical and concentration skills
• To discuss about modes of transportation
Learning focus:
• On vocabulary related to transports
• On visual and listening skills by watching and listening to a
story “Whose vehicle is this?” by Sharon Katz Cooper.
https://www.youtube.com/watch?v=98VqnYSoAHQ
• On speaking skills by eliciting children’s previous knowledge
about colour, numbers, vocabulary, etc.
Integration of skills:
Providing an authentic and meaningful context through the use of:
• An audio-visual story to interact in English
• Visual aids (flashcards)
• Speaking skills by talking about the story “Whose vehicle is this?”
• Logical and concentration skills by describing what they can see in
each picture of the picture-book.

2. Multiple intelligences:
• Bodily kinesthetic intelligencet by moving around the
classroom
• Cognitive intelligence by describing the pictures from the
story
• Interpersonal intelligencet by working in groups
• Visual intelligence by watching a video/the story
• Logical mathematical intelligence by reflecting about the
different means of transportation
Materials and resources:
• A computer
• A projector
• The video of the picture-book “Whose vehicle is this?” by
Sharon Katz Cooper.
https://www.youtube.com/watch?v=98VqnYSoAHQ
• Flashcards with the transports to teach (bus, car, train,
spaceship, boat, bicycle)
• A tambourine
Possible contingencies:
• Troublesome students
• Children talking at the same time.
• Children getting distracted during the video activity (the
teacher will call their attention by saying look! Or making
the puppet talk)
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
• Show and tell the story
Assessment: collecting information and reporting your findings

3. • Observing and listening to learners
• Making effective questions: What color it is, what this is; what
noise it makes. (for example, rrrrrrrooomm!! For a car or bus,
chookoochooo!! For a train)
Lesson stages:
Routine
Timing: 5 minutes
Aim:
• to say hello
• to break the ice
• to make Ls move and dance preparing them for the next stage in
which they have to be sit and calm
The teacher says “Hello” by singing “Hello, hello song” playing a
tambourine.
https//m.youtube.com/watch?v=fN1Cyr0ZK9M
Lyrics
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you clap your hands?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you stamp your feet?
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?
The teacher will dance and move encouraging Ls to do the same.
o Come on! Dance, clap

4. o loud
o Louder please!
o Great!
Then the teacher will say
• Let’s sing Old MacDonal had a farm! (making a circle and moving
around)
Lead-in
Timing: 5 minutes
Aim:
• To elicit previous knowledge in order to help the children relate
it to the knowledge they will develop
The teacher will introduce the topic with the help of the puppet sheep.
The teacher will say:
• Come here kids, look!! (She will take out the puppet which is on
an airplane) then she will talk to it.
• Hello Lulu, what are you doing? (moving the airplane as if it were
flying in the sky)
• I am flying, says the puppet with my airplane!!
• Wow! AIRPLANE!!
• Can you see the airplane, kids!!
• I am a pilot, says the puppet
The teacher will move around the classroom making Lulu flying.
• Oh, Lulu, I am tired.
• Let’s sit down
The teacher will put the puppet on the table and say, that there are
different modes of transportation. See them.
Presentation
Timing: 5 minutes
• Aims: Pre-teach vocabulary related to the story.
The teacher will show Ls pictures of a car (rrrroooommm rrrooom!!), a
boat, a train (chooookooochoooo!!), a bus, by making their typical
noises and asking them what it is, what colour it is, how you come to the
kinder by car or by bus by showing them the respective flashcard.
Then she will say.
• I want to tell you a story about some drivers
• Pay special attention and tell me what you see
• Oh, yes a story, says the puppet
Comentario [CZ1]: You could
introduce the lesson’s topic by explaining
that Old McDonald had a tractor.
Comentario [CZ2]:

5. Development of the sequence of activities
Follow up activity 1: Story time
Aim:
Timing: 8 minutes
Aim:
• To engage children in a meaningful context and help them to
construct knowledge of the world and language.
• To watch the picture-book
• To encourage children to speak in English by eliciting prevcious
knowledge.
The teacher will play the video and while they are watching it the
teacher will encourage children to guess the vehicle before it appears.
She will say:
• What is it? (maybe the Ls answer in L1)
• Yes, right, it is a bus!! See it.
• What colour is it?
• Great!
Closure
Timing: 7 minutes
Aim:
• To develop fine motor skills by tracing a car.
• To develop logical mathematical skills by matching the numbers
from 1 to 10 making a vehicle.
The teacher will ask Ls to sit down at their tables and hand out a
worksheet to each student. She will explain the activity by doing one
Comentario [CZ3]: The story also
includes other vehicles, such as fire engine
and truck.
How will you teach the expression
‘whose’? In the story there are also the
drivers, bus driver, fire-fighter, pilot, mail
carrier. How will you teach these
expressions? Should you teach them?
Comentario [CZ4]: Encourage them to
answer in L2, scaffold their production.

6. in front of the Ls.
She will say:
• Look at me. Can you see the numbers?
• Show me number 1, yes!!
• Count 1, 2, 3..
• Match the numbers and tell me what vehicle it is.
(I will adapt this worksheet
matching 11, 12, 13, 14, 15 myself)
The teacher will go around helping children to match the numbers
correctly.
She will say:
• Now it is time to say good bye.
The teacher will make Ls to clean and make a line, then she will say
good bye.
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

7. 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 Dear Silvia
You have chosen a lovely story to work on. Still, I think you should exploit it further.
You could devise a worksheet in which children must match the transport with the
person, colour the vehicles, or join the dots of more than one means of transport.
What do you think?
I hope you find my suggestions enriching.
Best
Ceci