This lesson plan summarizes a 40-minute English class for 5-year-olds focusing on transportation vocabulary. The plan includes a routine to greet the students, a warm-up game to review vocabulary from the previous class, presenting a story to introduce new vocabulary, and a drawing activity for practice. Key points are recycling "bus", "wheels", and introducing new words like "wipers". Assessment includes checking comprehension of new words through actions and a listening activity. The plan demonstrates strategies for visual support and engaging young learners through songs, gestures, and whole-group interaction.

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TALLER DE PRÁCTICA
DOCENTE
Planificación n°2
Celeste Cortés
4 de Mayo de 2018

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TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 16 de Abril al 18 de Mayo
Institución Educativa: Pastorcitos de Don Bosco
Dirección: J. M. Rosas 40
Sala / Grado / Año - sección: Sala Azul (5 años)
Cantidad de alumnos: 25
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Transportes en mi ciudad
Clase Nº: 2
Fecha: 04 de Mayo
Hora: 10, 10 a 10, 50 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 29/4/ 18
Teaching points: Means of transport in my city.
Aims or goals:
During this lesson, learners will be able to…
-Recycle vocabulary learnt the class before.
-Identify and name some new parts of the bus and some new actions.
-Develop listening skills by listening to a story.
-Improve their oral skills by answering questions (games/activities).
-To deepen their understanding of instructions while developing their gross
motor skills.
Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings:
A: Hello, how
are you?
B: Fine.
Colors.
Weather:
(Sunny, snowy,
rainy, windy,
cloudy)
Transport:
(Bus, wheels,
horn, bus
driver.)
What color is
the…?
It´s…
Imperatives:
Point to…
Look!
Listen!
Pay attention!
Silence!
bʌs/
/ hɔːn/
/ bʌs ˈdraɪvə /
/ w iːl/
New
Identifying new
parts of the bus
and some
actions we can
perform inside
it.
Transport:
Wipers
Actions: Sit up
and down,
open and shut.
What´s this?
It´s a…
/sɪt/, /ʌp/, /ʌp/,
/ˈw aɪpə/,
/ˈəʊpən/, /ʃʌt/

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Teaching approach:
-PPP.
-TPR (Natural Approach).
-Communicative Approach.
Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be integrated in the present class
through the use of a story, a game and a coloring activity which
encourage children to produce the language, mime it as well as to
draw and color what they hear.
Materials and resources:
-Flashcards (weather).
-Dice.
-Book: Bob´s bus.
-Copies to draw and color.
Pedagogical use of ICT in class or at home:
In this lesson a pictures dice and a story book will be used to support
the exposure of the students to the teaching points. This audiovisual
combination will help learners improve language acquisition and
learning while having fun.
Seating arrangement:
-Learners will sit in a circle during the routine period.
-In the warm up period children will sit or stand up depending on what
picture they have to perform.
-They will sit in a circle during the presentation of the story while they
interact with me.
-They will sit on their usual places to do the listening activity.
-I´ll sit in the circle or walk around the class depending on the stage
of the lesson.
Assessment: what will be assessed and how:
1) I´ll assess learners´ previous knowledge of vocabulary by
playing a recycling game (Dice game): / bʌs/, / hɔːn/, / bʌs
ˈdraɪvə /, / wiːl/
2) I´ll check learners´ comprehension and identification of the new
vocabulary: wipers, open and shut, etc, by asking them to
perform the words/actions or pointing to the picture.
3) I´ll assess learner´s pronunciation while interacting with them
along the warm up and presentation stages.
Cooperative work: Children will work as a whole group while playing
the game in the warm- up period. Some tasks will be done together
as a group for instance, retelling the story together.
Potential problems students may have with the language:

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 As learners may not comprehend some new lexis, I will use
pictures, gestures, miming and pointing to aid comprehension.
 Some students may understand it quickly and others might find
it hard to retain new words and they will need more input. I`ll
prepare different activities so that students may encounter the
new language in different ways, such as visual images, actions
or listening to the words.
Children are coming from physical education. Consequently,
they´ll ask to drink water and go to the toilet as usual.
Routine: (4´)
I´ll sing the Mr. Owl song to ask children for silence to start the class.
Lyrics: “Mr. Owl song”
Mr. Owl, Mr. Owl says sh, says sh.
Everybody silence, everybody silence like Mr. Owl who says
sh, who says sh, who says shhh.
T: “Hello, how are you?”
Ch: “Fine”.
(This is how their teacher greets them. I´ll give children time to answer and
help them if necessary.)
Next, I´ll start singing the “Hello song” to greet them.
(I´ll sing it twice in order to encourage them to join in.)
Lyrics: “Hello song”
“This is the way we say hello, say hello, say hello,
This is the way we say hello, to you, and you, and
you”
(Waving my hands and pointing to different
children).

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Then, I´ll show them an open window with the following picture and ask:
What´s the weather like today? (While I point to the window).
(As children don´t generally talk about the weather in class, I´ll point to the
pictures and ask them: “Is it cloudy?, Is it sunny?” And I´ll encourage children
to answer: Yes/No (While miming Yes/No).
I´ll invite children to stand up and sing the song: “The wheels on the bus”.
T: “Ok, stand up please. Sing with me.
Transition: Very good! You did it perfect! Sit down please. Now, let´s play

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a game!
Warm up: (7´)
I´ll invite children to play a dice game to recycle the vocabulary learnt the
class before: “bus, horn, wheels, babies, bus driver, mom.” I´ll throw the
dice, ask children: “What´s this?” So, children answer. (If necessary I´ll help
them.)
Then, I mime the word that represents the drawing and encourage children
to do so.
T: “Ok, pay attention! I´ll throw the dice (miming throw) and you will answer
(I´ll point to the bus and say the wheels on the bus go...)
Ch: “Mime or answer.”
T: “1, 2, 3, ready?
Ch: “Yes.”
I´ll throw the dice and ask: “What´s this?” (While I point to the baby and
wait for children´s answers.)
Ch: “A Baby.”
T: “The babies on the bus go…( I´ll wait for children´s mimes).
I´ll continue interacting with them as I throw the dice in order to recycle the
vocabulary studied (Bus, horn, wheels, baby, mom, driver).
Transition: Excellent memories! Now, look! It´s Bob and this is his bus!
What color is it? (While I point to Bob and his bus.)
Ch: “Red.”
T: “Very good! It´s a story about Bob. Let´s see what happens in his story!
Shhhh! Pay attention, please!
Presentation: (12’)
I´ll read the story while I ask them to join in miming or repeating some parts
of the story in order to recycle vocabulary learnt the class before (Bus, horn,
wheels, etc.) Besides, I´ll present new vocabulary along the story (Wipers,
open and shut, etc.)
Retelling: Then, I´ll show them some pictures of the same story and say:

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T: “Look! The wheels on the bus go...( I´ll wait for children´s answer “round
and round” or mime the action.)
T: “Excellent! Pay attention! The horn on the bus goes… (I´ll wait for
learners´ answers “beep, beep, beep” or mime the action.)
T: “Brilliant! The babies on the bus go… (I´ll wait for children´s answer “Boo,
Boo, Boo” or mime the action.)
T: “Great! The wipers on the bus go…. (I´ll wait for children´s answer “Swish,
swish, swish” or mime the action.)
T: “Well done! The doors on the bus…. (I´ll wait for children´s answer “Open
and shut” or mime the action.)
T: “Brilliant! Now, the driver on the bus goes: “Please, sit down. Please, sit
down.” (I´ll wait for children´s mimes.)
Transition: Wow! How much exercise! Now, let´s draw and color our buses!
(If necessary I´ll sing Mr Owl song!)
Practice: (15’)
First, I´ll draw a big bus on the board.
Then, I´ll spread each child a copy and I´ll ask children to pay attention on
what I do on the board in order to help them reinforce the instructions I give.
(I´ll give children this kind of visual support because they don´t usually
receive instructions in English.)
Like for example:
T: “Look! Match the numbers.” (I´ll point to the numbers, mime a circle and
matching them on the board).
T: “Great! What are these? (While pointing to the wheels).
Ch: “Wheels” (If necessary I´ll help them answer.)
T: “Excellent! Now, draw two babies on the bus.” (I´ll mime the word “baby”
and draw 2 babies on the bus. Then, I´ll monitor while children draw the
babies.)
T: “Listen, please! The horn on the bus goes… (I´ll wait for children´s answer
and I´ll help them if necessary.)
Ch: “Beep, beep, beep!”
T: “Yes! Now, draw a horn! (I´ll draw a horn on the bus and walk around the
class to check children´s drawings.)

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T: “Brilliant job! The wipers on the bus go… (I´ll wait for children´s answer
and I´ll help them if necessary.)
Ch: “Swish, swish, swish!”
T: “Very good! Now, draw wipers on your bus, please. (I´ll draw the wipers
on the board and walk around the class to check children´s drawings.)
T: “Excellent job children! Now, color your bus! (Each child will choose how
to color his/her bus.)
Transition: Wow! What wonderful buses. You worked very well! Look, this is
Eva´s bus! What color is it?
Closure: (2’) Listen, it´s time to say good-bye. (While I point to the watch
and wave me hand.)
Bye-bye song: “If you are happy and you know it say bye-bye”
Lyrics:
If you are happy and you know it say bye- bye.
If you are happy and you know it say bye- bye.
If you are happy and you know it and you really want to show it,
If you are happy and you know it say bye-bye-

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Bye-bye!
T: “Now! Let´s sleep to wait the teacher Mati! Sh, sh… Silence!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies x
Language accuracy x
Observations Minimumscore:18 / 30
Score:__30__ /30
I justlovedthislesson! Goodforyou,Celes!