Lesson plan 4 - Kinder

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: ValdezIvón
Períodode Práctica: Nivel Inicial
InstituciónEducativa: ColegioNuestraSeñorade laMisericordia
Dirección:OvidioLagos1819, Casilda
Sala / Grado / Año - sección: Salade 5 años "SalaAmarilla"y"SalaRoja" - TT
Cantidad de alumnos: 28 en "SalaAmarilla"y30 en"Sala Roja"
Nivel lingüísticodel curso:Principiantes
Tipo de Planificación:Clase
UnidadTemática: La familia
Clase Nº: 4
Fecha: 26/06/15
Hora: 13:30 - 13:50 y 13:50 - 14:10
Duración de la clase: 20 minutoscadauna
Fecha de primera entrega: 22/06/15
 Teaching points:The family.
 Aims or goals: Duringthislesson,learnerswill be able to:
- Identifyandname membersof the familyinameaningful context.
- Developtheirlisteningandspeakingskillsbyrepeatingphrases;answeringquestions;
namingfamilymembers, clothesandcolours; andsingingasong.
- Presentnewcolours.
- Consolidate vocabularyandstructurestheyalreadyknow.
 Language focus:

2. Functions Lexis Structures Pronunciation
Revision Followinginstructions.
Namingmembersof the
family.
Describingobjectsinterms
of alreadyknown colours.
Grandpa,
grandma.
Red,yellow,
blue.
T-shirt,
trousers,hat.
Let's make a train,
let'smake a circle.
Who's this?
What colouris it?
What ishe wearing?
New Followingnew instructions.
Describingobjectsinterms
of newcolours.
Purple,green,
orange.
Show me…
/ɜ:/ purple
/ʤ/ orange
 Teaching approach: The lessonisbasedonthe Natural Approach and organized through
the PPPprocedure.
 Integrationof skills:Listeningand speakingskills(Studentswilllistentoandfollow the
teacher'sinstructions, answerquestions,andsingasong).
 Materialsand resources:Grandpa and grandma'sposters, copieswithpictures of grandpa
and grandma,colourpencils, plasticsticksfromlollipops orstraws,andScotch tape.
 Pedagogical use of ICT inclass or at home: None.
 Seatingarrangement: Studentswill be sittingattheirtableswhencolouringandtheywill
sitin a circle on the floor(one group) or stand up nexttotheirchairs (the othergroup) to
singthe song.
 Possible problems/ difficultiesandtheirpossible solutionsduringthe class: Children
may be too noisytolistentothe song aboutthe colours.In thatcase, I’ll singthe songthey
are usedto inorderto get quietagain.
 Classroom managementstrategies: Instructionswill be simpleandclear,togetherwith
demonstrationof whatstudentsare expectedtodo.
 Potential problemsstudentsmay have with the language: Children maynotunderstand
the newinstruction "Show me…".I'll guide thembymodelingthe action.
 Assessment:I’ll checkstudents'comprehensionby observingwhethertheyuse the
correct coloursor not andlisteningtotheiranswers.
STAGES IN THE LESSON
Routine (5 minutes)

3. - Purpose:tostart the lesson andestablishrapport.
- Activitydescription and instructionsas they will be said to students: I’ll greetstudents:"Hello!",
SS: "Hello!",T:"Howare you?", SS:"Fine!"ThenI’ll ask themto prepare a train and we’ll singthe
usual welcome song whilewalkingaroundthe classroom:
"Hello, hello,
hi, hi, hi!
Good bye, good bye,
bye, bye, bye!"
- Transition commentto link each stageof the lesson with the nextone: "Well done!Now let'ssit
down.Listen,doyoulike havingguests?Yes?Look!Todaywe have twoguests!"
Warm-up(2 minutes)
- Purpose:Toget studentsinvolvedinthe lesson andrecall previousknowledge.
- Activitydescription and instructionsas they will be said to students: I'll show studentsthe
grandpa andgrandma's postersandI'll ask themwhotheyare: "Look!Who are they?", SS:
"Grandpa,grandma!",T: "Verygood!Theyare grandpa and grandma!Say hellotograndpa",SS:
"Hello,grandpa!",T:"Good!Nowsay hellotograndma",SS: "Hello,grandma!".
- Teaching strategies: demonstrationandexemplification.
- Interaction patterns:Student-teacher.
- Skills: Listeningandspeaking
- Transition commentto link each stageof the lesson with the nextone:"Verygood! Now,look
whatthey're wearing!".
Presentation(3 minutes)

4. - Purpose:Tointegrate previousknowledgeandpresentnew colours.
- Activitydescription and instructionsas they will be said to students:I'll askstudentswhat
grandma iswearingwhile pointingatthe character's hat: "What's grandmawearing?",SS:"Hat!",
T: "Yes,grandma's wearinga hat.Andwhat colouris the hat?", SS: "Red!",T: "Verygood,the hat is
red."Andso on withthe blue trousersandthe yellow T-shirt.
NextI'll pointatgrandpa's greenhat,purple trousersandorange T-shirtand tell themwhat
colourstheyare,and ask themto repeatthe colours:"Look.The hat is green.Canyousay green?",
SS: "Green!",T:"Good. The trousersare purple.Canyousay purple?",SS:"Purple!",T:"Excellent.
The T-shirtis orange.Canyou say orange?",SS:"Orange!",T:"Verygood!"
- Teaching strategies: descriptionand demonstration.
- Interaction patterns:Student-teacher.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof the lesson with the nextone:"Perfect!Now let's colour
grandma andgrandpa."
Practice

5. Activity1: (5 minutes)
- Purpose:Topractise the newvocabularythrougha controlledactivity.
- Activitydescription and instructionsas they will be said to students: I'll hangthe grandpaand
grandma's posteronthe board so everybodycansee it andI'll hand outworksheetswithpictures
of grandpaand grandma(one for eachchild).Iwill alsoshow the grandmaand grandpa's
flashcards withplasticsticksfromlollipops stuckonit:"Here youare,now let's colourGrandma
(while pointingatthe correspondingcharacter).Lookat the hat. What colouristhe hat?", SS:
"Red!",T: "Yes,the hat is red.Let'scolour the hat red". ThenI'll do the same withthe othertwo
piecesof clothessothattheycolour grandma'strousers blue andgrandma'sT-shirtyellow. Next,
I'll tell themtocolourgrandpa's hat green,grandpa'strouserspurple,andgrandpa'sT-shirt
orange:"Nowlet'scolourGrandpa (while pointingatthe correspondingcharacter).Lookat the
hat. What colouristhe hat?",SS: "Green!",T:"Yes,the hat is green.Let'scolourthe hat green";
and so on. I'll walkaroundshowingthe flashcardssothat theycan see the colours,andto check
whohas finished.Finally,I'll stick plasticsticksbehindthe picturesof the studentswhohave
finishedcolouringsothattheyare readyfor the nextactivity.
- Teaching strategies: explanationanddemonstration.
- Strategiesto checkunderstanding of instructions: Iwill checkwhetherstudents answer
appropriately.
- Strategiesto checknew languagecomprehension: Iwill checkwhetherstudents use the correct
colours.
- Interaction patterns: Some studentsmay tell theirpeers whatcolourtheyshoulduse.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof the lesson with the nextone: "Perfect!Now,Iet'ssinga
song!"
Activity2: (3 minutes)

6. - Purpose:Topractice the clothes andthe new colours,andto listentopronunciation,stress,and
intonation.
- Activitydescription and instructionsas they will be said to students: I'll askstudentsfromthe first
groupto sit ina bigcircle onthe floorwhile studentsfromthe secondgroupwill standupnextto
theirchairs:"Listen.Let'smake a big circle onthe floor/Let'sstandup nextto the chairs".I'll ask
everybodytoshowme their"grandpas" andI'll singthe song "Colours"whilepointingatthe
coloursI'll be saying.ThenI'll teachit to themstanzaby stanza: "Green,green,the hatisgreen.
Showme the greenhat (while pointingatthe correspondingcolouronmyownflashcard),good!
Purple,purple,the trousersare purple.Show me the purple trousers (while pointingatthe
correspondingcolouronmyownflashcard),good!". FinallyI'll askthemtosingalong withme and
to pointat the colourseverytime theyname them.I'll pointatthe correspondingcoloursmyself in
orderto demonstrate:"Now we will singtogether(pointingatus),ok?"
Colours
Green, green, the hat is green. Green, green, the hat is green.
Green, green, the hat is green. The hat is green, green, green.
Purple, purple, the trousers are purple. Purple, purple, the trousers are purple.
Purple, purple, the trousers are purple. The trousers are purple, purple, purple.
Orange, orange, the T-shirt is orange. Orange, orange, the T-shirt is orange.
Orange, orange, the T-shirt is orange. The T-shirt is orange, orange, orange.
(The songis basedonthe "Coloursong"from Busy Beavers:
https://www.youtube.com/watch?v=1jv0Gx_q_OU)
- Teaching strategies: demonstration andmodeling.Gestures will helpchildren understand
instructions.
- Interaction patterns: Student-teacher.
- Skills: Mostlylistening.
- Transition commentto link each stageof the lesson with the nextone: "Verygood!Nice song!
Didyou like it? NowIhave to go. Let's make a trainand sing."
Closure (2 minutes)
- Purpose:Tosay goodbye.

7. - Activitydescription and instructionsas they will be said to students: We’ll singthe usual welcome
songwhile walkingaroundthe classroom.If there isnot enoughtime tomake atrain and walk,
theycan singfrom theirplaces.
"Hello, hello,
hi, hi, hi!
Good bye, good bye,
bye, bye, bye!"