Lesson plan 3

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: García Morena
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: profesiones
Clase Nº: 3
Fecha: 14/11/19
Hora: 14:50-15:10
Duración de la clase: 20 minutos
Fecha de entrega de la planificación: 31/10/19
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Learning aims: 
During this lesson, learners will be able to
-To reinforce the acquisition of the vocabulary related to professions.
-To develop their logical skills
-To develop their speaking skills.
Learning focus:
The activities will focus on:
-Vocabulary: pilot, hat, doctor, stethoscope, pot, chef, hose and fireman.
-Teamwork:
Song: “who took the candy from the candy bag?”
Memory game.
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Integration of skills: 
They will develop their:
-Speaking skills by repeating the name of the professions and singing
the new song.
-Listening skills by listen the teacher while singing and giving
instructions.
Multiple intelligences:
-Interpersonal intelligence by playing as a team.
-Logical mathematical intelligence by solving the memory game.
-Musical intelligence by learning a new song.
-Spatial intelligence by visualizing the memory game.

2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
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Materials and resources:
-Flashcards (memory game and the song)
Illustrative picture
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
-Goodbye song: https://www.youtube.com/watch?v=PraN5ZoSjiY
-Quiet please song: https://www.youtube.com/watch?v=uEHCyoJQ_Ew
-Adaptation from the song “Who took the cookie from the cookie
jar” https://www.youtube.com/watch?v=OzKY5YHnOTg
Adapted lyrics:
Who took the candy from the candy bag?
The doctor took the candy from the candy bag.
Who me?
Yes, you
Not me
Then, Who?
Fireman.
Who took the candy from the candy bag?
The fireman took the candy from the candy bag?
Who me?
Yes, you
Not me
Then, Who?
The chef
Who took the candy from the candy bag?
The chef took the candy from the candy bag?
Who me?
Yes, you
Not me
Then, Who?
The pilot

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Who took the candy from the candy bag?
The pilot took the candy from the candy bag?
Who me?
Yes, you
Not me
Then, Who?
Possible contingencies:
-Children may get distracted with the flashcards.
-Children may talk a lot during the memory game.
-Children may not follow the instructions.
Classroom management strategies:
-In order to ask silence, sing the song: “Quiet please”
(https://www.youtube.com/watch?v=uEHCyoJQ_Ew)
-In order to catch their attention, say “everybody with looking eyes,
listening ears and quiet voices” while doing gestures.
Assessment: collecting information and reporting your findings
-Ask them about the topic.
-Observe them while playing the game and singing the song.
-Observe if they can follow the instructions appropriately.
Lesson stages:
Routine
 Warm up
 Introduction
 Activity
 Closure
Lead-in
 Purpose:
-To say hello.
 Timing:
- 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Tell them to make a circle and be ready to say hello “Hello
Búhos, please make a circle. Great, are you ready to say
hello?“
-Play the “hello song” and sing and dance the song with the

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
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children.
 Scaffolding strategies
- Use gestures while giving them the instructions.
- Observe if everybody is following the instructions
appropriately.
 Transition comment to link each stage of the lesson with the next
one
-Great Búhos! Now we are going to play a game, but we need to
sit down and make a circle.
Presentation
 Purpose:
-To introduce de Memory game to the children.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
- There will be 20 flashcards for the memory game on the floor.
- Tell them that we need to sit down on the floor making
a circle without touching the cards.
- Explain them that we are going to play a game together,
and that they need to play attention. “ok buhos, with
looking eyes (making the mime) we are going to play a
game”
- Tell them that one by one are going to pick two cards, if
they do no match they have to put them into their same
places. While explaining, show them as an example.
- If they match, they have to say the name of the
character of the cards and give the cards to the teacher.
 Scaffolding strategies
-While explaining the instructions, show them as an
example.
-Remain them that they have to pay attention to the cards
that their classmates have picked.
 Transition comment to link each stage of the lesson with the next

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
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one
- Ok, are you ready to play the game?
Development of the sequence of activities
Activity 1: Memory game.
 Purpose:
-To reinforce the vocabulary learnt in the previous classes about
professions.
-To develop their speaking, logical and interpersonal skills.
Timing : 8 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
- Ask a child to pick up two cards and show them to
her/his classmates. Ask him/her Are those cards the
same? Wait for answers. No, ok put them into their
places. You can sit down now, well done!
- Ask another child to do the same, if he/she finds the
match ask him/her to say the name of the profession.
“Who is he/she? Is she a doctor or a police officer?”
Yes, excellent. Now give me the cards and sit down on
your place”
 Scaffolding strategies
- Use gestures while asking them to stand up/sit down.
- Use mime while asking about the professions.
- Ask the other children about the cards that their
classmate have picked up.
 Transition comment to link each stage of the lesson with the next
- You did a great job! Now we are going to sing a song, you
have to stay in your places.
Activity 2: “Who took the candy from the candy bag" song
 Purpose:
-To develop their speaking and interpersonal skill.
-To foster social play.
-To consolidate vocabulary related to professions.
 Timing: 6 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
- There will be the flashcards from the previous game for

6. I.F.D.C. LENGUAS VIVAS BARILOCHE
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each child on the floor.
- Tell them; Ok with looking eyes and listening ears
(making mime) we are going to sing a song.
- Encourage them to name the characters from the
flashcards.
- Tell them, “Look at the flashcard in front of you, you are
going to pretend being that friend, what is his/her
name? Who is she/he?” yes! Great!
- Divide the song by parts, and sing it very slowly using a
lot of gestures. “Who took the candy from the candy
bag? (point one of the children) the doctor took the
candy from the candy bag” wait for the children to
repeat that part. Then continue, “Who, me? Yes, you”
wait for the children to repeat that part. Then continue,
“Not me, then who?” Encourage the children to point
one of his/her classmates. Then repeat the song in
parts until the children repeat it completely.
- Sing the entire song and while doing this clap my hands
in order to give it rhythm.
 Scaffolding strategies
-Use gestures while explaining the instructions.
- Repeat the phrase of the song in order to encourage them
to repeat it.
-Point the flashcards for them to understand what
character they are.
 Transition comment to link each stage of the lesson with the next
one
-Great búhos, you did a great job! Now, can you help me to collect
the flashcards? Great, thank you. Please stand up, it’s time to say
goodbye.
Closure
 Purpose:
-To say goodbye.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Tell them to stand up, “stand up please, its time to say
goodbye”
-Play the goodbye song on the radio, sing and dance the
goodbye song.

7. I.F.D.C. LENGUAS VIVAS BARILOCHE
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 Scaffolding strategies
- Use gestures while explaining the instructions.
- Repeat the instructions if necessary.
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
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language

8. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
accuracy
Observations