Lesson plan 6

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: 6
Fecha: 28/11/19
Hora: 14:50-15:10
Duración de la clase: 20 minutos71
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 vocabulary related to professions.
-To develop their interpersonal, listening and speaking skills.
Learning focus:
The activities will focus on:
-Vocabulary: Doctor, stethoscope, pilot, headphone, chef, pot, hose and
firefighter.
-Team work: the balloon game
-Listening and speaking.
Integration of skills: 
They will develop their:
-Speaking skills by saying the name of the professions and their objects.
-Listening skills by listening to the teacher and their classmates.
-Interpersonal skills by working together in the balloon game.
Multiple intelligences:
-Interpersonal intelligence by working together in the balloon game.
-Linguistic intelligence by speaking in English in the balloon game.
-Spatial intelligence by being observant during the cushion game.
-Musical intelligence by dancing and singing the different songs.
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Materials and resources:
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics: Hello! Hello! Hello, how are you? (Repeat)

2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
I'm good! I'm great! I'm wonderful! (Repeat)
Hello! Hello! Hello, how are you? (Repeat)
I'm tired. I'm hungry. I'm not so good. (Repeat)
Hello! Hello! Hello, how are you?
-Goodbye song: https://www.youtube.com/watch?v=PraN5ZoSjiY
Lyrics: Bye bye. Goodbye. Bye, bye, bye, bye. Goodbye.
I can clap my hands. I can stamp my feet. I can clap my hands. I
can stamp my feet.
Bye bye. Goodbye. Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye. Bye, bye, bye, bye. Goodbye.
GOODBYE!
-Quiet please song: https://www.youtube.com/watch?v=uEHCyoJQ_Ew
Lyrics: Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a zip,
Put your finger on your lip,
Put your finger on your lip like this, SHHH Shhhhhhhhhhhh
Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a squeeze
Listen up, quiet please
Put your finger on your lip like this, SHHH Shhhhhhhhhhhh
- What do you do song:
https://www.youtube.com/watch?v=ckKQclquAXU
Lyrics: What do you do? I'm a teacher. I’m a teacher. I’m teacher.
Everybody say your ABCs. A-B-C-D-E!
What do you do? I'm a doctor. I’m a doctor. I’m a doctor.
Everybody listen to your heartbeat!
What do you do? I'm a dentist. I’m a dentist. I’m dentist.
Everybody brush, brush, brush your teeth!
What do you do? I'm a carpenter. I’m a carpenter. I’m a carpenter.
Everybody bang your hammer!
What do you do? I'm a pilot. I’m a pilot. I’m pilot. Everybody fly a
big, big plane!

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
- Magic Cushion:
Illustrative picture
-Flashcards:
Possible contingencies:
-Children may not follow the instructions.
-Children may get distracted while explaining the instructions.
-Children may not work independently.
Classroom management strategies:

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-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 miming.
-Repeat the instructions if it is necessary.
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.
-Observe what activities they like the most.
Lesson stages:
Routine
 Warm up
 Introduction
 Activities
 Closure
Lead-in
 Purpose:
-To say hello.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech):
- Ask children to sit down on the floor and say to them “It’s
time to say hello!” then play the hello song on the radio
and sing with them.
 Scaffolding strategies
-Use gestures to sing the hello song.
 Transition comment to link each stage of the lesson with the next
one:
-Great! You’ve sang beautiful the hello song!
Presentation
 Purpose:
-To introduce the game to the children.
-To reinforce the name of the professions.
 Timing: 4 minutes.
 Activity description and instructions as they will be said to

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
students (include direct speech)
- There will be a deck of flashcards on the floor. And I
will be carrying a cushion.
- Show them the “magic cushion” and the flashcards.
“Look what I have here, it’s a magic cushion”
- Explain to them that the cushion is magic because they
can speak if they have the cushion only, if they do not
have the cushion they can’t speak.
- Tell them, that they are going to play a game with those
elements.
- Pick up a flashcard from the desk and ask the children
about it “Who is he? Is he a Pilot or a chef? Great!”
 Scaffolding strategies
-Use gestures while explaining.
- Explain to them that they are not supposed to touch the
flashcards until their turn.
-Explain to them that they cannot throw the cushion away.
-Repeat the instructions if necessary.
 Transition comment to link each stage of the lesson with the next
one
-“Are you ready to play the game?”
Development of the sequence of activities
Activity 1: cushion game
 Purpose:
-To develop their speaking and listening skills.
-To reinforce the vocabulary related to professions.
-To develop their interpersonal skills.
 Timing: 12 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Show the children the magic cushion.
-Tell them “We are not going to throw the cushion, we are
going to pass it” while miming.
-Explain to them that they are going to pass the “magic
cushion” to their classmates while the song is playing.
-Do it as an example.
-Explain to them that when the music stops, the person

6. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
who has the cushion has to pick up a flashcard and say the
name of the profession/object and put it in the deck of the
flashcards again.
- Encourage them to say “he/she is a firefighter”, say it
slowly and ask him/her to repeat with me.
 Scaffolding strategies
-Use gestures while explaining
-If one child does not want to answer ask to the entire
group who is he/she/it.
-Do it first as an example.
-Repeat the instructions if it is necessary.
 Transition comment to link each stage of the lesson with the next
one
Well done Búhos! 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, it’s time to say
goodbye”
-Play the goodbye song on the radio, sing and dance the
goodbye song.
 Scaffolding strategies
- Use gestures while explaining the instructions.
- Repeat the instructions if it is 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

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