Lesson plan 8

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: 8
Fecha: 3/12/19
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: 
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During this lesson, learners will be able to
-Reinforce the acquisition of vocabulary related to professions,
including the professions, places and objects.
-To develop listening skills
-To foster speaking skills.
-To develop their linguistic skills.
Learning focus:
The activities will focus on:
Vocabulary: airport, fire station, kitchen, hospital, pilot, firefighter, chef,
doctor, headphones, hose, pot, stethoscope.
Sticking the different flashcards where they belong to.
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Integration of skills: 
They will develop their:
-Speaking skills, by naming the professions, objects and places.
-Listening skills by listening to the teacher and their classmates.
-Linguistic skills by using the language while doing the activity.
Multiple intelligences:
-Interpersonal intelligence by singing together.
-Spatial intelligence by being observant and looking at the flashcards.
-Linguistic intelligence by using the language while naming the
professions and follow the instructions in English.

2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
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Materials and resources:
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics: Hello! Hello! Hello, how are you? (Repeat)
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
-Magic bag:
Illustrative picture

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Name of the students:
-Flashcards of the places, objects and professions:
-
Possible contingencies:
-Children may not follow the instructions.

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Children may get distracted with the flashcards while explaining
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.
-Repeat the instructions if it is necessary.
-Choose the students using the magic bag
Assessment: collecting information and reporting your findings
-Ask the children about the topic/vocabulary.
- Observe them while doing the activities.
-Observe if they can follow the instructions appropriately.
-Observe if they are paying attention.
-Observe if what activities they like the most.
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):
- Ask children to sit down on the chairs and tell 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:
“Excellent Búhos, now we are going to do something fun!”
Presentation

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Purpose:
-To introduce the activity to the children.
 Timing: 4 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Show them the different places (airport, kitchen, fire
station and hospital).
-Ask them about the places “What is this? Is a hospital or
an airport?” “Yes, great”.
-Encourage the children to repeat the name of the places
“1,2,3 airport!” “Great”
-Stick the flashcards on the wall.
 Scaffolding strategies
-Use gestures while explaining
-In order to encourage children to repeat the names, count
“1, 2 and 3”
 Transition comment to link each stage of the lesson with the next
one
“Ok Búhos, now we are going to play a game”
Development of the sequence of activities
Activity 1: who is who?
 Purpose:
-To reinforce vocabulary about professions
-To develop their speaking and listening skills.
 Timing: 12 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-There will be two decks of flashcards on the table. One of
the desks will contain the objects about the different
professions (such as a pot, stethoscope, hose and
headphone), the other one will contain the professions
(such as pilot, firefighter, doctor and chef).
- Pick one name from the magic bag in order to choose one
student. Ask her/him to choose one flashcard from the deck of
professions, ask him/her “Who is she/he? Is he/she a firefighter
or a chef?” “Great”
-Ask the entire class to repeat the name of the profession, “1,2,3
firefighter”

6. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Ask him/her to stick the flashcard below the place (airport,
kitchen,etc) where the profession belongs. “Where does the
firefighter work?” “at the airport or in the fire station?” “Great”.
-Pick another name from the magic bag and ask him/her to pick a
flashcard from the profession’s object deck.
-Ask him/her about the object “What is this?” “Is this a pot or a
hose?”
-Ask the entire class to repeat the name of the object “1,2,3 hose”
-Ask him/her to stick the flashcard below the place where the
object belongs. “Who use it?” “The chef or the firefighter?” “Great”
- Repeat it until complete the sequence of the professions.

 Scaffolding strategies
-Use gestures while giving the instructions.
-In order to choose one student use the magic bag
-
-Encourage children to repeat the name of the places,
professions and objects counting “1, 2 and 3”
-Repeat the instructions if necessary.
 Transition comment to link each stage of the lesson with the next
one
-Excellent Búhos! You did t great! Now 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)
-Ask the children to form a line “please, form a line, we are going
to say goodbye”
-Play the song on the radio, sing and dance the goodbye song.
 Scaffolding strategies
- Use gesture while asking the children to form a line.

7. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
- Observe if everybody is in their place to sing the song.
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
accuracy
Observations

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