Restivo- kindergarten- lesson plan 4

1. Alumno Residente: Restivo Gisela
Período de Práctica: Nivel Inicial
Institución: Jardín Chiquilandia
Dirección: Urquiza 924- Comodoro Rivadavia
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Mi cuerpo
Clase Nº: 4
Fecha: 30-05-1
Hora: 14 a 14. 30hs
Duración de la clase: 30 minutos
Teaching points: My body. Vocabulary: eyes, ears, nose, legs, arms, hands,
feet, head, neck
Aims: During this lesson, learners will be able to…
Review parts of the body.
Review wild animals.
Review colours
Give a brief description of an animal.
Develop their listening skills by listening to a song.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
eyes, ears,
nose, legs,
feet, head,
elephant,
giraffe,
monkey, hippo
yellow, brown,
grey
Naming and
counting
animals´ body
parts.
.
NEW
Neck, long,
short, big
Describing Elephants have
two big ears.
/həv/
Teaching approach: The lesson is based on the communicative approach
Pedagogical use of ICT in class: In this lesson, students will be exposed to a
song and some images which were downloaded from Internet.
Comentario [A1]: You should add the
adjectives used to describe the animals.
Comentario [A2]: What about the verb
to be? For example, The giraffe is yellow.
Comentario [A3]: Weak form? It is the
main verb.

2. Materials: Video of the songs, set of flashcards and an image of a jungle.
Seating arrangement: During the presentation and the first activity, students will
sit in their desks, in groups of 4, as they always do. Then, for the second activity,
we will move to the “big” room.
Cooperative work: During the listening students will work in groups. They have to
decide which the correct order of the animals is.
Possible problems / difficulties and their possible solutions during the class:
Students may not understand what to do during the listening, so I will stop the song
and show them which is the first animal and encourage them to listen which is the
following animal.
Potential problems students may have with the language: Students may find it
difficult to answer full questions during the second activity, I will demonstrate how
to do it, and encourage them to do it in the same way. Moreover, if they cannot, I
will repeat the full sentence after them and ask them to repeat.
Assessment: what will be assessed and how: In order to assess the listening
comprehension, I will see whether they can put the animals in the correct order.
Then in the second activity, I will focus on the way they answer my questions.
Comentario [A4]: Word order
Comentario [A5]: And identify
Comentario [A6]: Word order

3. Routine (4min)
I will get into the class and greet the students; we will sing the usual Hello song. As I sing, I
will move my hands to greet them.
Song:
“Hello, Hello, we say hello to you.
Hello, Hello, how are you today?
Welcome friends, welcome friends.
It´s nice to see you again
Welcome friends, welcome friends.
It´s nice to see you again”
https://www.youtube.com/watch?v=_BmfySrvVKM
Warm up (3min)
I will explain that, next week I will travel to a jungle and I will show them a photo of a
jungle.
Then I will ask: “Do you know which animals I can find in a jungle?” As they have already
learnt wild animals, I expect them to say: elephants, lions, monkeys. Then, I will add: that´s
right, I will meet lions, elephants.”
Comentario [A7]: You may take some
binoculars so as to catch their attention.

4. Presentation (3 min)
After that, and in order to prepare them to practice the skill of listening, I will show them
four animals: an elephant, a monkey, a giraffe and a hippo.
I will elicit their names by asking “what´s this?” I expect my students to say: “elephant”, So,
I will add “Yes! It is an elephant. Can you repeat? It is an elephant” I will repeat the same
questions with the rest of the animals.
Finally, I will give them a set of four flashcards (elephant, hippo, giraffe and monkey) to
each of the groups. (I will print the pictures of the presentation)
Transition: Now, we are going to listen to a song of wild animals! Let´s discover which
animals the song names.
Development
Activity 1: (5 min)
The students will listen to the song available at the following link, at this stage I won´t show
them the video.
https://www.youtube.com/watch?v=9wAUxIVN_po
Before the song, I will explain: “These animals are in the jungle, while showing the
flashcards. So, you have to listen to the song and put the animals in the correct order. So,
let´s see which the first animal is?”
As they listen to the song, they will work in groups. They have to put the flashcards of the
animals on their desks in the correct order.
Comentario [A8]: Will you download
the video?
Comentario [A9]: How will you check
understanding?

5. To make sure they have understood the task, I will stop the song after the first animal is
named (elephant), and I will ask: “So, which is the first animal?” And I will encourage them
to put the elephant on the desk. If they could not understand, I will repeat the lyrics myself.
Once all the groups have put the elephant on their desks, I will add: “Now, let´s go on
listening to see which animal follows.”
When the song finishes, I will say: “So, in the jungle there is an elephant, and then...?” I
expect the students to say the following animal. I will encourage students to repeat chunks
such as there is a....
Finally, I will invite my students to watch the video and discover if their answers are
correct.
Lyrics
There´s an animal, with big, big ears.
There´s an animal, with a long, long nose.
What is it? I know. What is it? I know
It´s an elephant. It´s an elephant.
It´s an elephant. Yes, it is.
There´s an animal, with long, long legs.
There´s an animal, with a long, long neck.
What is it? I know. What is it? I know
It´s a tall giraffe. It´s a tall giraffe.
It´s a tall giraffe. Yes, it is.
There´s an animal, with short, short legs
There´s an animal, with a big, big mouth
Comentario [A10]: You haven´t
included this as a teaching point.

6. What is it? I know. What is it? I know.
It´s a hippo. It´s a hippo.
It´s a hippo. Yes, it is.
There´s an animal, with big, big hands.
There´s an animal, with a long, long tail.
What is it? I know. What is it? I know.
It´s a monkey. It´s a monkey.
It´s a monkey. Yes, it is
Transition: Perfect! Now let´s play a game
Activity 2: (10 min)
In order to let students use the language, I will display the same four pictures on the wall.
This time, pictures will be bigger. I will also prepare 15 cards with short phrases like the
following ones:
I will explain: “Now, I will ask you and you have to answer. To demonstrate, I will take a
card, and I will read it: “which animals have big ears?” I expect students to answer:
Elephants!.So, I will go to the animal they named and say : “Elephants have big ears”, and
I will stick the card next to the picture.
After demonstration, I will invite a student to take a card and give it to me. I will ask. To
help them to understand, I will mime and touch the parts of my body. I will do the same
with all the questions, focusing on adjectives and the word “neck” which has not been
introduced yet.
The students have to think the question and walk towards the animal. Then, I will ask
him/her to say the sentence: “Elephants have big ears”
HAVE BIG HANDS
HAVE LONG LEGS HAVE LONG NECK IS YELLOW
HAVE BIG EARS
IS BROWN
Comentario [A11]: Will you encourage
them to sing the song?
Comentario [A12]: Are they able to
read these phrases?
You should include some pictures instead
of the words.
Comentario [A13]: The picture
showed just one elephant. Thus, the
sentence would be grammatically
incorrect.
Anyway, we cannot see the point of using
long written sentences. You may use visual
aids as prompts for eliciting those
sentences.
Comentario [A14]: This was the first
example.

7. I will congratulate him/her and I will invite another student. I will repeat this activity with
each of the students.
Closure: (4 min)
To finish the class, we will sing the Goodbye song.
Song:
Bye, bye, good bye.
Bye, bye, good bye.
I can clap my hands
I can stamp my feet
Bye, bye, good bye.
Bye, bye, good bye.
https://www.youtube.com/watch?v=PraN5ZoSjiY&utm_source=youtube.com&utm_medium
=short_domains&utm_campaign=ssyoutube.com
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
Class. management
strategies
x

8. Language accuracy x
Observations Minimum score: 21 / 35
Score: __21__ /35 = 6
Dear Gisela,
Nice lesson. Please pay attention to our comments/suggestions. Reconsider the activity of the
short phrases and stick either to singular or plural form. Furthermore, encourage oral production
as much as possible.
Cecilia and Aurelia