This lesson plan is for an English class at a preschool in Concordia, Entre Río. It aims to introduce 3-4 year old students to vocabulary related to family through songs, pictures, and an art activity. The 45 minute lesson is divided into three stages: an introduction using hello/goodbye songs and flashcards, looking at pictures of different families in a book, and having students draw and add their fingerprint to a class "family tree" poster. Scaffolding strategies such as gestures, modeling, and asking simple questions are included to support student understanding.

1. INSTITUTO DE FORMACIÓN DOCENTECONTINUA
LENGUAS VIVAS BARILOCHE
Profesorado de Inglés – Opción pedagógica a
distancia.
PRÁCTICA DOCENTE I
 Alumno residente: Romero Liliana Beatriz
 Institución educativa: Jardín Materno Infantil Pepe Pío
 Dirección: Laprida 1590. Concordia, Entre Ríos.
 Cantidad de alumnos: 15
 Edad: 3 y 4 años
 Unidad Temática: The family
 Clase N°: 1
 Fecha: 07-10-2019
 Hora: 14:30
 Duración de la clase: 45 minutos
 Fecha de entrega de la planificación: 02-10-2019

2. Learning aims:
During this lesson, learners will be able to…
- Construct their first words in English
- Produce awareness of diversity in families
- Develop interpersonal skills
- Represent their own reality and express meaning through art
- Relate meaning with pictures, songs and movements
Learning focus:
The activities will focus on:
- Vocabulary: hello, bye, goodbye, family, mum, dad, brother, sister, baby.
- Sizes: big and small
- Numbers
- Drawing, painting, stamping fingers
Integration of skills:
The children will develop:
- Listening skills (listening to the teacher and listening to songs)
- Speaking skills (answering simple questions)
- Creative skills (drawing and painting their family)
- Logical skills (observing and analysing different kinds of families)
- Interpersonal skills (sharing materials to create a family drawing)
- Movement skills (imitating teacher´s movements)
Multiple intelligences:
- Linguistic intelligence (listening to the teacher, songs, and answering
simple questions)
- Spatial intelligence (creating a drawing)
- Logical-mathematical intelligence (observing and analysing different
kinds of families)
- Interpersonal intelligence (sharing materials to create a family drawing)
- Body-kinaesthetic intelligence (imitating teacher´s movements)
Materials and resources:
- Puppets (Bartolito and Mr. Silence)
- A bag to put the puppets
- Flashcards with family members
- Computer
- Projector
- White drawing sheets
- Crayons
- Coloured pencils
- Markers
- Tempera
- The drawing of a tree trunk and its branches
- A rag and water to clean fingers
Possible contingencies:

3. - Children talking at the same time when the teacher asks questions;
- Children wanting the same material at the same time;
- Children standing up at the same time when the teacher calls them to do
the finger prints;
- Children not wanting to sit down and draw and paint;
- Children getting bored and distracted with some activity;
- Children don´t understanding teacher´s questions or indications;
- Children talking and shouting and distracting others.
Classroom management strategies:
- Give turns to answers questions;
- Offer the children other material; give turns to use them; or call one of the
children to print the finger on the tree while the other one finish using the
material;
- Ask them to stand up in the order you give to them;
- Ask why him/her doesn´t want to draw, leave the paper and materials
near and give him/her time to incorporate himself/herself to the activity.
Chose him/her to be the one that first print the finger on the tree;
- If they get bored or distracted, say their names and ask them questions
or give them tasks;
- To help them understand: talk to the puppet Bartolito, show pictures,
make gestures, and repeat phrases.
- Call Mr. Silence to ask for silence and order.
Assessment (collecting information and reporting findings):
- Asking questions about the topic;
- Observing children participating in group activities;
- Observing children working alone;
- Making comments on their works.
Lesson stages:
1. Lead- in and presentation
Purpose:
- To introduce the new friends “Bartolito” and “Mr Silence”
- To say hello with a song
- To construct their first words in English
Timing: 10/15 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- Tell the children Please sit on the floor.
- Tell them: I brought a surprise for you. Show them a bag, and take
Bartolito out of it, with suspense... Say them: Bartolito is our new friend!
Bartolito says hello to them. Tell the children Say hello to Bartolito! Hello
Bartolito!
- Show them that there is another friend sleeping inside the bag: his name
is Mr. Silence. Take Mr. Silence out of the bag. Mr. Silence says hello to
them. Tell the children to Say Hello to Mr. Silence too.
Comentado [CZ1]: Excellent development of these first
sections.

4. Tell them that Mr. Silence wants to sleeps, so he will return to the bag.
Shhh…. Put the bag aside.
- Tell them Bartolito has another surprise for you: a hello song! Show the
video and sing the Hello song. Make gestures so they can copy you
while singing the song:
https://www.youtube.com/watch?v=gdeB9kDT6uI
Now it´s time to say hello
Say hello
Say hello
Now it´s time to say hello
Hello everyone!
Now it´s time to say hello
Say hello
Say hello
Now it´s time to say hello
Hello everyone!
- Ask them with a picture Are you happy? Show them the other video
song: “If you are happy and you know it” Tell them Dance with me.
https://www.youtube.com/watch?v=halLxsxCZbk
If you´re happy and you know it clap your hands…
…
If you´re happy and you know it stump your feet…
….
If you´re happy and you know turn around…
…
Finish the song here.
Transition comment to link each stage of the lesson with the next one
Comentado [CZ2]: Really engaging! 😊

5. Say to them: Very good! Well done! Now sit on the floor again. I want to show
you something!
2. Development of the sequence of activities
Activity one: The family book
Purpose:
- To construct their first words in English
- To observe and identify different kind of families, producing in them
awareness of diversity in families
- To relate meaning with pictures
Timing: 10 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- Tell the children: I want to show you my family! We…
- Show them puppets made with cardboard of different family members.
Tell them: This is my dad, this is my mum, my sister, my brother, my
grandma, my grandpa, and this is are the babies (baby sister and baby
brother)!
- Ask them: Do you like it? Les gusto? Yes?? (with gestures)
- Tell them Now Bartolito wants to show us a family book! Show them
pictures of different kind of families:
https://drive.google.com/file/d/1FAcn0Ob1KJfaF5XmQXjk3pzYQpudXGz
D/view?usp=sharing
Comentado [CZ3]: Context?
You might tell them that you are going to introduce your
own family. And you say… this is my father… This is my
sister…etc
Remember to create context for every lesson stage and
every class.
Comentado [LR4R3]: Great Ceci! I write the changes in
colour red. I have introduced the changes suggested!
Comentado [LR5]: I have included here the link to the
Book I´ve done

6. (Some examples)
- Make simple descriptions: This is a big family (make gestures). This is a
small family). This is family of people. This is a family of animals.
- This is a small family: It has one, two, members. Count with me “One,
two”.
- This other family has three members. One, two, three.
- Ask questions to promote understanding. So, is this a family of people or
a family of animals? Is this family big or small?
Scaffolding strategies:
- Show them pictures of family members to help them to learn their names.
- Show them different kind of families to make them aware of diversity in
families.
- Make simple descriptions and encourage them to make them again with
you.
- Ask them simple questions.
- Lead some of the answers.
- Ask again so they can answer by themselves.
- Talk to Bartolito to clarify vocabulary.
- Motivate and congratulate them continuously making emphasis when
they produce a new word or assert in answers.
Activity two: Draw your family
Purpose:
- Develop interpersonal skills
- Represent their own reality through a drawing
- Express meaning through art
- Develop creative skills
Comentado [CZ6]: people
Comentado [CZ7]: promote
Comentado [CZ8]: people
Comentado [CZ9]: Excellent!

7. Timing: 15 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- Tell the children I have another surprise for you. Take a bag with different
coloured pencils, markers and crayons. Show them what it is inside the
bag and name the elements while taken them out one by one: coloured
pencils; markers crayons.
- Say to them (showing the elements and making gestures): With these
pencils, fibbers and crayons you will draw your family. Help them
understand showing the family members puppets: daddy, mum, sister,
brother, baby.
- Show them some drawings as examples:
- Then tell them. Ok, let´s go! Making gestures to go to the table. Say their
names to organise them around the tables.
- Put the materials on the table and give each of them a white sheet of
paper to start drawing.
(Their drawings will then form part of a Family Book of the class)
Scaffolding strategies:
- Go near the children to observe if they have understood the activity and
answer their doubts.
- Make comments on their works.
- Ask simple questions, starting with the children that are more advanced
in their drawings.
- Lead some of the answers.
- Ask again so they can answer by themselves.
- Point, show and repeat vocabulary about families.
- Once they have finished, hang the drawings on the wall.
Transition comment to link each stage of the lesson with the next one
When the children have finished their drawings tell them: I also have a drawing
here. I need your fingerprints to decorate it. ¿Me ayudan? (The result will be a
surprise)
They print the fingerprint and sit on the floor one by one.
Parallel activity: Create a Simple Poster of Pepe Pío family
Purpose
Comentado [CZ10]: Transition comment? How will you
connect the previous activity and this one?
Comentado [LR11R10]: Written in red. Ceci, I want to tell
you that if I see that time is short, I will avoid doing this
activity! Because they will have too much for a first English
lesson. I will see what happens tomorrow! :D

8. - Create in the children a sense of belonging to Pepe Pío peer group,
representing them as a family through a metaphoric drawing.
Activity description and instructions as they will be said to students
(include direct speech):
- As a parallel activity, take prepared a drawing of a tree trunk with
branches.
- Prepare some tempera and when the children have finished drawing
their families, ask them, one by one, to print a finger on one branch of the
three.
- Explain to them that they are going to print their finger in a branch of the
three. Show them with an example.
- Bellow their finger prints write their names.
- Tell them to sit on the floor till all have put their finger prints.
- When the activity is finished, show them the result, and tell them: This is
your Pepe Pío family. And here are your finger prints, pointing to them
and saying their names.
- Hang the drawing on the wall.
Transition comment to link each stage of the lesson with the next one
- Looking at the drawing, congratulate the children for their works:
Beautiful drawings! Excellent work! And clap hands.
- Tell the children to help you to put the materials inside the bag.
- Say them: And now… it´s time to say goodbye (doing gestures with
hands). Tell them: Please sit on the floor
Clousure
Purpose:
- Say goodbye
Timing: 5 minutes
Activity description and instructions:

9. - Switch on the computer and play the goodbye song:
See you later, alligator:
https://www.youtube.com/watch?v=UQfvAlmr5g0
Goodbye, goodbye.
It’s time to go.
Goodbye, goodbye.
I don’t want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
- Sing and do gestures, to encourage them to follow you.
- Play the song again and say them Copy me, move your hands…
- If you still have time and children ask you for another song, play also this
one:
Bye, goodbye song
https://www.youtube.com/watch?v=PraN5ZoSjiY
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!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Comentado [CZ12]: Please, include the lyrics in the plan,
Lili, and the rubric for me to assess this plan.
Also, Answer my questions in the comment boxes, please.
You are on the right track!
Ceci

10. Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Great job, Lili!
Way to go!
Ceci