Planif inglés clase 4 - Práctica kinder

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°: 4
 Fecha: 21-10-2019
 Hora: 14:00
 Duración de la clase: 45 minutos
 Fecha de entrega de la planificación: 14-10-2019

2. Learning aims:
During this lesson, learners will be able to…
- Consolidate vocabulary from previous lessons;
- Construct new vocabulary working with a short story, a song and a
drawing;
- Develop self-confidence and interpersonal skills;
- Develop observation and cognitive skills;
- Dramatize a video song;
- Relate meaning with pictures, songs, actions and movements.
Learning focus:
The activities will focus on:
- Review of vocabulary (with a video song): mummy, daddy, sister,
brother, baby, numbers.
- New vocabulary that appears in the video song: finger, play guitar,
exercise, building things, draw and paint, play with friends.
- Making a finger family
- Imagination and dramatization
- General review of vocabulary and experiences with a poster.
Integration of skills:
The children will develop:
- Listening skills: Listening to a short story and a video song.
- Speaking skills: Singing and answering simple questions.
- Logical and creative skills: Making a “finger family” drawing with
guidance.
- Interpersonal skills. Socialising ideas and working in group.
- Movement skills: Imitating teacher´s movements.
Multiple intelligences:
- Linguistic intelligence: Listening to a short story and a video song.
Singing and answering simple questions.
- Spatial and logical intelligence: Making a “finger family” drawing with
guidance.
- Interpersonal skills: Socialising ideas and working in group.
- Body-kinaesthetic intelligence: Imitating teacher´s movements.
Materials and resources:
- Puppets (Bartolito and Mr. Silence)
- A bag to put the puppets
- A toy farmyard
- A small picture of a house pasted on cardboard
- A small picture of a butterfly pasted on cardboard
- Computer
- Projector
- White drawing sheets
- Pictures of family members

3. - Glue
- Markers
- Crayons
- A poster made with pictures and cardboard
Possible contingencies:
- Children talking when the teacher is telling the story;
- Children talking at the same time when the teacher asks questions;
- Children wanting the same material at the same time;
- Children not wanting to make the finger family;
- Children don´t understanding teacher´s questions or indications;
- Children talking and shouting and distracting others.
Classroom management strategies:
- Say their names, tell them that they have to make silence because the
other mates can´t listen. To motivate them you can also tell them to listen
because then you have a surprise.
- Give turns to answers questions;
- Offer the children other material or give turns to use them;
- Ask them why they don´t want to work, and offer help;
- To help them understand, repeat indications, show pictures, examples,
make gestures.
- Call Mr. Silence to ask for silence and order.
Assessment (collecting information and reporting findings):
- Asking questions;
- Observing children participating in the different activities;
- Making comments on their answers and works.
Lesson stages:
1. Lead- in and presentation
Purpose:
- To say hello to Bartolito and Mr Silence
- To say hello to the teacher and mates with a song
- To consolidate greeting vocabulary
Timing: 8 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- Tell the children: Please sit on the floor.
- Take the bag with Bartolito and Mr Silence.
- Bartolito gets out of the bag and says to the children: Hello everyone!!
- Say to the children: What do we have to say to Bartolito? We have to say
Hello Bartolito!!!
- Ask the children: And Mr Silence? Where is Mr Silence? He is inside the
bag! And what is he doing? He is sleeping!
- Say to Mr Silence: Wake up Mr Silence!
- Mr. Silence gets out of the bag and says: Hello everyone!!

4. - Mr. Silence returns to the bag.
- Play and sing the Hello Song, making gestures so they can follow you:
https://www.youtube.com/watch?v=fN1Cyr0ZK9M
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you clap your hands?
Can you stretch you high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you stamp your feet?
Hello, hello.
Can you stamp your feet?
Can you stretch yuu high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?
- (Repeat the song two times)
- Ask the children with a picture: Are you happy? Show them the video
song: “If you are happy and you know it”. Sing and dance.
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
Say to them: Very good! Well done! Now I want to tell a short story. Listen…
2. Development of the sequence of activities
Activity one: The “finger family” (story and song)
Purpose:

5. - To introduce the “finger family”
- To review vocabulary of family members
- To relate new vocabulary with images and actions
Timing: 10 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- Tell the children: I want to tell you a short story
- Put a farmyard on the floor and take Bartolito with you
- Tell them the short story:
Today Bartolito is walking on the farm.
Suddenly! He sees a butterfly!! A beautiful and colourful butterfly (show
them a butterfly pictured pasted on cardboard)
He runs behind the butterfly (show Bartolito running behind the butterfly)
He was delighted with the butterfly, because the butterfly was really very
beautiful. It has lots of colours.
He walks a long road behind the butterly.
After walking a lot… feeling tired (put your hand on your forehead)… he
stops, and looks around (show the action with Bartolito). He says: Oh! I
where is my family, where is the farm? He puts his wings on his head
and says: I´m lost!!
He sees a house (show a picture of a house pasted on cardboard).
He knocks on the door: Tock! Tock! tock!
In this house lives a family. They are the “finger family”. They are four:
mommy finger, daddy finger, sister finger, brother finger and baby finger.
(Count and name them showing your fingers)
Daddy finger opens the door and says to Bartolito: Hello Bartolito! come
in!

6. - Ask the children: Do you want to see the finger family in the house?
- Help them to say “Yes”. Ask them: Yes? Or No? Moving your head.
- Say to them: Yes!! Let see the finger family!
- Play the video song. Sing and move, so they can follow you.
- The first time you play the video, stop it from time to time to clarify
vocabulary.
https://www.youtube.com/watch?v=kCka94jeGTk
Daddy finger, daddy finger, where are you?
Here I am, here I am, how do you do?
Daddy finger, daddy finger, what do you do?
Play guitar, play guitar. That´s what I do.
Mommy finger, mommy finger, where are you?
Here I am, here I am, how do you do?
Mommy finger, mommy finger, what do you do?
Exercise, exercise. That´s what I do.
Brother finger, brother finger, where are you?
Here I am, here I am, how do you do?
Brother finger, brother finger, what do you do?
Building things, building things. That´s what I do.
Sister finger, sister finger, where are you?
Here I am, here I am, how do you do?
Sister finger, sister finger, what do you do?
Draw and paint, draw and paint. That´s what I do.
Baby finger, baby finger, where are you?
Here I am, here I am, how do you do?
Baby finger, baby finger, what do you do?
Play with friends, play with friends. That´s what I do.
(Play the song two times)
Ask Bartolito: Bartolito do you like the “finger family”? Bartolito says: Yes.
Ask the children: And you? Do you like the “finger family”? They are expected to
say “Yes”. If they don´t answer, encourage them to say “Yes”.
Scaffolding strategies:
- Show them pictures
- Make actions while telling the story
- Make gestures
- Ask them simple questions
- Lead some answers and ask again

7. - Congratulate them when they produce a new word or assert in answers
- Stop the video and clarify vocabulary
Transition comment to link each stage of the lesson with the next one
Wait, Bartolito wants to say something to me. Put Bartolito in your ear. Tell the
children: Bartolito wants to see more finger families! With your hands (point to
their hands or show them yours) we can make more finger families for Bartolito!
Activity two: Make a “finger family”
Purpose:
- To make a finger family on paper
- To reinforce vocabulary about family members
- To develop observation and cognitive skills
Timing: 12 minutes
Activity description and instructions as they will be said to students
(include direct speech):
- The activity will be guided by the teacher. The children will work
individually in their sheets of papers, but supported by the teacher, that
will guide the group to do the task.
- Tell the children: Let´s make a circle (help them to sit on the floor making
a circle).
- Give each child a blank sheet of paper. Help them to draw their hand on
it.
- Take glue and small pictures of family members.
- Ask the children: In finger number one, we have to put the daddy or the
mummy?
- Who goes in finger number two? The brother, the sister, the baby? Do
you remember the song? (Sing it to help)
- After all family members are pasted on the hand, tell them that they can
decorate it.
- Tell the children: Now, we can show the finger families to Bartolito.
- Say: Look Bartolito! And play the finger family song.
- Tell them: Thank you! Bartolito is very happy now.
Scaffolding strategies:
- Ask questions
- Give options
- Sing parts of the song to lead answers
- Ask again
- Congratulate when they assert answers
- Point to pictures
Comentado [CZ1]: on

8. Transition comment to link each stage of the lesson with the next one
Very good! After saying goodbye, I want to show you something…
Activity three: General review and assessment (with poster)
Timing: 10 minutes
Purpose
- To give the children a general review of the vocabulary and experiences
developed during the lessons
- To ask the children what they liked the most from the lessons
- To make a general assessment on their learning
Activity description and instructions as they will be said to students
(include direct speech):
- Prepare a poster to show children vocabulary, topics, songs and stories
worked during the lessons.
- The poster will be divided into four sections: greetings, songs, stories,
topics.
- Include this images: Comentado [CZ2]: these

10. - Say to the children: look this poster, what do you see?
- Say to them: they are the things we did!
- Point to the different pictures and ask questions, like:
 What is this? This is the hello song!
When we arrive to the classroom we say hello everyone!
And when we go home we say… Goodbye!
(Make actions to help them understand)
 If we are happy we sing another song… And what do we do? If
you are happy and you know it? ... Clap your hands! (sing parts of
the song)
 Say to them: Then we talk about families, I talk about my family,
you make a drawing of your family and we make a poster of Pepe
Pío Family.
(Family members already reviewed in activities 1 and 2)
 Point to the farm pictures and say to them:
Then, Bartolito presents his family, and we visit the farm. What
animals are on the farm? What is this? (Point to the animals)
This is… a cow. This is… a pig.
 Say to the children: I tell you a story about the family pig and the
wolf. The family pig are brothers or sisters? They are… one, two,
three brothers!
 Say to them:
Finally, we visit the house of the finger family! And we make a
finger family with our hands.
- To finish, tell them:
- What is your favourite activity here?
Scaffolding strategies:
- Asks questions
- Point to pictures
- Lead part of the answers
- Ask again
- Give options

11. Transition comment to link each stage of the lesson with the next one
Tell the children: Thank you! Great job! It´s time to say goodbye!
Clousure
Purpose:
- Say goodbye
Timing: 5 minutes
Activity description and instructions:
- Tell the children: It´s time to say goodbye!
- 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 also this other song: 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!
- Bartolito and Mr. Silence also say goodbye!

12. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Once more, congrats on your performance, Liliana!
You will have to adapt the last stage if you plan to teach this lesson today.
Have an enriching class!
Ceci