Lesson Plans 1 & 2 - Kinder

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Marcela Fernanda Iglesias
Período de Práctica: Nivel Inicial
InstituciónEducativa: Fundación Educativa Esquel – Escuela 1030
Dirección: 25 de Mayo 283
Sala / Grado / Año - sección: sala de 4 años - TM
Cantidad de alumnos: 14
Nivel lingüístico del curso: principiantes / starters
Tipo de Planificación: clase
Unidad Temática: Miembros de la Familia
Clase Nº: 1
Fecha: 23/04/18
Hora: 9.10 a 9.50
Duración de la clase: 40’
Fecha de primera entrega: 18/04/18
 Teaching points: Members of the family (This is my family/ This is my
father/ This is my mother/ This is a baby)

 Aims or goals:
During this lesson, learners will be able to…
 Identify and name the different members of the family.
 To learn a new song.
 Develop their listening skills by listening to a song.
 Deepen their understanding of commands/ instructions while developing
their gross motor skills as well.
 Language focus:
Lexis Function Structures Pronunciation
Revision Look!
Sit down!
Stand up!
Listen!
Colours: red,
yellow
Giving
commands or
instructions.
Let’s sing!
What colour is
it?
It’s red/
yellow
New Family,
mother, father,
baby
Describing a
family.
Who’s this?
This is the
father/ mother/
baby
Mother
/ˈmʌð·ər/
Father
/ˈfɑː·ðər/
Baby
/ˈbeɪ·bi/
Family
/ˈfæm.əl.i/
Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP procedure.
Integration of skills: listening (the teacher will model the sounds, the audio of a song),
speaking (repeating, answering questions)
Materials and resources: Colourful copies of page 25 of the students book of ‘Big
Fun 1’ book, ball, pieces of white paper, cut-outs of family members, pieces of chalk of
different colours, computer, speaker or CD player, song file, video file)

Pedagogical use of ICT in class or at home:
In this lesson, a video will be used to support the exposure of the students to the
teaching point. Activities organised through the combination of audio and video
(audio-visual material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor or on their chairs, in order to facilitate
visual contact and interaction within the group. They will work on the tables. In the
end, they’ll sit in front of the computer.
Assessment:
The teacher will check that students comprehend and identify the different parts of the
body by watching them in all the activities (touching the correct member of the family,
answering the question, repeating).
Stages in the lesson
Purpose: to start the lesson and get students into the mood for work and
learning.
Timing: 2’
Activity descriptionand instructions as they will be said to students:
The teacher gets into the classroom and greets students.
 Hello! How are you today?
 Hello!
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
Now that students are sitting on the floor, the teacher suggests singing the ‘Hello’ song.
Transcript:
Hello, hello.

Can you clap your hands?
Hello, hello.
Can you stretch up high?
Can you touch your toes?
Can you stamp your feet?
Can you say, “Hello?”
Hello, hello.
Purpose: Warm-up. To introduce the topic and teaching points
Timing: 5’
Now T takes the copy of page 25 of the students’ book. She shows it and
says:
 Look! This is a boy. And this is a picture! (pointing at the boy
holding a picture)
 This is the father. (pointing at the man in the picture) Who is he?
Father! Can you repeat? Father…
 …father…
 Excellent. He’s the father. Now… Look. This is the mother!
(pointing at the woman in the picture) Who is she? Mother! Can
you repeat? Mother…
 …mother…
 Very Good! Look. This is the sister (pointing at the girl in the
picture) Who is she? Sister! Can you repeat? Sister…
 …sister…
 Excellent. And this is the baby sister (pointing at the girl in the
picture). Who is he? Baby! Can you repeat? Baby…

 … baby…
 Very Good, children!
Now T plays ‘My family’ song (track 36). She shows students page 25 and
points at the family members the song mentions and mimes:
Who is this? Who is this? (point)
This is my mother, mother, mother. (point)
This is my father, father, father. (point)
Who is this? Who is this? (point)
This is the baby—wah, wah, wah, wah! (rub eyes as though crying)
Now the teacher places copies of the same page in front of the students (one
copy per two/ three). She asks them to listen to the song and point at the
members of the family the song mentions.
 Here’s the family. Now… listen to the song and point at the
family. (the teacher mimes the action)

Development
Activity 1
Purpose: to practise the vocabulary.
Timing: 7’
Activity description and instructions as they will be said to students:
After listening and pointing, the teacher collects the pictures. Then she asks
different children to stand up and touch the different members of the family that
the teacher has placed on the wall/ board.
 Cinthia. Stand up! Touch the father, please! (The teacher helps when
needed)
 Repeat with me class: Father!

 Great! Well Done! Come, and sit down! Thanks.
 Now, Valentina. Stand up! Touch the mother, please!
 Fantastic!
 Repeat with me class: Mother!
 Well Done! Sit Down, please!Thanks.
The teacher continues, asking different students to stand up and touch different
members of the family. Instead of calling the children’s names, the teacher can
push a little ball to announce who has to stand up. The use of the ball will
depend on how the children are behaving that day (if they are too energetic or
they are not behaving correctly, the use of the ball might make it worse)
Activity 2
Timing: 10’

The teacher goes to the centre of the circle and opens three envelopes one by
one. As she does, she asks:
 Who are these? (pointing at some pictures of babies)
 …babies!!
 Repeat with me class: Babies!
 Babies! (children repeat)
 Well Done! They are babies!
The teacher opens all the envelopes, and asks students to repeat the names of the
members of the family: mother, father
When they finish, the teacher explains the activity.
 Let’s make families. Put the members of the family together. (the
teacher mimes what together means)
 Look! (the teacher takes a picture from the pile) who is this?
 …mother…
 Very good! This is a panda mother. (the teacher sticks the picture on
a piece of paper)
 Now… Brenda… Stand up and take a panda father, please. (pointing
out that it has to be from the same family) Excellent, Brenda. Bring it
here! Let’s stick it! Thanks! Sit down!
 Now… we need the panda mother! Lolo, take the panda mother,
please!Come here and stick it!
 Children, look! The mother, father and baby!A family!
The teacher asks all the students to participate, helping create different types of
families. They are all animals.

The teacher has enough family members for everybody to participate. The aim
of the activity is that all students help to create different families.
Transition:
When all students have participated, the teacher asks students to sit on the
chairs, near/ by the tables. She places all the pieces of paper in front of the
students.
Activity 3
Purpose: to practice the vocabulary.
Timing: 10’

Now the teacher places each piece of paper in front of three students, who are
now a group.
The teacher gives each group some pieces of chalk of different colours. She asks
students to paint their families using the colours they like.
While students paint, the teacher moves around the classroom asking different
students about the families they are painting:
 Luca… Who is this? (pointing at the mother)
 mother.
 This is the mother! Yes, very good Luca!
 Laura… Who is this? (pointing at the father)
 father
 This is the father. Yes, very good Laura!
Transition: When students finish painting and are happy with the result, the
teacher sticks the different families on the walls. Then she asks students to take
wet towels, clean their hands and sit on the floor in circle.
 Clean your hands, please!Come here and take a wet towel.
Excellent.
Closure
Purpose: to practice the vocabulary singing a song and playing a game
Timing: 7’
The teacher asks students to sit on the floor and watch a video:
https://www.youtube.com/watch?v=ii_LtHrEiao

Students sit facing the computer. The video is about different types of families.
The aim of the activity is that students listen to the song, watch the images and
notice the different families.
 Well. let’s watch a video! Pay attention!(miming the activities so
students understand what they are going to do)
The teacher plays the video a second time, encouraging everybody to watch it.
Transcript:
A family, a family, what, what, what is a family?
A family, a family, what is a family?
Brothers, sisters, a Mom or a Dad,
Hanging out, spending time, much fun to be had!
Soccer with your uncle, fishing with your aunt,
Grandpa sure does love to do a dance!
There’s a family of fish living in the sea,
A family of monkeys up in a tree,
There’s a family of ducks playing in the mud,
And a family of bugs on a flower bud.
Sometimes they’re near, sometimes they’re far,
They’re still your family wherever they are.
Families are sweet, families are fun,
All around the world we’re a family of one!
We are, we are, we are all a family,
We are, we are, we are all a family!

Students and teacher may reflect in Spanish about the different types of families.
Transition: It’s almost time to finish the class. So, the teacher asks students to
sit down in a circle again.
 Oh, no! look at the time! (pointing at her watch) It’s time to say
goodbye!
 Come here! Let’s sit down!
 Now, let’s sing the goodbye song!
“This is the way we say good bye, say goodbye, say good bye,
This is the way we say good bye, to you, and you, and, you”. (teacher and
students wave and point to each other)
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
Language accuracy X
Observations Minimum score: 18 / 30
Score: __27__ /30
Well done, Marce! You`ve designed a cohesive and appealing lesson.

Class 2
Fecha: 2/04/18
Hora: 9.10 a 9.50
 Teaching points: Family members (This is the father, this is the mother,
this is the sister, this is the brother, this is the baby, these are the
grandparents)
 Aims or goals:
During this lesson, learners will be able to…
 Identify and name the different members of the family.
 learn a new song.
 To say who belong to which family and why.
 Develop their listening skills by listening to a song and a story.
 Use their imagination when listening to a story.
 Deepen their understanding of commands/ instructions while
developing their gross motor skills as well.
 Language focus:
Lexis Function Structures Pronunciation
Revision Look!
Sit down!
Stand up!
Listen!
Colours: red,
yellow
Family,
mother,
father, baby
Giving
commands or
instructions.
Let’s sing!
What colour
is it?
It’s red/
yellow
Who’s this?
This is the
father/
mother/ baby
Mother
/ˈmʌð·ər/
Father /ˈfɑː·ðər/
Baby /ˈbeɪ·bi/
Family
/ˈfæm.əl.i/
New Sister, Describing a Who’s this? Brother

brother,
grandparents
family. This is the
sister/ brother
Who are
these? They
are the
grandparents.
/ˈbrʌð·ər/
Sister
/ˈsɪs·tər/
Grandparents
/ˈɡrændˌpeə·rənt/
This /ðɪs/
They /ðeɪ/
Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP
procedure.
Integration of skills: listening (the teacher will model the sounds, the audio of a
song), speaking (repeating, answering questions)
Materials and resources: Colourful copies of pages 25 and 27 of the students
book of ‘Big Fun 1’ book, family puppets (made using cardboard and sticks),
Giant Family Book (made using the pictures the students painted the previous
class), flashcards of a story, a giant dice, cut-outs of family members, pieces of
paper, glue, computer, speaker or CD player, song file, video file)
Pedagogical use of ICT in class or at home:
In this lesson, a video will be used to support the exposure of the students to the
teaching point. Activities organised through the combination of audio and video
(audio-visual material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor or on their chairs, in order to
facilitate visual contact and interaction within the group. They will move around
the classroom.
Assessment:
The teacher will check that students comprehend and identify the different parts
of the body by watching them in all the activities (touching the correct member
of the family, answering the question, repeating).
Stages in the lesson
Purpose: to start the lesson and get students into the mood for work and

learning.
Timing: 2’
The teacher gets into the classroom and greets students.
 Hello! How are you today?
 Hello!
The teacher asks students to sit on the floor, singing their ‘sit down’
song.
Now that students are sitting on the floor, the teacher suggests singing the
‘Hello’ song.
Transcript:
Hello, hello.
Hello, hello.
Can you stretch up high?
Can you touch your toes?
Can you stamp your feet?
Can you say, “Hello?”
Hello, hello.
Warm-up:
Purpose: to revise the family members learned the previous class.

Timing: 8’
Now T takes the copy of page 25 of the students’ book. She shows it and
says:
 Look at this picture! (pointing at the boy holding a picture)
 Who is this? This is the father. (pointing at the man in the
picture) Who is he?
 …father…
 Excellent. He’s the father. Now… Look. Who is this? This is the
mother! (pointing at the woman in the picture) Who is she?
 …mother…
 Excellent. And who is this? This is the baby (pointing at the baby
in the picture). Who is he?
 … baby…
 Very Good, children!
Now the teacher gives each student three puppets (a mother, a father, and
a baby). She asks students to place the puppets in front of them and tells
them to lift the one she mentions.

 Here you have! Now… put the puppets in front of you! Like this
(showing the action). When I say a member of the family, you
lift the puppet! (miming the action). Like this!
 Let’s start… Mother!
Students and teacher pick up the correct puppet and show it to the rest of
the class. The teacher does the same action with all the members of the
family repeating the words and encouraging students to do the game fast.
Development
Activity 1
Purpose: to present the new vocabulary.
Timing: 2’
Now the teacher takes the copy of page 27 if the students book. She shows it and
says.

 Look at the family! Wow… Look at these people! (pointing at the pictures
at a side of the page). This is the brother. This is the sister. They are the
grandparents!
 Now look at this picture of the family! Listen! (the teacher plays an audio)
The teacher plays audio 42. They listen, and she points at the family members
there are mentioned.
Transcript:
Who is this? (pause)
This is my brother. (pause)
Who is this? (pause)
This is my sister. (pause)
Who are they?
They are my grandparents.
After the audio, the teacher asks the students to answer the question (they work
together)
 Who is she?
 Sister…
 Very good, she’s the sister. Who is he?
 Brother…
 Excellent. He’s the brother. Who are they?
 Grandparents…
 Well done! They are grandparents!

Activity 2
Timing: 10’
The teacher opens a giant book and shows students that on each page she has
pasted the pictures they’ve painted the previous class.
 This is the family book! Look! (the teacher opens it). Look at the mother,
the father and the baby.
The teacher turns each page encouraging students to name the family member,
by pointing at them and asking.
 Look! Mother…
 Father…

 Baby…
When they have seen all the pages, the teacher goes back to the first one and
asks:
 Where is the sister?
Now, the teacher takes some colourful pictures of sister, brother and
grandparents, and places them in the middle of the circle.
 Alejo… give me the sister!
The teacher encourages the student to look for the missing picture in the pile.
When he/ she finds it, the teacher asks the student to approach her and they both
stick the it in the book.
 Very good, Alejo. Come here! Let’s stick it!
The teacher repeats the same procedure with all the students and all the pages of
the book. When they finish, they can see the book.

Transition
While the teacher puts the book away, she asks students to go back to their
places in the circle on the floor, so they can play a game.
Activity 3
Purpose: to practice the vocabulary.
Timing: 10’
The teacher shows students some pieces of paper with houses on them. She puts
6 boxes on the floor near the board or on one table and asks students to pay
attention to what’s inside.
 Look at my boxes. There are families here! They are different. There are
mothers, fathers, babies, brothers, sisters, grandparents (she points at the
boxes)
The teacher goes back to her place and show students a big dice. She makes
them look at the pictures on each side (members of the family).
Students are going to throw the dice and pick a picture according to the dice, and
then stick it in a paper house. The teacher demonstrates the exercise.
 The houses are empty! (pointing at them) Let´s fill them. I throw the
dice…
 Oh… a sister… (the teacher stands up and approaches the box full of
sisters and takes one). I’ll stick it in a house (and she shows how to stick
it).
 I throw again… a brother… (the teacher approaches the box full of
brothers and takes one but choosing one that is different to the girl).
Look! Are they family? No… So, he goes to another house.

The teacher asks students to take the dice and throw it. They have to say the
word and then collect the picture from the appropriate box. Then they stick the
pictures in the correct house.
Students will end up with five complete houses. The teacher takes the pieces of
paper and puts them inside the Big Family Book.

Closure
Purpose: to practice the vocabulary singing a song
Timing: 7’
Now students are ready to listen to a story. The teacher sits on a chair and
invites students to sit on the floor near her. The idea is that they are all close to
the book, but everybody is able to see.
Come here! Let’s sit down! Come closer…
Look at the book. I have a story. Do you want to see it?
The teacher shows students flashcards of the story on the book, pages 31 and 32.
She reads and acts it and encourages students to pay attention and follow the
story.

This is my mother.
This is my sister.
Hello!
This is my brother.
What?
Hi!

Transition: It’s almost time to finish the class. So, the teacher asks students to
sit down in a circle again.
Oh, no! look at the time! (pointing at her watch) It’s time to say goodbye!
 Come here! Let’s sit down!
 Now, let’s sing the goodbye song!
“This is the way we say good bye, say goodbye, say good bye,
This is the way we say good bye, to you, and you, and, you”. (teacher and
students wave and point to each other)

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
Language accuracy X
Observations Minimum score: 18 / 30
Score: _28___ /30
Great job! I`m positive you will have a lovely lesson. Encourage students to produce meaningful
chunks of language.

Lesson Plans 1 & 2 - Kinder

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