In my first two lessons I had to teach children to identify boys and girls. In their booklets students had a page in which they were supposed to match a drawing of a boy and a girl to their clothes. As they could identify and name colours and numbers, I tried to use their background knowledge and create a context of children playing in a park which I believed was meaningful to their age and interests. Surfing the net, I found some engaging songs, pictures and a video as well.

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur
Lesson Plans – Practicum – First Period - Kindergarten
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
ALUMNA PRACTICANTE: Myriam Beatriz Tielve
Student consulted for Peer Correction: Paula Schulze
Período de Practica: Primero – Nivel Inicial
Institución Educativa: Instituto Juana de Ibarbourou
Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere – Buenos Aires
Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana
Cantidad de alumnos: 30
Nivel Lingüistico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Nos identificamos
Clase N°: 1
Fecha: 4/05/2015
Hora: 10:50 – 11:20
Duración de la clase: 30´
Fecha de la primera entrega: 27/04/2015
 Teaching Points: Boys and Girls.
 Aims:
During this lesson, learners will be able to…
 Identify boys and girls.

2.  Identify and follow simple commands while getting organized to work.
 Participate actively in oral interactions.
 Develop their listening skills by following commands and listening to a song.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Greetings
Hello!
Goodbye!
The weather
sunny, cloudy,
rainy, windy.
The
imperative
Sit down!
Stand up!
Colours
Green, brown,
white, blue
(Places)
Hands feet
School,
classroom
Lake
birds people
beautiful
tree
bird
duck
-Greeting
other people.
-Talking
about the
weather.
-Giving
commands
and
instructions.
-Wh questions
in the simple
present
-How are you
today? I´m fine.
-What´s the
weather like
today?
It´ s (sunny).
-What colour is
the tree? It´s…
-Polite requests
-Let´s sit down…
-Yes/no
questions
-Is it a school or
a classroom? It´s
a…
Recognition and
use of the sounds
of diphthongs
|aɪ| |aʊ| |eɪ|
in :
fine; cloudy and
rainy.
NEW -Boy (s);
Girl (s)
-Naming kids. -Yes/no
questions
-Is it a boy or a
girl? It´s a …
-Wh questions
-What´s this? It´s
a boy/girl.
- Commands
Recognition and
use of the sounds
|ɜː| Girl
|ɔɪ| Boy

3. -The
Imperative
Clap; Stamp;
Dance; Say
-Clap your
hands!
-Stamp your
feet!
- Dance!
- Say shh!
 Teaching approach: Natural approach and Total Physical Response method.
 Integrating skills: Listening and Speaking
 Materials and resources: A poster, pictures of the weather, pictures of a boy and
a girl, a computer.
 Pedagogical use of ICT in class: Background music played in an mp3 file from
my computer will be used just for supporting a song that I will sing with students. In
this first lesson I have chosen not to use ICT as students are not used to using it
with their English teacher. In the lessons to come and as I will be a familiar face for
the students I´ll include it.
 Seating arrangement: In a semicircle on a carpet to facilitate eye contact and
interaction with the teacher and peers. During the lesson students will be invited to
stand up and play a game. Later they will perform some movements while singing
a song.
 Cooperative work: As learners at this age are in a social play stage, they will play
together but following the teacher´s instructions.
 Possible problems / difficulties and their solutions during the class: Children
may get bored and misbehave if an activity lasts longer than it is expected. If this is
the case I will stop it for a while and encourage them to change their seating
arrangement or sing a song in order to follow with the next stage of the lesson.
 Potential problems students may have with the language: Students are not
used to being given instructions in L2 and using the target language during the
lesson so probably it will demand me using more gestures, repetition and modelling
to help their understanding.
 Assessment: what will be assessed and how: I will assess students´
comprehension while they are performing the activities and give them encouraging
and positive feedback. I will encourage them to repeat and produce chunks instead
of isolated words or but it will be considered correct at this stage and for this my

4. very first class if they just follow the instructions with gestures or movements of
their own bodies. Interlanguage will be welcomed.
Routine: 3´
Purpose : to greet students and get them into a positive mood to start the lesson.
I will get into the classroom with a box and a poster wrapped into a piece of paper to
create suspense. I´ll place both of them on the desk.
Then I will greet students: “Hello! (I´ll also wave my hand) EA: “Hello!” (Students will
probably wave their hands as well). Then I will ask students: “How are you today?” and
with my thumbs up I will say “I´m fine!” EA: “Fine!” If the expected answer is not given, I
will elicit it from students by asking them: “Are you fine?” (miming with the thumbs up) EA:
Yes! Then I will encourage students to sing the Greeting Song (the same they are used to
singing with their teacher at the beginning of the lesson):
This is the way I say Hello!
Say Hello! Say Hello!
This is the way I say Hello to you, and you, and you!
Source : Adapted from https://www.youtube.com/watch?v=zoJjUHBNufY
Transition: Great kids! Let´s learn a new song now!
Warm-up: 5´
Purpose : to organize the students to sit in a semicircle on the floor.
The students always wait for the English teacher at their tables as they usually finish their
tea time before the lesson starts. So I will teach them a song so as to follow some
commands and at the same time setting a routine for following lessons. I will proceed like
this:
T: “Ok, kids! Let´s sing a new song! Stand up, please!” (I will model the action and move
my arms) “Well done! Now please follow me!” I will participate in the activity.
This is the way I clap my hands, clap my hands, clap my hands;
this is the way I clap my hands, in the English class!
This is the way I stomp my feet, stomp my feet, stomp my feet;
this is the way I stomp my feet, in the English class!
This is the way I stand in a circle, stand in a circle, stand in a circle;

5. this is the way I stand in a circle, in my English class!
This is the way I dance and dance, dance and dance, dance and dance;
this is the way I dance and dance, in my English class!
This is the way I say shh! Say shh! Say shh!
this is the way I say shh! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
While singing the song I will clap my hands, stamp my feet walking towards the carpet site,
stand in a circle while holding the kids hands and organizing them, dance in the same
place we are standing and finally encourage the children to be in silence whispering at the
end of the song. The students are expected to follow my mimes and movements during
the song and probably some of them start repeating some chunks. If there are shy
students I will try to encourage them by holding their hands, walking or standing next to
them.
If I see the students do not follow me or they get bored I will only sing the first lines and
repeat them twice. The next lesson I will follow with the next lines just to create suspense.
I will give them positive feedback: “Well done, kids!”
Transition: I have a surprise for you! Are you ready! (miming with my thumbs up) EA:
Yes! (if the students don´t answer I will ask them again and encourage them to put their
thumbs up)
Presentation : 7´
Purpose : to set the context, activate students´ previous knowledge and expose
them to the new lexis and structures.
I will tell the students: “Let´s see what we can see in this poster!” (while unwrapping the
following poster slowly to create suspense and while placing it on the board):

6. Source: Poster N° 4 – The Park - Primary Poster Pack; Macmillan Education. I will use a
photocopy of this poster in full color and in size A3 during the lesson as I will add some pictures on
it.
T: “Wow! Look at this!” (pointing to the poster on the board) “Is it a school?” EA: “No!”
T: “That´s right! It isn´t a school! Is it a classroom?” EA: “No!”
T: “That´s right! It isn´t a classroom and it isn´t a school! Now kids: What´s this?” (miming
the question with my hand) “What´s this?” EA: “Un parque!”
T: “Well done, kids! It´s a park! I´ll ask again for the sts to repeat the new word. A big park
with trees…a lake…some birds and many people there!” (pointing to the picture all the
time). “It´s a beautiful park!”
T: “Let´s see! What colour is this tree?” EA: “Green, brown!” If the students answer using
Spanish I will encourage them to use L2 in the following way: “Is the tree green or red?”
EA: “Green!” “Well done, kids! The tree is green. And is it yellow or brown?” EA: “Brown!
That´s great! The tree is green and brown!” “Maria, can you repeat?” I will encourage
some students to repeat after me.
If the students are interested in saying the colours I will go on with the birds and the ducks
using the same procedure. Then I will continue like this:

7. T: “What´s the weather like in this park?” (taking the following pictures from my box)
Source: Google images - https://www.google.com.ar/search?hl=es-
419&site=imghp&tbm=isch&source=hp&biw
T: “Is it sunny or cloudy?” EA: “Sunny! Yes, kids. It´s sunny! It´s a sunny day in the park!”
T: “Ok, Lautaro! Come here! Pick up the sun and stick it on the poster!” (I will model the
action first) “Well done, Lautaro! Sit down, please!”
T:”I have more surprises in my box!” (a picture of a boy and a girl)
Source: Google images - https://www.google.com.ar/search?hl=es-
419&site=imghp&tbm=isch&source=hp&biw
T: “Morena, come here, please! Pick up a picture from the box!” (I will model the action)
EA: Morena will probably pick up the girl. “Well, done, Morena! You´ve picked up a picture.
“Oh It´s a girl! A nice girl!” “Look, kids!” (showing the picture to the rest of the students)
“This is a girl. Morena has got a picture of a girl. This is a girl!” “ What´s this?” EA: “A girl!”
“Well done, kids!” “This is a girl with a doll”
T: “ Morena, stick the picture of the girl on the poster, please!” (I will model it if it is
necessary)
Then I will follow the same procedure with the picture of the boy with a ball, but this time I
will ask Ciro to pick up the picture and share it with his mates!

8. Transition: Congratulations! This is a nice park!
Development:10´
 Activity 1: 5´
Purpose : to practice the new lexis and structures in context.
I will ask the kids to look at the poster again. And continue like this:
T: “Let´s see how many boys there are in this park”. (I will count with my fingers and
pointing to the boys on the poster while repeating the same question twice) “How many
boys are there in this park?” Let´s see…
T: (to the whole class) “How many boys are there in this poster?”. While pointing to the
boys on the poster I will encourage sts. to count from one to seven. “Well done, kids!”
“Now let´s see how many girls are there in the park?”.
I will follow the same procedure with the girls on the poster.
Transition: OK, kids! Stand up, please! Let´s play a game called “The teacher says!”
 Activity 2: 5´
Purpose: to respond to simple commands applying the new lexis.
I will explain and model the instructions of this game. Then I will ask a boy and a girl to
help me.
T: Cristian and Oriana, come here, please! When the teacher says “boys clap your hands”
Cristian will clap his hands. And when the teacher says “girls clap your hands!”. Oriana will
clap her hands, in order to model the action to the rest of the group.
“Let´s try!” I will allow more students to imitate me, but Cristian or Oriana´s attitude will
show me that they have understood the instructions. If the students don´t understand the
first time I will explain and model it again.
Then I will play the game “The teacher says with the whole group” with the same
commands from the warm up period. I will stop it if the activity is too long.
Transition: “Well done, kids! Now are you ready…do you want a new song?
Closure : 5´
Purpose: to apply the new vocabulary while singing and dramatizing a song.
I will play the music on my computer and sing the song. I will encourage the students to
imitate my movements and gestures while singing it. I will participate in the activity.
Boys and girls come out to play

9. Boys and girls come out to play,
the sun does shine in a bright day.
Come with a ball or come with a doll,
come out to play, let´s come today.
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=5p78kPb2qaE
Students are invited to stand up, sing and mime the song with the teacher.
Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the
wall) “It´s time to say goodbye!”
I will encourage students to sing the song with me:
“This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye in the English class.”
Source : Adapted from pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
I will greet students “Goodbye! See you the next lesson” (waving my hand). EA: “Goodbye”
I will leave the poster on one of the walls of the room. I will put my material together and
leave the room.
Homework:
The students have a book which I am compelled to use with them every two or three
classes. However, they don´t take any homework home.
In class number two I will use a video and then I will ask permission to send the link to
their parents so that they can enjoy it with the children at home.
______________________________________________________________________________
Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur
Lesson Plans – Practicum – First Period
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente

10. ALUMNA PRACTICANTE: Myriam Beatriz Tielve
Student consulted for Peer Correction: Paula Schulze
Período de Practica: Primero – Nivel Inicial
Institución Educativa: Instituto Juana de Ibarbourou
Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere – Buenos Aires
Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana
Cantidad de alumnos: 30
Nivel Lingüistico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Nos identificamos
Clase N°: 2
Fecha: 6/05/2015
Hora: 10:50 – 11:20
Duración de la clase: 30´
Fecha de la primera entrega: 27/04/2015
 Teaching Points: Clothes (pants, jumper). Phrasal Verbs (put on, take off).
 Aims:
During this lesson, learners will be able to…
 Identify and name item of clothes for boys and girls.
 Identify and follow simple commands while organizing to work.
 Participate actively in speaking interactions and a game of dramatization.
 Develop their listening skills by listening to a song in a video.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Greetings
Hello!
Goodbye!
-Greeting
other people.
-Wh questions
in the simple
present
-How are you
Recognition and
use of the sounds
of
|ɜː| Girl

11. The
imperative
Sit down!
Stand up!
Clap! Stomp!
Dance! Say!
Colours
Red, blue
People
Boy, girl
-Giving
commands
and
instructions.
-Identifying
and naming
colours.
-Naming kids.
today? I´m fine.
-What colour is
the jumper?
It´s…
-Polite requests
-Let´s sit down…
-Yes/no
questions
-Is it a boy or a
girl? It´s a…
|ɔɪ| Boy
NEW -Clothes
Pants,
jumper,
pijamas
- Phrasal
verbs
Put on /Take
off
- Adjectives
of place
Right /Left
-Identifying
and naming
clothes.
-Yes/no
questions
-Are these
pants? Yes, they
are/No, they
aren´t.
-Wh questions
-What´s this? It´s
a jumper.
-What are
these? They
are…
- Commands
- Put on you
jumper.
- Take off your
pants.
Recognition and
use of the sounds
|ə| jumper
 Teaching approach: Natural approach and Total Physical Response approach
 Integrating skills: Listening and Speaking
 Materials and resources: A computer, a video, pictures of a boy and a girl, a box
and pictures of pants and jumpers.

12.  Pedagogical use of ICT in class: A video will be used to support the presentation
and exposure of the students to the teaching points. The students will watch the
video for the first time and later the teacher will use it as a visual aid to set context
for a speaking interaction with students.
 Seating arrangement: In a semicircle on a carpet to facilitate eye contact and
interaction with the teacher and peers. During the lesson students will be invited to
stand up and play a game. Later they will perform some movements while singing
a song.
 Cooperative work: As learners at this age are in a social play stage, they will play
together but following the teacher´s instructions.
 Possible problems / difficulties and their solutions during the class: Children
may get bored and misbehave if an activity lasts longer than it is expected. In this
case I will stop it for a while and encourage them to change their seating
arrangement or sing a song in order to follow with the next stage of the lesson.
 Potential problems students may have with the language: Although this is the
second class, students are not used to being given instructions and using the
target language during the lesson so probably it will demand my using of more
gestures, repetition and modelling to help their understanding. It is also possible
that they have problems with the pronunciation of final schwa in jumper as students
tend to pronounce the final “r”. I will repeat the word using the correct sound so as
to promote understanding and accurate production.
 Assessment: what will be assessed and how: I will assess students´
comprehension while performing the activities and give them encouraging and
positive feedback. I will encourage them to repeat and produce chunks instead of
isolated words or but it will be considered correct if they just follow the instructions
with gestures or movements of their own bodies. Interlanguage will be welcomed.
Routine: 2´
Purpose : to greet students and get them into a positive mood to start the
lesson.
I will get into the classroom and place my computer on the desk. Then I will greet
students: “Hello! (I´ll also wave my hand) EA: “Hello!” (Students will probable wave
their hands as well and say hello. Then I will ask students: “How are you today?” and
with my thumbs up I will say “I´m fine!” EA: “Fine!” If the expected answer is not given, I
will elicit it from students by asking them: “Are you fine?” (miming with the thumbs up)

13. EA: Yes! Then I will encourage students to sing the Greeting Song (the same they are
used to singing with their teacher at the beginning of the lesson):
This is the way I say Hello!
Say Hello! Say Hello!
This is the way I say Hello to you, and you, and you!
Source : Adapted from https://www.youtube.com/watch?v=zoJjUHBNufY
Transition: Great kids! Let´s see who remembers the song we sang last class to start
working now!
Warm up: 3´
Purpose : to organize the students to sit in a semicircle on the floor.
I will proceed like this:
T: “Ok, kids! Let´s sing a new the song about hands and feet…while pointing at my
hands and feet! Stand up, please!” (I will model the action and move my arms) “Well
done! Now please follow me!” I will participate with the students in the activity
This is the way I clap my hands, clap my hands, clap my hands;
this is the way I clap my hands, in the English class!
This is the way I stomp my feet, stomp my feet, stomp my feet;
this is the way I stomp my feet, in the English class!
This is the way I stand in a circle, stand in a circle, stand in a circle;
this is the way I stand in a circle, in my English class!
This is the way I dance and dance, dance and dance, dance and dance;
this is the way I dance and dance, in my English class!
This is the way I say shh! Say shh! Say shh!
this is the way I say shh! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY

14. Transition: “Well done, kids! Oh look! This is my computer and look I have a video. Now
let´s watch to a video! Are you ready?” (miming with my thumbs up) EA: “Ready! Yes!” Or
simply pointing with their thumbs up!
Presentation:10´
Purpose: to expose the learners to the target language, to foster comprehension of
a song while watching a video.
T: “Let´s look at the computer and keep in silence!” I will play the video for the first
time: https://www.youtube.com/watch?v=BvJ4si0F9UI
T: “Wow! Great video, kids! Let´s look at it again! Are you ready?”(miming with my
thumbs up) EA: Yes! Ready! Or only putting their thumbs up.
While watching the video again I will start performing mimics of waking up, taking off
clothes, putting on the right and left arm and leg, jump up and jump into bed to help
children understanding.
T: “Now kids!” -I will play the video again but I´ll stop in the image in which the boy and
the girl are waking up in their beds- (pointing to the boy) “Is it a boy or a girl?” EA: “A
boy!”
T: “Yes, it´s a boy!” and (pointing to the girl) “Is it a boy or a girl?” EA: “A girl!”
T: “Yes, it´s a girl! This is a boy and this is a girl wearing their pyjamas!” I will play the
video again and stop where the bird is giving the boy his pants.
T: “Look, kids! These are pants!” “What colour are these pants?” EA: Blue!
T: “Well, done! These pants are blue!” “What are these?” EA: Pants! “What colour are
these pants?” EA: “Blue”
T: “Yes, kids these pants are blue!” I will play the video again and stop in the image in
which the boy has his pant on.
T: “OK, kids!” “Is it a boy or a girl?” EA: “A boy” “What are these?” EA: “Pants” If the
students can´t name the pants I will proceed in this way. “ Are these pants or
jumpers?” EA: Pants! “Yes, these are pants!” and “What colour are these pants?” EA:
“Blue!” “Well, done kids! These are blue pants. The boy is wearing blue pants!
I will play the video again and stop in the image where the girl is wearing a red jumper.
I will follow the same procedure as with the boy and his pants.
Transition: Excellent, kids! Let´s play a game now!

15. Development:10´
 Activity 1: 5´
Purpose : to follow simple commands while practising the new teaching
points.
OK, kids! Let´s play “The teacher says” (I will model the actions first and then I will
encourage the students to play). I will act as a prompter so that they can imitate
my movements.
The teacher says: “Put on your pants. One leg to the right, one leg to the left”
The teacher says: “Jump into your pants”
The teacher says: “Take your pants off”
The teacher says: “Put on your jumper. One arm to the left, one arm to the right”
The teacher says: “Jump into you jumper”
The teacher says: “Take you jumper off”
I will encourage the students to follow the mimics and repeat the chunks. If the children are
interested I will perform the actions slowly the first time and then more quickly.
Transition: Uff! We are tired! (showing it with my face and body) Let´s sit down
and go on working!
 Activity 2: 5´
Purpose: to interact using the new lexis and structures in the target language.
I will place in the middle of the semi- circle a box with many pictures of pants, pijamas and
jumpers in different colours and I will stick on the board the pictures of the boy and the girl
which I use in the first lesson:

16. Source: Google images - https://www.google.com.ar/search?hl=es-
419&site=imghp&tbm=isch&source=hp&biw
T: (pointing at the pictures on the board) Look, kids! Here are the boy and the girl again!
Let´s put on and take off different clothes to them!
Some examples of pictures in the box:
Source : https://www.google.com.ar/search?q=pantalones+de+niños+caricaturas&rlz=1C1AFAB
T: “Axel, come here, please! Pick up a picture from the box, please! What are these?” EA:
“Pants”

17. T: “Well done, Axel!” “These are pants”
T: “What colour are these pants, kids?” EA: “Blue”
T: “Yes, kids! These pants are blue!” Axel: “Is this a pant for a girl or for a boy?” EA: “For a
boy!” “Well done! Put the pants on the boy, please!” Sit down and thank you!
I will go on with the same procedure with other items of clothes from the box.
Transition: “Well done, kids! Now let´s sing the song of the video a new song!
Closure : 5´
Purpose: to apply the new vocabulary while singing and dramatizing a song.
I will play the video again but this time I will encourage the students to stand up and follow
the song with movements. I will also encourage them to repeat some chunks from it:
https://www.youtube.com/watch?v=BvJ4si0F9UI
Put on your clothes
Every morning I wake up, I take off my pyjamas.
Then I found my favourite pants,
one leg to the right, one leg to the left.
Jump into my pants all right!
Then I have a look around, to see where my red jumper is.
One arm to the right, one arm to the left.
Ready for the day so bright!
Put, put, put on your clothes; right after you wake up!
Put, put, put on your clothes; straight after you take a bath!
Put, put, put on your clothes; where you are going to step aside!
Put, put, put on your clothes; just before you jump in bed!
Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the
wall) “It´s time to say goodbye!”
I will encourage students to sing the song with me:

18. “This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye in the English class.”
Source : Adapted from pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
I will greet students “Goodbye! See you the next lesson” (waving my hand). EA: “Goodbye”
I will put my material together and leave the room.
Homework:
If the Spanish teacher, the English teacher and the headmistress give me permission I will
send the link to parents so that they can share the song with their sons at home.
Estimada Familia:
Hoy estuvimos aprendiendo los nombres de algunas ropas para niños y niñas en
inglés. Los invitamos a compartir esta experiencia con sus hijos ingresando al siguiente
link https://www.youtube.com/watch?v=BvJ4si0F9UI .
Los niños podrán así continuar aprendiendo y disfrutar el material junto a ustedes.
Mrs. Myriam