Kindergarten Period

1. KLEIN NATALIA SOLEDAD
DNI 29251267
TALLER DE LA PRACTICA DOCENTE.
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: KLEIN NATALIA SOLEDAD
Período de Práctica:
Institución Educativa: ESCUELA 90
Dirección: COLONIA J. ECHARREN
Sala / Grado / Año - sección: 1ER GRADO
Cantidad de alumnos: 10
Nivel lingüístico del curso: ELEMENTAL
Tipo de Planificación: DIARIA
Unidad Temática: MIEMBROS DE LA FAMILIA
Clase Nº: 1
Fecha: 5 de mayo de 2014
Hora: 9.30 hs a 10.30 hs
Duración de la clase: 60 MINUTOS.
Fecha de primera entrega: 2 de mayo de 2014
• Teaching points:
- Family members: father, mother, brother and sister.
• Aims or goals:
During this lesson, learners will be able to recognize the family´s members and learn the
pronunciation of them.
The learners will be able to pronounce the words by repetition and listening activities.
 Language Focus:
LEXIS FUNCTIONS STRUCTURES Pronunciation
REV
NEW
Vocabulary related to
family members:
father, mother,
daughter and son.
REV
Listening to a song.
NEW
Recognizing the
family members and
being able to name
each of them.
REV
My name is….
NEW
Paulo is my father…
Susana is my
mother….
REV
The correct
pronunciation of “is”.
NEW
The correct
pronunciation of the
new words by
repeating after the
teacher as a model.

2. • Materials and resources: FLASHCARDS, CD PLAYER, POSTERS.
• Integration of skills: The listening and speaking skills are integrated since reading and writing
skills should be omitted in kindergarten. The students are still learning how to write and read in
Spanish.
• Seating arrangement: the students will be seated in a semicircle in order to look each other without
problems.
• Possible problems / difficulties and their possible solutions during the class: The possible problem
could be the pronunciation of the new words but the solution should be the repetition with the
teacher´s help in order to feel them more confident in speaking.
• Potential problems students may have with the language: the structures are quiet easy but perhaps
the new words may generate problems but the students will improve them with oral practice.
• Assessment: what will be assessed and how: I will assess the student´s learning progresses through
repetition of words paying attention if they take care of sounds. The assessment should be done in
pairs or individually and it will be done only orally.
PROCEDURE:
WARM-UP (5 minutes)
I will greet the students saying “Hello” to all of them and they will answer me all together. I will
ask the students to sit in a semi-circle looking at me.
I will ask them to sing the “hello song” all together.
http://www.eslkidstuff.com/blog/songs/new-songs-the-hello-song-the-goodbye-
song#sthash.RdN39X4r.F8O9uojL.dpbs
After the song, each of the students will present themselves in order to revise the structure and
personal questions from the previous class.
Each of them will say their names.
MY NAME IS …….
PRESENTATION (10 minutes)
I will stick a flashcard with a famous family called “The Simpsons”. The students will feel more
comfortable with a family they know. I will ask the children to name them with their own names.
One student says: HOMERO

3. Another says: MARGE
And the rest continues doing the same procedure.
After naming the characters, I will ask the students to name them with their family reference.
For example:
Homero is the FATHER.
The students understand the task perfectly and they start doing the same as I do.
One student says: LISA IS THE DAUGTHER.
Another one: BART IS THE SON.
The students will try to guess the meaning of the words I am using.
DEVELOPMENT
ACTIVITY 1 (10 minutes)
I will stick a picture of another famous family called “Picapiedras” and I will ask the students to sit
in groups of two or three.
After that, I will give to each group a flashcard with one name and one flashcard for each group.
Then, I will tell them that they will have to stick the name of each one below each figure.
They could repeat the names since the photo has two father and two mothers.

4. TRANSITION: (5 MINUTES)
I: Please, sit in semi-circle again.
ACTIVITY 2 (10 minutes)
Once the students have listened to the song…
I: Please choose one of the two families presented previously. Could you name the family members
in the picture?
I will give them an example:
It is the father.
It is the mother.
The students name the family members perfectly. I help them in some of the sentences.
ACTIVITY 2 (10 MINUTES)
I: Well, please … repeat the names of the family members by repeating after me.
For example:
HOMERO IS THE FATHER.
PEDRO IS THE FATHER.
VILMA IS THE MOTHER.
MARGE IS THE MOTHER.
LISA IS THE DAUTHER.
BART IS THE SON.
While I am saying the sentences, I will point the family members I am saying in order to

5. make visual impact in the students.
ACTIVITY 3 (10 MINUTES)
The students continue sitting in semi-circle. I will stop the song by chunks. I will ask the students to
repeat it chunk by chunk. The students are not able to remember the whole song, so I will play it
into chunks.
ACTIVITY 3 (10 MINUTES)
I: Well, You will do the same but with your families.
First, you will name the names of their father and mother and then, you will say sentences as in the
previous activity but that time with their own family´s members.
For example:
NESTOR IS MY FATHER. SUSANA IS MY MOTHER.
Could you give me your examples?
A student says: Victor is my father. Teresa is my mother.
I: Correct! Who else?
Another student says: Diego is my father. María is my mother.
TRANSITION (5 minutes)
I will tell the students that´s all for the day. I will repeat the new vocabulary again and that´s all.
CLOSURE (5 MINUTES)
I will ask the students to look for a family´s photograph in their homes. They will have to write the
name of each family member below them. They should write only the names of the members they
have learnt.