Moure kinder morning_group_lesson_plans_week1 - 10

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Alumnopracticante: ReginaMoure
Studentconsultedfor peer correction: María InésTrech
Períodode práctica: Nivel Inicial.
Institucióneducativa: Jardín de Infantes“Cardenal Spínola”
Dirección:Don Bosco 193 – CaletaOlivia(SantaCruz)
Sala/Grado/Sección: Sala5 años.TM
Cantidad de alumnos: 27
Nivel lingüísticodel curso:Principiante
Tipo de Planificación:Clase
Unidadtemática: Saludosy presentaciones.
Clase Nº: 1
Fecha : Monday, June 15th
Hora: 9:45 – 10:15
Duration of the lesson:30’
Fecha de primera entrega: 14/ 6/2015
Teaching points:Greetingsandintroductions.
Lesson Aims:
By the endof the lesson,Sswill:
 Get familiarisedwiththe startingroutine inEnglish.
 Be able togreettheirmatesand teacherinEnglish.
 Developtheirlisteningability bylisteningtoachant and shortdialogues.
 Developtheirspeakingabilitybytakingpartinshortoral exchanges andsingingagoodbye song.
 Deepentheirunderstandingof commands/instructionswhiledevelopingtheirsocial skill.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
New Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
today?Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sitdown!
-Greeting.
-Counting.
-Following
commands and/or
instructions.
-Introducing
oneself.
WH questions and
answers in the simple
present:
- Who’s….?
- I am!
Recognition of
the following
sounds in initial
position:
/h/
hello,how
/w/
Who

2015
-Come here! +
please.
Teaching approach: Natural approach.
Materialsand resources:
 A white boardandfeltpens.
 Ss’ name tags provided by the main teachers (those which Ss use every morning when T takes
attendance.
 A chant foropeningthe lesson.
 Two picture cardsto helpSs know the difference betweenBoyandGirl.
 A chant for taking attendance, although T will be using a variation of the one found in, so as to
familiarizeSswiththe routine.
 K-5 main and assistant teachers (they will be helping T to introduce and model the oral
exchange).
 Goodbye song(retrievedfrom https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: There are not any instancesof ICTuse duringthisfirstencounter
Seatingarrangement:
Monday lessons make the first activities the children have when they start their routine at the
kindergarten. Therefore, there will always be a set routine, in which taking attendance will be
mandatory. Variations will be made in order to integrate the content covered/taught on Wednesdays,
when the 30 minutes of the English class are entirely devoted either to teaching vocabulary or to
providingSswithpractice.
This set routine of Mondays requires the teacher of English to follow the headmistress’ suggestion at the
time of arrange Ss on the circle-time spot. So, instead of sitting in a circle (as they usually do with Miss
Regi), they’ll sit making a semi-circle so that they are not caught into camera. This semi-circle will be
facingthe white board,place inwhichT will be conductingthe lesson.

2015
T
S
S
S
S
S
S
S
S
S S S S S S S S S S
Cooperative work: Childrenwillwork asa class andthenindividuallywhile interactingwiththe Teacher.
Possible problemsandpossible solutionsregardingbehaviour:
Chances are that Ss get anxious or bored during the morning routine, and want to move to the play-
zone.
T will be payingattentiontothisandhave some strategiespreparedbeforehand:
 NominatingdisruptiveSstocome to the board and interactwiththe teacher.

2015
 Sayinga chant to ask Ssto be quietsoeverybodycandohis/herpart:
Lovely!!
 Another way of preventing disruptive behaviour may be by allowing children to move their
bodiesalittle before startingthe lesson.
Potential problems students may have with the language: Students this age (especially if they have not
had any contact with the language before) may experience a silent period. Therefore, chances are that
they refuse to answer to the Teacher’s greeting in English, and prefer doing it in their L1 or simply using
theirbodylanguage.
T will take that as a signal of comprehension and keep on trying to communicate in the target language.
That is to say, it is ok for children to make use of their mother tongue to achieve communication, but
the teachershouldkeeponusingthe targetlanguage.
Assessment: What will be assessed and how: Basically, the teacher will monitor that Ss enjoy this first
encounter, which will serve the purpose of providing her with a better idea as regards the group’s
interestsandneedsaboutthe language.
Routine (10’)
Aim: To introduce Ss to the “goodmorning” routine in English.
T will be bythe classroomdoor,welcomingSswithawarm“Hello!”or “Good morning!”.
Mr. Silence, Mr. Silence, he says shhhh!, he says
shhhhh!
Evebody quiet, just like Mr. Silence..
Silence, please. Silence, shhhhh!
(to the tuneof “La lechuza”.)
Flying, flying little clip! It goes quickly to my lips!

2015
As she does so, she will also invite Ss to sit in a semi-circle in front of the board, just like they do with
theirmainteachers.
T: Good morning!
Hello!
Please, come in!
Once theyare all sat on the floor,T will startthe lessonbysaying:
T: Hello, children!
Ss (EA): Hola/hello/(silence)
T: How are you today? Fine?
(T puts her two thumbs up and shows a big smile)
Ss (EA): sí/fine/ thumbs up/ a smile.
T: That’s fantastic!
(again, displaying a big smile)
Then, T will check that Ss are sitting following the pattern suggested by Regina and Silvia (main and
assistantteachers),thatis:boy,girl,boy,girl.
If Ss are not sittingthatway,T will askindividualstudentstochange place withsomeone else.
T: Let’s sit on the floor this way:
Boy – girl – boy – girl
T may use flashcardsto helpSsunderstandthe meaningof Boyandgirl.For instance:

2015
BOY GIRL
 Remembertoacknowledge the source of the imagesandresourcesyouuse inyourlessonplans.
As she does so, she’ll introduce the chant, which will also serve the purpose of checking the seating
arrangement.
1
1 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.
Everybody sitting down,
sitting down,
sitting down.
Everybody sitting down
on the floor!
Boy and girl sitting down
sitting down, sitting down
boy and girl sitting down
on the floor.
To the tune of “Mary had a little lamb”

2015
The chant is a modifiedversionof the one introducedinthe mocklessonplan.
Warm-up(5’)
Aim: To get Ss to know their Englishteacher and also allow T to know herSs’ names.
Once Ss are arrangedon the floor,T will say:
T: Well, Hello again! My name’s Gina
(T writes her name on the board, paying attention to avoid giving her back to Ss)
See? Gina, What’s my name?
(T puts her hand on her ear as a signal for Ss to repeat her name)
Ss (EA): Gina
T: My name’s Gina, and I’ll be your English teacher.
Now, I’d like to know YOUR names.
(T points at the group of students)
Transition:
T takes out the set of name tags the main teachersemploys during the morning routine and shows them
to the students.
T: Look, I have your name tags here
Presentation(5’)
Aim: To teach Ss to introduce themselvesbyanswering to the question“Who’s……?”
T: Listen, please…I’ll say a name
(T points at one of the name tags)
…and if it’s yours, put your hand up

2015
(T shows the corresponding movement)
And say “I am!”…ok?
What do you have to say?
(T waits for Ss to repeat the answer “I am!”)
Great! Let’s try!
T firstcalls out one of the mainteacher´snamesso as to model the activity:
T: Mmmm, Who’s Regi?
Miss Regi: I am!
T: Hello, Miss Regi! Can you come here and write your name on the board?
Transition:
T: Thank you, Miss Regi! Now, let’s try with another name!
Controlledpractice: (10’- 15’, dependingonthe number ofSs inclass)
Aim: To allowchildrentointeractwiththe Englishteachinginthe targetlanguage.
At this stage, T will be checking attendance, but including an extra: Ss will have to write their names
underthe correspondingpicture:Boyorgirl.
T: Who’s (Martín)?
S1: I am!
T: Hello, (Martín)! Nice to meet you!
Come here, please, and write your name.
Where are you going to write it? Are you a boy or a girl?
(T points at the pictures as she names them)
S1: (Boy!)

2015
T: Ok! Write your name here, please!
T will continue that waywith all the students, paying attention to her rendition of the phonemes /h/ and
/w/ so that Ss do not confuse them with Spanish /j/ (jellou) and /g/ (guats). It will be their turn to ask
the question in the future, and it is important to provide them with the right pronunciation from the
verybeginning.
As soon as all the Ss have written their names, T will proceeds as the main teachers usually do, drawing
a house and askingSS:
T: Very good job, everyone!
Now, tell me: Who’s not here? Who’s at home?
(T uses gestures: conveying negative by using her index finger and then pointing at the house on the
board)
Even though T already knows the answer (She keeps the name tags which haven’t been used), this
activity is a good way to check Ss’ comprehension and provide them with an extra instance of oral
interaction.
Then,T will askSs to helphercountthe boys andgirlsin the room:
Transition:
T: All right! Now, let me see…
How many boys are there here today? Can you count with me?
(T makes a gesture with her fingers)
Practice II: Aim: To evaluate Ss’ prior knowledge on numbersand counting.
There are some Sswho can countup to ten,therefore theywill be helpingtheirmateswiththe task.
T and Ss count the childrenandwrite the numbernexttothe picturesof Boyand Girl.
Transition:

2015
T: Well, I’m so glad to have met you all. You did really good today! Thank you!
Closure : (5’)
Aim: To wrap up the lessonand teach Ss a goodbye song.
ThenT glancesather watch andsays:
T: Oh! Look at the time! Now it’s time to say goodbye!
(T starts singing the goodbye song very slowly and making the necessary gestures)
Now it’s time to say goodbye, say goodbye, say goodbye,
Now it’s time to say goodbye
Goodbye, everyone!2
Can you sing with me?
(T invites the children to join her singing the song and making the gestures)
Later on,T tellsSstheyhave a little time togoto the play-zone andsaygoodbye!
Clase Nº: 2
Fecha : Wednesday,June 17th
Hora: 10:30 a 11:00
Duration of the lesson:30’
Fecha de primera entrega: 14/ 6/2015
Teaching points:Greetingsandintroductions.
Lesson Aims:
By the endof the lesson,Sswill:
 Be able to introduce themselves inEnglish.
2 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

2015
 Developtheirlisteningabilitybylisteningtoachant and shortdialogues.
 Developtheirspeakingabilitybytakingpartinshortoral exchangesandsingingagoodbye song.
 Deepentheirunderstandingof commands/instructionswhiledevelopingtheirsocial skill.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REV Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
today?Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sitdown!
-Come here! +
please.
-Greeting.
-Counting.
-Following commands
and/orinstructions.
WH questions and
present:
- Who’s….?
- How many..?
Recognition of
the following
phonemes in
initial position;
/h/
hello,how
/w/
Who,what
NEW Tiggy,the tiger - Introducing
oneself.
WH questions and
present:
- What’s your
name?
- My name’s
Questioning
intonation.
Teaching approach: Natural approach.
Materialsand resources:
 A white boardandfeltpens.
 A puppet,Tiggy.

2015
 A backpack.
 A chant foropeningthe lesson.
 K-5 main and assistant teachers (they will be helping T and Tiggy to introduce and model the
oral exchange).
 Goodbye song(retrievedfrom https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: There are not any instancesof ICTuse duringthisfirstencounter
Seatingarrangement:
The same as the one employedinthe priorlesson.
Cooperative work: Childrenwillworkasa class andthenindividuallywhile interactingwiththe puppet.
Possible problems and possible solutions regarding behaviour: Ss may get very excited at the sight of
Tiggy. It is possible that some of them want to touch it and stand up in order to do so, disrupting the
classand hamperingtheirmates’vision.
One way to avoid this from happening could be to have Tiggy greeting each and every children
individually, and letting Ss know that they all will be able to see the puppet at a closer distance. What is
more,they(Ss) evencantalkto him!
Potential problems students may have with the language: It is expected that Ss feel more confident
and participate inthe oral exchangesmakinguse of the language theyhave sofar.
Nevertheless, there may be a few shy Ss still reluctant to speak in the target language. Since this is their
first week of exposure to English, T will consider their body language and their use of L1 as a sign of
comprehension.
Assessment: What will be assessed and how: During this second encounter T will monitor Ss enjoy the
lesson,theirlevel of participationandcomprehension.
Routine (5’)
Aim: To get Ss’ attentionand arrange them to start the lesson.
T will enterthe roomand greetthe Ss witha warm“Hello!”.
Depending on how the main teacher has decided to arrange the children during the activity prior to this
teacher’s intervention. T may call learners’ attention towards her and invite them to move to the circle-
time spot:
T: Hello, children!

2015
Ss (EA): Hello!
T: How are you today? Fine?
(T puts her two thumbs up and shows a big smile)
Ss (EA): sí/fine/ thumbs up/ a smile.
T: That’s fantastic!
(again, displaying a big smile)
Now, can you come here, please?
(T uses gestures to convey meaning)
While they are moving towards the place indicated by T, she starts saying/singing the chant making use
of the boyand girl picturesusedinthe priorencounter.
T encouragesSs to joinher:
3
I might say that the TEK course was really beneficial to your teaching this age group.  I once attended a
seminarbyGrace about ReadersandYoungLearners.
3 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.
Everybody sitting down,
sitting down,
sitting down.
Everybody sitting down
on the floor!
Boy and girl sitting down
sitting down, sitting down
boy and girl sitting down
on the floor.
To the tune of “Mary had a little lamb”

2015
Warm-up(5’)
Aim: To set the contextfor introducingTiggy, the tiger puppet.
Once Ss are arrangedon the floor, T will say:
T: I’m so happy to see you all again!
(T puts a big smile on her face while she makes eye-contact with Ss)
Do you remember my name?
My name is……? I am ……?
In case Ss do not understandthe questions,T will provide themwithsome clues:
T: Silvia? Sole?
Ss: Gina!!
T: My name’s Gina. Very good!! And today….
At that very moment, T will look at her backpack (see materials and resources), and make a gesture for
Ss to waitand payattention:
Transition:
T: Wait…let me see this…
T will openherbag and,witha huge expressionof amazementinherface,she will take outapuppet.
Presentation(5’)
Aim: To teach Ss to introduce themselvesbyanswering to the question“What’syourname?”
T: Wow! Look at this!

2015
Hello! What’s your name?
(T asks the puppet, looking at him and the children intermittently)
(The puppet lowers his head, as if he was very shy)
T: Come on! Tell us, please! What’s your name?
(The puppet looks at the teacher, then at the children and says)
P: My name’s TIGGY
T: Well, Hello Tiggy!
Children, say hello to Tiggy, please!
Ss (EA): Hello, Tiggy!
(then Tiggy looks at the teacher and asks her)
P: What’s your name?
T: My name’s Gina. Nice to meet you!
P: And them?
(Tiggy turns his head towards the children and the teachers sat in front of him)
T: Oh! They are the teachers and the children. Do you want to meet them?
(The puppet nods his head)
Later on,T will move towardsthe teachersinordertoallow Tiggyto askthemtheirnames.
P: Hello, What’s your name?
Miss Sylvia: My name’s Sylvia.
P: Hello, Miss Sylvia!

2015
Miss Sylvia: Hello Tiggy!
Transition:
Once Tiggy have greetedthe teachers,Twill say
T: Let’s go and meet the children now. Kids, are you ready to tell Tiggy your
names? Yes? Great!
T has two options:
a) She movesamongthe childrenandhave Tiggyaskingthe questiontoeachand everyof them,or
b) First,she asksfor volunteers.
The decisionwill be made onthe spot,consideringthe general moodof the groupof students.
Controlledpractice: (10’)
Aim: To allowchildrentopractise introducingthemselves.
Depending on the decision made by the T, she will invite volunteers or approach Ss so that they can
start the following exchange with the puppet. Even though Ss are expected to answer “My name’s ….”,
it will also be accepted that they only provide their names. The structure will be reinforced during
upcomingencounters.
P: Hello!
S1: Hello!
P: What’s your name?
S1: My name’s (Carla).
P: Hello (Carla)!
T will continue with the work on pronunciation started in the first encounter, focusing on providing Ss
with enough input so that they notice the difference between Spanish /j/ and English /h/, Spanish /g/
and English/w/.

2015
As this stage is getting over, Ss may have lost their interestin listening to their mates talk to Tiggy. When
thishappens,itwill be time forthe T to wrapup the lessonbyputtingTiggyback intoher backpack.
Transition:
T: Wow, Tiggy! You have met a lot of new friends! That’s fantastic!
Closure : (5’)
Aim: To wrap up the lessonand singthe goodbye song.
(The puppet nods with his head and approaches the teacher’s ear, as if he was about to tell her
something)
T: Oh! You’re tired!
(the puppet puts his head down while T makes a gesture to the children and says, with a low voice)
T: He’s tired! Shhhh! He wants to sleep.
(T puts her head on her free hand so Ss understand the meaning of sleep)
T: Let’s say goodbye to Tiggy…Goodbye Tiggy!
Ss: (Goodbye Tiggy)!
T puts Tiggyback intoher backpackand thenturnsto the childrenagaintosay:
T: Well, we all met a new friend today. We met…
Ss: Tiggy!
T: We met Tiggy!!
(at that moment, T glances at her watch and says)
T: Oh! Look at the time! Miss……..is coming!
(T starts singing the goodbye song very slowly and making the necessary gestures)

2015
Now it’s time to say goodbye, say goodbye, say goodbye,
Now it’s time to say goodbye
Goodbye, everyone!4
Can you sing with me?
(T invites the children to join her singing the song and making the gestures)
Later on,T linesupthe childrenforthe nextclassorsimplyleavesthe roomsaying:See you!!Goodbye!
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required information?
Has it beencompletedinSpanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skillsandlanguage learning/acquisition?
Are they clearly written to explain what the learners will learn and
be able to do?

3 Teaching points Are there any new teachingpoints?
Are the teaching points aligned with the course syllabus and the
districtcurriculum?
Are theypresentedwithinameaningful context?

4 Language focus chart Are the newand revisionlanguage items specified?
Are the newand revisionlanguage itemsrelated?
Is the pronunciationfocuscomplete?

5 Teaching Approach Is the approach youchose suitable foryourteachingcontext?
Are its aimsand fundamentalscoherentwiththe lessonaims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resourcesforthislesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
includedinthe lessonplan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and 
4 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

2015
interaction among teacher and peers? Is it coherent with the
lessonactivities?
9 Cooperative work Does the lesson include instances of cooperative work among
students? Is there a set of guidelines and instructions for this work
to be carriedout?
Does the lesson plan specify what kind of pedagogical mediation
the teacherwill provide?

10 Possible language
difficultiesand
possible solutions
Does this section explain possible difficulties according to previous
lessons’experiencesandclassobservation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Does this section explain possible difficulties according to previous
lessons’experiencesandclassobservation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up,a developmentand a round-uporclosure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
theyengaging?Isthe contextculturallyrelevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activityrelatedtoa learningaim?
Do the activities allow for language exposure, exploration,
developmentof language awareness?

15 Type of activities Is there a balance of activities that range from controlled practice
to freercommunicative practice?
Do theyfacilitate integrationof skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activityorstage withthe nextone?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instructionaidedbyanyteachingstrategiessuchas…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
directspeech?


2015
20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
theirworkwiththe class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spellingmistakes?

Observations:
Dear Gina,
Giventhe fact that these were the firstlessonsthatyouplannedforthe Kindergroups,and thatthese would
be theirfirstencounterswiththe L2 at school,youplannedeachstage andactivitysocarefullythatyou
managedto introduce the learnerstothe newlanguage REALLYnaturally.
A superbjob!!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing

Learning aims 
Stages

Activities

Teaching strategies 
Class. management
strategies

Language accuracy 

2015
Observations Minimumscore:20 / 32
Score:32 /32= 10

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