Moure kinder morning_group_lesson_plans_week2_class3 - 9.5

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 19th, 2015
1
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: 3
Fecha : Monday, June 22nd
Hora: 9:45 – 10:15
Duration of the lesson:30’
Fecha de primera entrega: 19/ 6/2015
Teaching points:Greetingsandintroductions –Placesinthe Kindergarten.
Lesson Aims:
By the endof the lesson,Sswill:
 Be able toidentifyandname the placesinthe kindergarten.
 Developtheirlisteningskill byfollowingastoryinEnglish.
 Develop their speaking ability by taking part in short oral exchanges, playing a game, and
singingagoodbye song.
 Deepentheirunderstandingof commands/instructionswhiledevelopingtheirsocial skills.
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/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
New -Places in the
kindergarten:
-Identifying places
in the
- Wh questions and
answers in the simple
-Correct
pronunciation of

2
kindergarten,
classroom, music
room, office,
toilet(s), gym,
playground.
-Commands:
Line up here,
please.
-Prepositions:
IN
Kindergarten.
-Locatingpeople.
present:
 Where is (Miss
Wanda)?
In the office
 Where are (the
children)?
In the classroom
 Who’s in the
(playground)
(Tiggy) is in the
(playground).
the different
places/rooms in
the
kindergarten.
- Recognition of
the following
sound in initial
position:
/h/
Hanna, hurry,
/w/
Wanda
Teaching approach: Natural approach - PPP
Materialsand resources:
 A white boardandfeltpens.
 A circle-timechant.
 A portable speaker.
 A LCD screenand a remote.
 A pendrive.
 A videostorycreatedbythe teacherto introduce the places/roomsinthe kindergarten.
 MES flashcards “School building”–downloadedfrom
http://www.mes-english.com/flashcards/school.php
 Imagesfromthe Internettocreate the storyand printas flashcards:
Tiggy
Image retrieved from
https://s-media-cache-ak0.pinimg.com/236x/17/2e/65/172e6599b347b4ef283f6b07d813c073.jpg

3
http://www.spreadshirt.co.uk/blue-white-cute-merry-cartoon-tiger-by-c-C4408A12674756
Kindergarten
Image retrieved and adapted from
http://previews.123rf.com/images/iimages/iimages1205/iimages120500723/13695126-Illustration-of-a-modern-
school-Stock-Vector-school-building-cartoon.jpg

4
Classroom
http://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroo
m2.gif
Miss Hanna andchildren(PeterandSally)
http://3.bp.blogspot.com/-AeEvrsV4boY/UaJ8jP0ZrlI/AAAAAAAAOU4/WDTJutf_S6M/s1600/maestra.png

5
Miss Wanda andchildren
http://www.silvitablanco.com.ar/escuela/dia-de-la-maestra/20090827132040.jpg
Miss Ninaandchildren
http://1.bp.blogspot.com/-
9ZDvIsD4t0I/TdmX_8XAPsI/AAAAAAAACU4/tr177jQk2hg/s1600/maestra_jardinera%255B1%255D.jpg
 Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: Ss will watch a video made by the teacher in which Tiggy (the puppet) shows
themhiskindergarten,histeachers andmates.
Seatingarrangement:
During the first part of the lesson, Ss will be sitting in a semi-circle in front of the teacher for the
“Good morning”routine.
Later, they will move to the video-room (accompanied by the main and assistant teachers) in order
to watch the video(presentationstage of the lesson).
In that room,theywill be sittingonthe floorfacingthe T.V.screen.

6
Cooperative work:
Childrenwillwork asa class.
Possible problemsandpossible solutionsregardingbehaviour:
Since Ss will have to move from their classroom to the video-room and viceversa, it is possible that
they want to get to that room immediately; forgetting about the rules regarding lining up, hand in
handwiththeirdesignatedmate.
T will remember Ss about those rules, checking that they line up properly, avoiding the waste of
time.
As soon as they arrive in the video room, children will be arranged in the same way as they are in
theirroom:boy – girl – boy.
During the prior encounters, several students were absent. Therefore, there were more girls than
boys, which altered the established pattern. In cases like that, the main teachers hint this teacher
aboutwhichgirlsshouldandshouldnotsittogether.
Potential problemsstudentsmay have with the language:
Even though Ss mightfeel more confident with the language, the teacher and themselves (as regards
their ability to use the language), there are still a few shy Ss (Nicol, Joel, Monserrat) who need more
encouragement. T will nominate them to answer the comprehension questions on the story, or to
elicitkeyvocabulary.
It is important to give Ss some “Thinking time” before they voice an answer, but without making it
last for too long. That would contribute, on the one hand, to losing the momentum and, on the
other hand, to put a lot of pressure on these Ss. If they are still feeling reluctant to speak, then T will
ask a mate to eitherhelphim/heroranswerthe questionhim/herself.
Assessment:Whatwill be assessedand how:
As usual, T will monitor that Ss enjoy the lesson. Besides, she will pay attention to their level of
participation, they use they make of the language they have so far and the way they assimilate the
newlanguage items.
Integrationof Skills:
Listeningandspeakingwill be integratedduringthisclass.
Routine (5’)
Aim: To greet the SS and create the right learningenvironment.
T will be bythe classroomdoor,welcomingSswithawarm“Hello!”or “Good morning!”.

7
As she does so, she will also invite Ss to sit in a semi-circle in front of the board, justlike they usually
do everymorningwhentheyenterthe classroom.
T: Good morning!
Hello!
Please, come in!
Once theyare all sitting onthe floor,T will startthe lessonbysaying:
T: Hello, children!
Ss (EA): Hello!
T: How are you today? Fine?
(T puts her two thumbs up and shows a big smile)
Ss (EA): 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 they are not sittingthatway,T will askindividualstudentstochange placeswitha mate.
T: Let’s sit on the floor this way:
Boy – girl – boy – girl
If necessary, T may employ the flashcards from the previous lesson and start saying the chant
introducedinthe firstencounter:

8
BOY GIRL
1
Afterthat,T will askstudentstohelphercounthow manygirlsand boys there are inclassthat day.
T: Ok, now let’s count.
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”

9
How many girls are there here today?
Ss: one- two- three ….
Last week, this T noticed that most of the Ss were able to count to 10, hence the only difficulty that
may arise at this stage is that either boys or girls exceed that number. If this happens, T will provide
the numbers above ten, not with the aim of teaching them to Ss, but to familiarize children with the
soundof these teennumbers(incidental learning).
T: (eleven/ten) girls…
There are (eleven/ten) girls here today.
(Nicole) can you come here and write the number?
Same procedure will be followedwithboys.
Transition :
T: All right, there are ______girls and ______ boys here today. That´s great!
The more of us the better!
We’ll have so much fun together!
Now, tell me …Do you remember Tiggy, the tiger?
Warm-up(5’)
Aim: To set the contextfor the story .
After T has asked Ss whether they remember Tiggy, she will put a picture of him on the board. Ss
may ask T about him and, since the puppet will not be part of this lesson, T will proceed to explain
hisabsense:
T: Well, Tiggy is sleeping at home now.
(T puts her head on one of her hands and draw a house on the board)
But… he sent a video for you!!

10
(T shows a pen drive to Ss)
He wants you to know his kindergarten
(T puts the image on the board)
T: This is the Kindergarten. What is it?
(T points at the picture)
Ss: (This is) (the) (kindergarten)
T: This is the kindergarten. It is a kindergarten like this one.
(T uses her index finger to point at the whole classroom)
Transition:
T: Are you ready to watch the video?
Ss: yes!!
T: Ok, please stand up!
(T makes gesture so as to convey meaning)
And line up here!

11
Presentation(10’)
Aim: To introduce the lexical set related to the places/ rooms in the kindergarten by means of a
video,integratingboth listeningand speakingskillsina single activity.
Once Ss are arranged in the video-room, T will ask them to pay attention to the TV, because they are
goingto see Tiggy’sKindergartenandmeethisteachersandfriends.
T will describe each scene in the video, pausing it from time to time to allow for children’s
participation(drilling/comprehensionquestions)
Scene 1
T: Look! Who can you see here? Who’s this?
(T points at the TV)
Ss: Tiggy!
T: It’s Tiggy!! ..and this? What’s this?
Ss (EA): (Kindergarten)
T: It’s the kindergarten! What’s this?
Ss: It’s the kindergarten.
T: Tiggy goes to the kindergarten…just like YOU!
(T points at the children in the room)
Scene 2
T: So, this is Tiggy’s kindergarten…and these? Who are these?
Ss: la seño, los chicos!
T: Yes! This is the teacher, and these are the children.
(T points at each of them and elicit the names)
Ss: The teacher
The children

12
T: Look at the children…a (boy) and a( girl)!
(T will elicit the words in red from Ss since they have already worked with them)
T: The teacher says hello to the boy and the girl
“Hello children! I’m Miss Hanna
What’s your name?”
“My name’s Peter.”
“My name’s Sally.”
“Hello Peter and Sally!
Welcome to the kindergarten.
Come in!”
Before moving to the next scene, T will ask Ss the names of the teacher and the children, by pointing
at them:
T: Who’s this?
Ss: (Miss Hanna, Peter, Sally)
Scene 3
T: Well, NOW we are In the kindergarten
(T makes a gesture to convey meaning)
T:What place is this? Anyone?
Ss: Sala/Salita/
T: Yes! This is the CLASSROOM
(T puts a hand on her ear to show children that she wants them to repeat the phrase)
Ss (EA): This is the classroom.
T: Look at the children working together…
Oh! Is this Miss Hanna?

13
Ss: No!
T: No, this is Mr. Brown, the teacher…Who’s this?
Ss: Mr. Brown.
T: Mr. Brown! Right..Let’s keep on watching.
Scene 4
T: Now we are in the…..mmmm. What place is this?
Ss: sala de música!
T: Oh! This is the MUSIC ROOM.
What place is this?
Ss: This is the music room.
T: Oh! Look, who’s coming? Who’s this?
Ss: La seño de música.
T: The Music Teacher, right!
Miss Wanda is the music teacher in this kindergarten.
Look! Miss Wanda and the children are singing…Lallalalalal!
Goodbye, Miss Wanda!
Goodbye, boys and girls!
Scene 5
T: All right! And this? What place is this?
Ss: el gimnasio
T. Uhumm, the Gym.
This is the gym..can you repeat?

14
Ss: This is the Gym!
T: Great! And…Who’s in the Gym? Who’s this?
Ss: Tiggy!!
T: Tiggy is in the Gym. Who’s in the gym?
Ss: Tiggy is in the gym.
T: Tiggy likes playing..
(T points at the football and waits for Ss to complete her phrase)
T: Football..
T: Tiggy likes playing football and
Ss: Basket..
T: Basketball, very good!!
Scene 6
T: Wow! Tiggy did a lot of exercise in the gym, and now he’s in a hurry!
(T moves her hand quickly so as to convey meaning)
He needs to go to the ….
Ss: baño!
T: Yes! He needs to go to the TOILET.
This is the toilet.
What place is this?
Ss: This is the toilet!
T: yes! But wait a minute! Is this the toilet for Tiggy?
(T points at the image of the girls’ room door)

15
Ss: No!! (es de las nenas!)
T: Ahh! This is the girls’ toilet and Tiggy is a boy.
Then, Tiggy goes to the boy’s toilet.
(T points at the boys’ room door)
Scene 7
T: Let’s keep on moving…
Oh! What place is this?
Ss: (una/la) (oficina)
T: This is THE OFFICE, right.
The office, what place is this?
Ss: The office.
T: Oh…Who’s in the office? Miss Nina is in the office.
Who’s in the office?
Ss: Miss Nina!
T: She’s talking to these children..
Shhhh! Bye Miss Nina.
Scene 8
T: Wow! Look at Tiggy! He’s very happy!
Where is he?
Ss: parque(cito)
T: Tiggy is in THE PLAYGROUND.

16
Where is he?
Ss: Playground.
T: Tiggy is in the playground
Ss. (repeat)
Chancesare thatSs ask aboutthe gamesinthe playground.Twill introduce
The slide
The swings
The carrousel
Scene 9
T: Oh, now it’s time to say goodbye!
But not for us..but for Tiggy!
Good bye, Tiggy!!
Transition:
T: Well,Doyou like Tiggy’s kindergarten?It’s nice!
Now, are you ready to play a game?
Controlledpractice (5 ‘)
Aim: To have Ss practice the lexical setintroducedbymeansof agame:Disappearingflashcards
T will show the flashcards one by one, eliciting the names from Ss and inviting individual Ss to stick
themon the board.
T: Look at this picture..What’s this?
Ss: The (kindergarten)
T: This is the kindergarten!

17
(Nicole), can you put this picture on the board? Thanks.
Once all the cards are displayed on the board T will proceed with Choral drilling, taking away the last
flashcard every time the children name the whole series. The idea is that they end up naming all the
rooms/placeswithoutthe helpof the pictures.
Transitions:
Great job,everyone!!Congratulations!
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!
2 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

18
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
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?


19
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 instructionaidedbyanyteachingstrategies suchas…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
directspeech?

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:
Once more,a great job,Gina!
I justcouldn’tsee the purpose of the elicitationof the targetvocabularyinL1 duringthe presentation stage.
You mightrefertothis inyourfinal assessmentreport.
Fantasticuse of ICT!Reallycreative ideasandaverygoodcontext!!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1

20
Organization 
Coherence and
sequencing

Learning aims

Stages 
Activities

Teaching strategies

Class. management
strategies

Language accuracy

Observations Minimumscore:20 / 32
Score:32 /32= 9.5

Moure kinder morning_group_lesson_plans_week2_class3 - 9.5

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