Mock Lesson Plans for Kindergarten Level: - Numbers (from 1 to 10) - Pets

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO PRACTICANTE: Micaela J. Buttiglieri
Períodode Práctica: Nivel Inicial
InstituciónEducativa: X
Dirección: X
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 25
Nivel lingüísticodel curso: Principiantes (Beginners)
Tipo de Planificación: clase
Unidad Temática: Los números (1-10)
Clase Nº: 1
Fecha:X
Hora: X
Duración de la clase: 40 minutos
Fecha de primeraentrega: 30/07/2020
- Teaching points: Numbers 1 – 10
- Lesson Aims:
By the end of the lesson, students will be able:
 To say the numbers in English.
 To develop their listening ability by listening to the Teddy bear and the

2. teacher.
 To develop their speaking ability by singing the “Hello Song”, the “Happy
Birthday Song” and the “Goodbye Song”, and also by repeating the
numbers.
 Deepen their understanding of commands/instructions in L2 while
developing their social skill.
- Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Old Greetings:
- Hello! Bye-bye!
- How are you? Fine!
Okay!
Commands:
- Sit down!
- Stand up!
- Very Good!
- Come here! Please!
- Greeting.
- Following
commands
and/or
instructions.
- Introducing
oneself.
WH questions and
answers in the
simple present:
- What is your
name?
My name is…..
/h/
Hello, how
/w/
What
New Numbers:
1 (one), 2 (two),
3 (three), 4 (four),
5 (five), 6 (six),
7(seven), 8 (eight),
9 (nine), 10 (ten)
- Following
commands
and/or
instructions.
- Saying the
numbers and
their age.
WH questions and
answers in the
simple present
tense:
- How old are you?
I am….
- What number is it?
It is…..
/wʌn/ one
/tu:/ two
/θri:/ three
/fo:/ four
/faɪv/ five
/sɪks/ six
/sevn/ seven
/eit/ eight
/naɪn/ nine
/ten/ten
Teaching approach: Natural Approach
Materials and resources:
 A teddy bear puppet.
 A box.
 Notebook. Speakers.
 Hello song: - https://www.youtube.com/watch?v=gdeB9kDT6uI
 Good bye song: - https://www.youtube.com/watch?v=rCr2t34vkIE
 Happy Birthday Song: https://www.youtube.com/watch?v=90w2RegGf9w
 A video: https://www.youtube.com/watch?v=XeRlcuWhNpU
 Flashcards (from 1 to 10)
 Balloons

3.  A cake
 A candle with number 4 (four)
Pedagogical use of ICT:
In this lesson, a song will be used to support the presentation of the teacher and
students. Activities are organized through audiovisual material to enhance
language acquisition and learning. Also, a song will be used to support the end of
the lesson.
Seating arrangement:
Students will be sat on the floor in a circle. Teacher will be sat on a chair
conducting the activity.
In the controlled practice stage, they will be sat on the floor; however they will
interact with the teacher by asking and answering individually.
Then, in the closure stage, they will be sat at their tables.
Cooperative work: Children will work as a class or individually.
Possible problems and possible solutions regarding behavior:
Students may get very excited and feel enthusiastic at the sight of the puppet
again. It is possible that some of them want to touch it and stand up in order to do
so, interrupting the lesson.
In order to avoid this situation, the teacher may take the puppet near to students
greeting each student individually, and letting students know that they will all be
able to see the puppet at a closer distance. In addition, students will be able to talk
to him if they feel doing so.
Furthermore, students may want to be near of the puppet and they may
disorganize the seating arrangement established by the teacher. If this situation
takes place, the teacher may ask students to sit on their chairs or take a few steps
back from the puppet, in order to avoid discomfort from some children but also to
organize themselves.
Potential problems students may have with the language:
Students at this age (especially as they have not have any contact with the
language before) may experience a silent period. Therefore, it may happen that
they refuse to answer to either the Teacher or the puppet’s greeting in English, and
prefer, doing it in their L1 or simply using their body language. However, as I have
remarked in the previous lesson, a nice strategy to motivate students is that the
teacher may encourage them to repeat after her.
Teacher will take as a signal of comprehension (Saying “Very Good!”) and keep on
trying to communicate in the target language. That is to say, it is ok for children to

4. draw to their mother tongue to achieve communication (especially in this course
that students have not been in contact with English language previously), but the
teacher should keep on using the target language.
Assessment:
What will be assessed and how:
I will monitor that students enjoy this class, which will serve the purpose of
establishing interaction with students.
ROUTINE (5’)
Aim: To get students’ attention and arrange them to start the lesson. To establish
rapport.
The teacher will enter the room and greet students with a warm “Hello!”
I will ask the children to sit in a semi-circle on the floor and I will join them by
sitting on a chair in front of them. I will speak in English, but I will use my body
language and mime to try to arrange them. The last resource I will use is L1 (I
suppose it will be necessary to make use of L1 in special situations as they have not
been in contact with L2 previously).
Transition: Teacher: Hello, students!
Students: Hello!
Teacher: How are you today? Fine? Okay?
(Teacher puts her thumbs up and shows students a smile)
Students: Okay!/ Fine!/ Put thumbs up/ a smile.
Teacher: That’s great! (Smiling)
Teacher: Come on, let’s listen and sing the Hello song together!
(Teacher points at every students and even herself).
Song: Now it’s time to say hello, say hello, say hello
Now it’s time to say hello, hello everyone.
https://www.youtube.com/watch?v=gdeB9kDT6uI
WARM-UP (5’)

5. Aim: To introduce students the topicof this lesson (“Numbers”) and set the context
for introducing the puppet.
Transition:
Teacher: Look at the box! Let’s see together inside! (Pointing at the box).
I will take a bear out of the box and ask: Hello! What’s your name? (While I take the
bear in my hand).
Bear: Hello! My name is Teddy!
(I will ask students to say “Hello” to Teddy).
Teacher: Let’s say “Hello” to Teddy!
Students: Hello Teddy!
Teddy: Hello students! (While I point Teddy towards students making
Teddy look at all of them).
Then, as I take Teddy in one hand, I will take flashcards on the other hand close to me,
in order to let students practice the numbers with Teddy.
Teacher: Okay! Let’s see! I have some flashcards, look! Teddy wants to
learn with us. (While I signalized to the whole class).
(I will take the flashcards out of my bag one by one and show them to students)
Teacher: They are numbers. This is number 1 (one). Repeat with me!
(While I take up the flashcard in my hand, mimic again “one” and show the flashcard
to students).
Students: One!
Teacher: Teddy repeats with us! (While I look at Teddy in order to
make him repeat)
Teddy: One! (While Teddy looks at me and then to the class)
Teacher: Great students and teacher!
I will do the same with each flashcard (from 1 to 10). I will raise each
flashcard separately and say aloud each number, in order to make students
recognize each number while I show the flashcards in order from 1 to 10.
(Students already know the numbers and quantity in L1, however I will signal each
number with my fingers).
 The flashcards will be presented in isolation. Each number will belong to a
different flashcard. They won’t be shown all together:

6. PRESENTATION
Timing: (5’)
Purpose: To teach students to tell the numbers (1-10) by answering to the question:
“What number is it?”
Transition:
Teacher: Let’s practice numbers with Flashcards! Teddy wants to practice
too! (While I point at flashcards and also look at Teddy to show students that Teddy
will participate in this activity too).
I will take Teddy in one hand, and take flashcards again close to me, in order to let
students practice the numbers with Teddy, by introducing the question I mentioned
above.
Teacher: Look! Teddy wants to start! (While I point at the flashcards)
Teddy: Yes!
Teacher: “What number is it Teddy? (While I take in my hand number 4 four)
Teddy: 4 (four)
Teacher: Very good Teddy!
Then I will explain students that Teddy wants to practice the numbers with them and I
will invite students to participate with Teddy.
Teacher: Children! Teddy wants to ask you about the numbers! Learn all together!
(While I point at Teddy and then at students).
Teddy: What number is it? (I take the flashcard of number 1 in the other hand)
Students: 1 (one)!

7. Teddy: Very Good! And, what number is it? (I take number 2 in my hand)
Students: 2 (two)!
Teddy: Excellent! Very good! (While I face Teddy towards students).
I will repeat the same structure till they can practice all the numbers from 1 to 10.
Then, with a surprising face, I will tell to students:
Teacher: Guess what! Today is Teddy birthday!
Happy birthday Teddy!
Students: Happy birthday Teddy! (I will ask students to congratulate Teddy
for his birthday)
Teddy: Thank you students!
CONTROLLED PRACTICE:
Timing: (20’)
Purpose: To allow students to practice the numbers and the structure “How old are
you?”
ACTIVITY 1
I will ask students to watch a video in which Teddy celebrates his birthday with his
friends.
Teacher: Students, watch the following video! Teddy celebrates his birthday
with his friends! Look!!
(While I point at Teddy and then, at the computer).
Video: https://www.youtube.com/watch?v=XeRlcuWhNpU
Teacher: Look students! Teddy is very happy! (While I smile and signalize a
smile in Teddy’s face)
Teddy: I am happy!
He is happy to celebrate his birthday with you (I point at students).
Let’s know how old is Teddy!
Teacher: How old are you Teddy?
Teddy: I am 4 (four)
Then Teddy will ask some students their age, and they are supposed to answer with a
number.
Teddy: How old are you?
Student 1: I am four. / Four.
Teddy: How old are you?
Student 2: I am five. / Five.
Teddy will repeat the same question seven or eight times to different students.
ACTIVITY 2
Now, I will take some balloons from the box, and I will explain to students that Teddy

8. brought some balloons to play a game with them and learn the numbers.
Transition: Teacher: Look! Teddy brings balloons to play with you!
(While I take the balloons out of the box and I point at students)
Then, I will put many balloons on the table in order to make students participate and
interact with them.
Teddy: Micaela, count 3 (three) balloons!
Teacher: one, two, three! 3 (three) balloons!
(While I count 3 balloons from the table and separate them from the rest of the
balloons).
After providing the example with the teacher, Teddy will ask the same question to
some students, so each student will have to come near the table in order to count the
amount of balloons that Teddy asks.
Teddy: Count 4 balloons!
Student 1: one, two, three, four! 4 (four) balloons!
Teddy: Very Good! Count 2 balloons!
Student 2: one, two! 2 (two) balloons!
Teddy: Excellent!
Teddy will repeat the same procedure six times.
CLOSURE
Timing: (10’)
Purpose: To round up the lesson and develop students’ listening and speaking skills
by means of singing the “Happy Birthday Song” to the puppet and the “Good-Bye
Song”.
Seating arrangement: students will be sitting at theirtables.
Now, I will put the cake on the table, next to Teddy, and I will ask students to sing the
“Happy Birthday Song” to Teddy.
Teacher: Listen students! Let’s celebrate Teddy birthday!
Sing the Happy Birthday song to Teddy!
Happy Birthday Song: https://www.youtube.com/watch?v=90w2RegGf9w
Transition: "Happy birthday to you"
Happy birthday to you
Happy birthday to you
Happy birthday dear TEDDY
Happybirthday to you.
Teddy: Thank you!!! I am so happy! (Teddy greets at every student).

9. During the closure stage, we will eat the cake with Teddy (after singing the
“Happy Birthday” to him).
Then, I will tell students that it is time to say Good-bye to me and to Teddy.
Teacher: Now, Teddy and I have to say Good-bye! (While I wave my hand).
Wait! Teddy wants to give you a balloon before leaving. (I take a balloon in
one hand and I point at students with the other hand).
I will give one balloon per student, and at last, I will ask students to sing the
Good-bye song.
Teacher: Let’s sing the “Good-bye song”!
Song: Now it's time to say good-bye
say good-bye say good-bye
Now it's time to say good-bye
Good-bye, everyone.
https://www.youtube.com/watch?v=rCr2t34vkIE
I will say Good-bye to students and I will leave the room as soon as the lesson
finishes.
---------------------------------------------------------------------
CLASE Nº: 2
 Teaching points: Pets
 Aims:
By the end of this lesson, learners will be able to…
- Identify and recognize pets: (cat – dog – rabbit - turtle).
- Learn the names of the pets.
- Differentiate between animals and pets.
- Develop their listening skills by watching and listening to two videos and to the
teacher.
- Develop their speaking ability by singing the “Hello Song” and the “Goodbye
Song”, and also by repeating the pets’ names.
- Deepen their understanding of commands/ instructions in L2 while developing

10. their social skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Numbers:
1 (one), 2 (two),
3 (three), 4 (four),
5 (five), 6 (six),
7(seven), 8 (eight),
9 (nine), 10 (ten)
- Following
commands
and/or
instructions.
- Saying the
numbers and
their age.
WH questions
and answers in
the simple
present tense:
- How old are
you?
I am….
- What number is
it?
It is…..
/wʌn/ one
/tu:/ two
/θri:/ three
/fo:/ four
/faɪv/ five
/sɪks/ six
/sevn/ seven
/eit/ eight
/naɪn/ nine
/ten/ten
NEW Pets:
Dog / Cat / Rabbit
-Saying the
names of the
pets.
- Recognize pets.
- Is it a pet?
Yes, it is. No, it
isn’t.
- What pet is it?
It’s a (DOG).
- Is it a pet or an
animal?
It is a pet. It is an
animal.
Bear /b/
Dog /d/
Cat /k/
Mouse /m/
Rabbit /r/
Turtle /t/
 Teaching Approach:
Natural Approach.
 Materials and resources:
A teddy bear.
A box.
Picture of a house.
Pictures of: Teddy, Puppy, Kitty, Nicky and a rabbit.
Flashcards with pictures of pets (dog, cat, turtle, rabbit).
Mini- Flashcards with pictures of pets (dog, cat, turtle, rabbit).
Puppetry (a bear, a dog, a cat, a mouse, a rabbit, a turtle).
Notebook. Speakers.
Hello song: - https://www.youtube.com/watch?v=gdeB9kDT6uI
Good bye song: - https://www.youtube.com/watch?v=rCr2t34vkIE
One video: https://www.youtube.com/watch?v=ziHkyuQNRDU
 Pedagogical use of ICT in class:
In this lesson, a song will be used to support the presentation of the teacher and

11. students. One video will be used to support the exposure of the students to the
teaching point. Activities are organized through audiovisual material to enhance
language acquisition and learning. To finish the lesson, a song will be supported in
the closure stage.
 Seating arrangements:
During the presentation, students will make a semi- circle.
During controlled practice and closure stages students will also be sitting in a
semi-circle on the floor in order to facilitate visual contact and interaction
among them and with the teacher. The teacher will sit in a chair conducting the
activity, although at some points in the lesson, she will stand up to give
commands and/or instructions to students.
 Cooperative work:
Students of this age are in a play stage, they will work together as a class, which
means that they can play together and participate actively.
 Possible problems and possible solutions regarding behavior:
Students may feel excited and enthusiastic at the sight of the puppet, as they have
gained confidence with him in the previous class. It is possible that some of them
want to touch him and it may happen that some students stand up, interrupting
the lesson and disorganizing themselves.
In order to avoid this situation, the teacher may get the puppet near to students in
order to make them know that they are available to touch Teddy if they want to,
however the teacher may let students know that they have to be organized and
take turns to do so.
 Potential problems students may have with the language:
Students at this age (especially this course at kindergarten’s level who have not had
any contact with the language before), may experience a silent period. Therefore, it
may happen that they refuse to answer to either the Teacher or the puppet’s
greeting in English, and prefer, doing it in their L1 or simply using their body
language. However, as I have remarked in the previous lesson, a nice strategy to
motivate students is that the teacher may encourage them to repeat after her.
Teacher will take as a signal of comprehension (Saying “Very Good!”) and keep on
trying to communicate in the target language. That is to say, it is ok for children to
draw to their mother tongue to achieve communication (especially in this course
that students have not been in contact with English language previously), but the
teacher should keep on using the target language.
 Assessment: what will be assessed and how:
I will monitor that students enjoy the class and check that students can
comprehend and identify the different names of pets shown in a video, by
observing they are watching the examples provided in the video, and then,
listening to them saying which pet is, while I point at the different flashcards; or I

12. present pets through puppetry, in which there are also animals which are not
considered pets, so they have to identify which ones are pets and which ones are
not pets. Also, I will encourage them to repeat chunks after me (in order to
practice and incorporate new knowledge) but most importantly to produce the
chunks of language I’m teaching.
ROUTINE (5’)
Aim: To get students’ attention and arrange them to start the lesson. To establish
rapport.
The teacher will enter the room and greet students with a warm “Hello!”
I will ask the children to sit in a semi-circle on the floor and I will join them by
sitting on a chair in front of them. I will speak in English, but I will use my body
language and mime to try to arrange them. The last resource I will use is L1 (I
suppose it will be necessary to make use of L1 in special situations as they have not
been in contact with L2 previously).
Transition: Teacher: Hello, students!
Students: Hello!
Teacher: How are you today? Fine? Okay?
(Teacher puts her thumbs up and shows students a smile)
Students: Okay!/ Fine!/ Put thumbs up/ a smile.
Teacher: That’s great! (Smiling)
Teacher: Come on, let’s listen and sing the Hello song together!
(Teacher points at every students and even herself).
Song: Now it’s time to say hello, say hello, say hello
Now it’s time to say hello, hello everyone.
Link: https://www.youtube.com/watch?v=gdeB9kDT6uI
WARM-UP (5’)
Aim: To introduce students the topicof this lesson (“Pets”) and set the context for
introducing the puppet.
Transition: Teacher: Okay! Let’s see! Who’s here? (Pointing at the box)
Students: Teddy!

13. Teacher: Yes! It’s Teddy! Look! (While I take Teddy out of the box).
Okay! Let’s see! I have some flashcards here!
(I will take the flashcards out of my bag and show the four flashcards to
students).
“Come on Teddy! Let’s learn the pets’ names with students”
Teddy: Great! Learn about pets together! What are pets?
Teacher: They are pets. It’s a DOG. (While I take up one of the flashcards in
my hand and show it to students). Pets are animals which can live at home with us.
(While I take the picture of a house and I point at it and at the pet at the same time).
Teacher: Repeat with me Teddy! It’s a DOG.
Teddy: It’s a DOG!
Teacher: Very good! Students, is your turn. (While I hand up a flashcard)
Students: It’s a DOG!
I will repeat the same procedure with each flashcard (DOG – CAT –
RABBIT - TURTLE).
DOG

14. CAT
RABBIT
TURTLE
(The flashcards will be presented in isolation. Each pet will belong to a different
flashcard. Each one will be shown individually).
PRESENTATION
Timing: (5’)
Purpose: To teach students recognize the pets presented in the flashcards by
answering to the question:

15. “ Is it a pet?”
“What pet is it?
Transition:
Teacher: Look! Teddy has some mini- flashcards of pets! (As I take out
some mini-flashcards out of a plastic bag to show them).
What pet is it Teddy?
Teddy: It’s a CAT! (While I take in my hand a mini- flashcard of a cat).
Teacher: Very good! Listen students! Now, Teddy wants to learn pets
with you!
Teddy: Students, what animal is it? (As I take in my hand a mini- flashcard
of a rabbit)
Students: It’s a RABBIT! / RABBIT!
Teddy: Excellent!
(I will repeat the same procedure with each animal)
Then,I will take the miniflashcardsof the differentpetsandaskstudentsthe name of
each pet,inorderto check if theyhave acquiredthe namesof the pets shownandif
theycan identifyeachone.
Teacher: Is it a DOG? (While Itake in my hand the flashcard of a CAT).
Students:No!
Teacher: Very good!What pet isit?
Students:It’s a CAT.
Teacher: Excellent!
(I will repeatthe same procedure to check students’understanding).

16. CONTROLLED PRACTICE:
Timing: (20’)
Purpose: To allow students to practice the pets’ names and the structure “Is it a
pet?”…. “Yes it is. No it isn’t” / “What pet is it?”… “It’s…”
To distinguish animals which are not pets.
To play with puppetry by identifying their names.
ACTIVITY 1:
I will ask students to watch a video in which Teddy and his friends present themselves
by telling their names and the name of animal each one is.
Teacher: Now pay attention students! Watch the following video!
Teddy and his friends present themselves! Watch!!
(While I point at Teddy and then, at the computer).
Link: https://www.youtube.com/watch?v=ziHkyuQNRDU
After watching the video, I will show students 5 (five) pictures of: Teddy, Puppy, Kitty,
Nicky, the rabbit, which they previously watched in the video.
Transition: Teacher: Teddy is a BEAR. Students, repeat with me.
(While I take the following picture)
Students: It is a BEAR!
Teacher: Very good students! Teddy are you a pet? (While I point at Teddy
and at the picture of a house, in order to make students remember that pets live at
home).
Teddy: No!
Teacher: Let’s students look! (While I take the following picture)
Puppy is a DOG. Repeat!

17. Students: Puppy is a DOG!
Teacher: Is it a pet?
Students: Yes!
Then, I will do the same question with the following 3 (three) pictures, by showing one
flashcard per time (as I introduce Kitty, Nicky and the Rabbit), and then asking to
students: “Is it a pet?”

18. Teacher: Great students! Very good!
ACTIVITY 2:
Once students finish saying the pets’ names and identifying which ones of the ones
they watch in the 5 pictures are pets or not, I tell to them that Teddy wants to present
them his friends from the video and other friend too.
Transition: Teacher: Listen! Teddy wants to present his friends! He has a surprise.
(I look at my bag and take out the puppetry of animals – one per time-).
Teddy: Look! These are my friends. (While I take out of my bag the bear’s puppet).
Ohhh! He’s a bear like me!
(I will take the puppetry on my fingers and present each one individually)
Teacher: Look! We have two Teddy bears!

19. Bear’s puppet: Hello students! Hello boys! Hello girls! How are you? Fine?
Students: Fine! Okay!
Bear’s Puppet: My name is Teddy! Am I a CAT?
Students: No! A BEAR!
Teacher: Is it a pet? (While I move my finger with the bear looking at
students)
Students: NO!
Bear’s Puppet: Very good! Thank you my friends!
(Then I take from my bag the cat’s puppet and I present it to students)
Teacher: Now, look! What’s your name? (As I take the puppet in the other
hand).
Cat’s Puppet: Hello boys! Hello girls! Hello teacher! My name is Kitty!
Am I a DOG?
Students: No! A CAT!
Teacher: Is it a pet?
Students: YES!
Cat’s Puppet: Excellent students!
(I will repeat the same procedure with the dog’s puppet, the mouse’s puppet and the
rabbit’s puppet, and the turtle’s puppet, in order topresent all the puppetry to
students and interact with them).
CLOSURE
Timing: (5’)
Purpose: To round up the lesson and develop students’ listening and speaking skills
by means of singing the “Good-Bye Song”.
Now, I will put a plastic bag on the table with the mini-flashcards of pets inside, but
also with candies, and I will tell students that Teddy wants to give them a present
before leaving.
Teacher: Listen students! Teddy has a surprise for you! (While I point to the plastic
bag with the mini-flashcards and the candies).
Teddy: I am happy to learn pets’ names with you and to present my friends to you!

20. You are my friends too! (While I hold Teddy on my hand facing him to students).
Then, I get closer to each student with the plastic bag and ask each one to take off one
mini-flashcard, and I give one candy to each student as a present.
At last, I will tell students that it is time to say Good-bye to me and to Teddy.
Teacher: Thank you students! Now, Teddy and I have to say Good-bye! (While
I wave my hand).
Let’s sing the “Good-bye song”!
Song: Now it's time to say good-bye
say good-bye say good-bye
Now it's time to say good-bye
Good-bye, everyone.
https://www.youtube.com/watch?v=rCr2t34vkIE
I will say Good-bye to students and I will leave the room as soon as the lesson finishes.
MICAELA J. BUTTIGLIERI.