This document provides details of an English lesson for a first grade class in Bariloche, Argentina. The lesson focuses on the story "Goldilocks and the Three Bears" and teaches family and house vocabulary. Key points of the lesson include identifying family members, practicing weather and mood routines, and identifying basic house rooms and locating characters in specific places. The teacher uses a variety of activities, materials, and classroom management strategies to engage students and address any issues that may arise.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Kindergarten Journal EntriesLu Lopez
Julie introduces the trainee to her first grade class. The lesson follows the class's daily routine, including songs, counting activities, emotion identification, and a Simon Says game. Julie reads Goldilocks and the Three Bears to the class, using expressive reading and gestures. Students then sing and complete a weather-related writing activity. The trainee observes the class's engaged participation throughout and feels more comfortable about her upcoming lessons.
Gabriela Lema observed a class of 4 year old children and summarized her observations. The teacher, Cecilia, led the class through a series of songs and activities focused on weather, numbers, emotions, and colors. Students were engaged and participated by singing, counting, and identifying feelings and objects. Gabriela noted the teacher's effective use of songs, gestures, and visual aids to teach concepts and encourage interaction. She reflected on incorporating more individual activities and group work in future lessons.
This lesson plan is for a kindergarten class on parts of the body. The lesson will introduce and practice vocabulary for parts of the body like mouth, ears, eyes, legs, head, nose, neck, arm, stomach, knee and feet. Students will participate in interactive activities using puppets to identify, name, and mimic different body parts. They will also work independently to create a monster drawing by following oral instructions. The lesson aims to expose students to new vocabulary while encouraging participation and production of language through songs and modeling.
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.
The document is a lesson plan for a kindergarten class. It introduces new vocabulary about school objects and shapes. During the lesson, students will learn to identify and name school objects like crayons, pencils, and glue. They will also practice following simple instructions and developing listening skills through songs. A variety of activities are planned, including using hand puppets to review weather vocabulary, playing a game to practice object names, and coloring worksheets.
Estebo tpd- final assessment report kindergarten periodCynthiaestebo
Cynthia Estebo completed her kindergarten teaching practicum at the "José Manuel Estrada" school in Punta Alta, Argentina from April to May 2015. She taught English to a group of 27 4-year-old students. Estebo applied communicative language teaching approaches and used various hands-on materials like songs, games, and crafts. While classroom management was initially challenging, over the course of the practicum Estebo improved her skills with guidance from cooperating teachers. Estebo found the experience rewarding and felt the students enjoyed and benefited from her lessons. She concluded that teaching young learners was more demanding but also more fulfilling than she had expected.
In 3 sentences:
Cynthia conducted 4 English lessons with a group of 27 4-year-old kindergarten students. She found that using songs, flashcards, and a stuffed teddy bear (Bobby Bear) were very effective at engaging the students and fostering communication in English. While some activities like worksheets and crafts were less successful, Cynthia improved her classroom management techniques and plans to continue using engaging materials and activities that keep students active and focused, like TPR games. She is also working on finding new ways to keep students calm during transitions between activities.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Kindergarten Journal EntriesLu Lopez
Julie introduces the trainee to her first grade class. The lesson follows the class's daily routine, including songs, counting activities, emotion identification, and a Simon Says game. Julie reads Goldilocks and the Three Bears to the class, using expressive reading and gestures. Students then sing and complete a weather-related writing activity. The trainee observes the class's engaged participation throughout and feels more comfortable about her upcoming lessons.
Gabriela Lema observed a class of 4 year old children and summarized her observations. The teacher, Cecilia, led the class through a series of songs and activities focused on weather, numbers, emotions, and colors. Students were engaged and participated by singing, counting, and identifying feelings and objects. Gabriela noted the teacher's effective use of songs, gestures, and visual aids to teach concepts and encourage interaction. She reflected on incorporating more individual activities and group work in future lessons.
This lesson plan is for a kindergarten class on parts of the body. The lesson will introduce and practice vocabulary for parts of the body like mouth, ears, eyes, legs, head, nose, neck, arm, stomach, knee and feet. Students will participate in interactive activities using puppets to identify, name, and mimic different body parts. They will also work independently to create a monster drawing by following oral instructions. The lesson aims to expose students to new vocabulary while encouraging participation and production of language through songs and modeling.
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.
The document is a lesson plan for a kindergarten class. It introduces new vocabulary about school objects and shapes. During the lesson, students will learn to identify and name school objects like crayons, pencils, and glue. They will also practice following simple instructions and developing listening skills through songs. A variety of activities are planned, including using hand puppets to review weather vocabulary, playing a game to practice object names, and coloring worksheets.
Estebo tpd- final assessment report kindergarten periodCynthiaestebo
Cynthia Estebo completed her kindergarten teaching practicum at the "José Manuel Estrada" school in Punta Alta, Argentina from April to May 2015. She taught English to a group of 27 4-year-old students. Estebo applied communicative language teaching approaches and used various hands-on materials like songs, games, and crafts. While classroom management was initially challenging, over the course of the practicum Estebo improved her skills with guidance from cooperating teachers. Estebo found the experience rewarding and felt the students enjoyed and benefited from her lessons. She concluded that teaching young learners was more demanding but also more fulfilling than she had expected.
In 3 sentences:
Cynthia conducted 4 English lessons with a group of 27 4-year-old kindergarten students. She found that using songs, flashcards, and a stuffed teddy bear (Bobby Bear) were very effective at engaging the students and fostering communication in English. While some activities like worksheets and crafts were less successful, Cynthia improved her classroom management techniques and plans to continue using engaging materials and activities that keep students active and focused, like TPR games. She is also working on finding new ways to keep students calm during transitions between activities.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
This document provides a lesson plan for a 50-minute English class for 5-7 year old students focused on food vocabulary. The lesson plan includes the following stages: a routine involving greetings and a song; a lead-in using a stuffed horse puppet to introduce new food words and practice numbers 1-10; a development stage where students complete an activity book page drawing the correct number of foods; and a closure game where students work in groups to shop for foods at a pretend supermarket based on flashcards. The plan outlines learning objectives, materials, classroom management strategies, and potential contingencies to support student learning and engagement.
This document provides a lesson plan for an English class focusing on parts of the house and locations. The 50 minute lesson has the following stages:
1) A warm-up greeting routine to review daily greetings.
2) A presentation where the teacher reviews parts of the house vocabulary using pictures of the character Zappy looking for friends in different rooms.
3) A development activity where the teacher mimes actions in different rooms for students to guess the location.
4) A production activity where students listen to a recording and complete sentences about where Zappy's friends are located in the house.
5) A conclusion singing a song about cleaning up different parts of the house.
Estebo – tpd – lesson plan nº 2 kindergartenCynthiaestebo
The document summarizes an English lesson plan for a group of 4-year-olds in Argentina. The 30-minute lesson focuses on colors and numbers. It includes revising colors like red and blue, introducing numbers 1-10, and using the vocabulary in activities like a song, game with stuffed animals, and worksheet. The lesson aims to develop the children's listening, speaking and vocabulary skills through interactive and communicative activities.
The document provides details of an English lesson plan for young learners focused on food vocabulary. The 50-minute lesson has several stages: a routine involving greetings songs; a lead-in revising actions words like peel and chop through a banana song; developing activities where students imagine being chefs and make a fruit salad using the new vocabulary. Assessment involves observing students' use of language and participation. The lesson aims to consolidate food vocabulary, cooking verbs, and phrases for expressing likes/dislikes through engaging activities like singing, role-playing as chefs, and a cooperative cooking game.
Estebo – tpd – lesson plan nº 5 kindergartenCynthiaestebo
- The document outlines a 30-minute English lesson plan for 4-year-olds focusing on farm animals and colors.
- The lesson plan includes aims such as revising vocabulary, introducing new content, and developing speaking skills through songs and roleplaying.
- A variety of activities are planned, including flashcard warmups, singing "Old McDonald" while acting with paper bag puppets, watching a video, and saying goodbye with a song. The lesson integrates listening, speaking, and movement.
Estebo – tpd – lesson plan nº 3 kindergartenCynthiaestebo
The document summarizes a lesson plan for a kindergarten class focusing on farm animals. The 30-minute lesson includes the following elements: greeting and warm-up songs, revising colors and numbers vocabulary through a flashcard game, introducing new vocabulary of farm animals through flashcards and the game "Simon Says", practicing recognition of animals through a pelmanism matching game, and closing with a goodbye song. The goal is for students to practice existing vocabulary, learn new vocabulary of farm animals, and develop speaking skills through participation in the interactive activities and games.
Following the main teacher´s tips, in this lesson I included an activity in which students were encouraged to stick some magazine pictures on wallpaper in order to make a poster. Students really enjoyed it and it gave me enough time to go round the room and elicit new chunks from students in isolation. It was a pity that the lesson was only 30 minutes, it would be better if students had had the possiblity of finding the pictures themselves in different magazines.
This document provides details of an English lesson plan for a 4th grade beginner level class. The 50 minute lesson aims to teach students new vocabulary related to parts of a house and furniture. Activities include reviewing vocabulary from the previous lesson, introducing new vocabulary, practicing pronunciation, matching vocabulary words to pictures, filling in blanks with vocabulary words, and playing a memory game to reinforce learning. The lesson concludes by singing a song incorporating the vocabulary.
Estebo tpd- lesson plan nº 1 kindergartenCynthiaestebo
This document outlines a lesson plan for a class of 4-year-olds focusing on colors. The lesson plan includes greetings, singing songs, playing games like "I spy" to introduce colors, chanting while holding colored balloons, and doing a coloring worksheet. The goal is for students to learn and practice colors in English through engaging activities using visuals and music.
This document provides a lesson plan for a 30-minute English class for 5-year-olds focusing on colors. The lesson plan includes objectives to teach the colors blue, red, yellow, and green. It outlines the opening routine, presentation of colors through a teddy bear puppet and balloons, a controlled practice activity where students say the colors of balloons, and a closing activity where students paint balloons. Assessment is through observation of students enjoying the lesson and correctly saying the colors.
This document provides a lesson plan summary for an English class taught to 26 beginning level students in a Nivel Inicial – sala 5 classroom. The lesson plan focuses on family vocabulary including mother, father, brother, sister, boy and girl. The 30 minute lesson includes a warm-up greeting song, a story and picture presentation on James' family, and a drawing activity where students circle the boy or girl in pictures. The lesson closes by singing a goodbye song together. The teacher aims to introduce new family vocabulary and have students make connections between family members through a video, pictures and song.
The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.
This document outlines a lesson plan for an English class in an Argentine kindergarten. The 30-minute lesson focuses on integrating vocabulary related to clothing that was presented in previous lessons. Students will roleplay getting dressed using puppets and participate in a game where they name items of clothing characters are putting on. The lesson concludes by singing songs together and saying goodbye, as this is the student teacher's last class with this group.
- The document summarizes observations from a teacher trainee's 6 practice teaching sessions with a beginner level group of 5-year-olds.
- It describes the daily routines, activities done like songs and games, and the children's engagement and behavior.
- The trainee reflected on improving time management, attention to students, and ending classes calmly based on feedback.
This document provides a lesson plan for an English class teaching young students about family members. The lesson introduces vocabulary for mummy, daddy, brother and sister by telling a story about a monkey's family. Students then do an activity matching pictures of human and monkey family members. The lesson closes with students singing a song reinforcing the new vocabulary. The plan aims to help students name basic family members in English.
This document summarizes a lesson plan for a beginner English class. The lesson teaches parts of the house vocabulary through the story of Zappy the fairy searching for her friends in different rooms of the house. The teacher will introduce the vocabulary by placing pictures of Zappy in different rooms, having students practice pronunciation. Students will then complete sentences about where Zappy finds her friends and identify rooms in pictures. The lesson concludes by singing a song reviewing the locations of Zappy, Milton and Sonia in the house.
This document provides a lesson plan for an English class taught in an Argentinian kindergarten. The lesson plan includes:
- An introduction to the class with 17 students aged 5 in the "yellow room" working at a beginner language level.
- Lesson aims to review numbers, colors, toys and for students to say their names in English.
- A presentation using flashcards to review vocabulary, a puppet for student engagement.
- A controlled practice activity where students color pictures following English instructions.
- A song closure to end the lesson.
The document summarizes classroom observations of an English language class for 4-5 year old students. Over five classes, the observer implemented various activities centered around themes like families, animals and the zoo. Songs, stories, videos and hands-on activities engaged the enthusiastic children. The observer realized they must stimulate the young learners through organized lessons using different resources to maintain interest given their short attention spans. Flexibility and adapting to the group was also important. Overall, implementing suggestions from teaching books helped guide effective lesson planning for the age group.
The document provides details about an English lesson for 5th grade students in Coronel Dorrego, Argentina. The 50-minute lesson focuses on clothing vocabulary and involves watching a video about animals wearing clothes. Students will practice describing what characters are wearing, develop writing skills by creating a song verse, and have homework matching clothing words. The natural approach method is used with pre-listening, while listening, and post-listening activities to reinforce vocabulary comprehension.
1) The document describes 3 observations of an English kindergarten class taught by teacher Sabrina.
2) During the lessons, the students sang songs, practiced vocabulary words about family members, and did activities with drawings to reinforce the new words.
3) The teacher Sabrina created a positive and engaging learning environment where the students participated enthusiastically and enjoyed practicing their English.
This lesson plan is for an English language arts class in a behavioral school setting. The lesson focuses on reading comprehension, vocabulary, and summarization skills. Students will read two short stories - "For Want of a Horseshoe Nail" and "The Stolen Party" - and complete accompanying activities to practice identifying details, sequences of events, making inferences, and understanding multiple meanings of words. In addition to the group lesson, individual students will work on targeted skills at reading and vocabulary centers.
Kindergarten teachers are required to have a four-year college degree in education. They create lesson plans, implement engaging activities, and teach basic subjects like math, reading, and writing to help students learn foundational skills. This document provides examples of kindergarten lesson plans and activities focused on writing sentences, counting with fingers, reading the alphabet, and basic addition and subtraction. It also notes some of the challenges kindergarten teachers face like facilitating learning, effective communication, creating educational products, and managing time.
This document provides a lesson plan for a 50-minute English class for 5-7 year old students focused on food vocabulary. The lesson plan includes the following stages: a routine involving greetings and a song; a lead-in using a stuffed horse puppet to introduce new food words and practice numbers 1-10; a development stage where students complete an activity book page drawing the correct number of foods; and a closure game where students work in groups to shop for foods at a pretend supermarket based on flashcards. The plan outlines learning objectives, materials, classroom management strategies, and potential contingencies to support student learning and engagement.
This document provides a lesson plan for an English class focusing on parts of the house and locations. The 50 minute lesson has the following stages:
1) A warm-up greeting routine to review daily greetings.
2) A presentation where the teacher reviews parts of the house vocabulary using pictures of the character Zappy looking for friends in different rooms.
3) A development activity where the teacher mimes actions in different rooms for students to guess the location.
4) A production activity where students listen to a recording and complete sentences about where Zappy's friends are located in the house.
5) A conclusion singing a song about cleaning up different parts of the house.
Estebo – tpd – lesson plan nº 2 kindergartenCynthiaestebo
The document summarizes an English lesson plan for a group of 4-year-olds in Argentina. The 30-minute lesson focuses on colors and numbers. It includes revising colors like red and blue, introducing numbers 1-10, and using the vocabulary in activities like a song, game with stuffed animals, and worksheet. The lesson aims to develop the children's listening, speaking and vocabulary skills through interactive and communicative activities.
The document provides details of an English lesson plan for young learners focused on food vocabulary. The 50-minute lesson has several stages: a routine involving greetings songs; a lead-in revising actions words like peel and chop through a banana song; developing activities where students imagine being chefs and make a fruit salad using the new vocabulary. Assessment involves observing students' use of language and participation. The lesson aims to consolidate food vocabulary, cooking verbs, and phrases for expressing likes/dislikes through engaging activities like singing, role-playing as chefs, and a cooperative cooking game.
Estebo – tpd – lesson plan nº 5 kindergartenCynthiaestebo
- The document outlines a 30-minute English lesson plan for 4-year-olds focusing on farm animals and colors.
- The lesson plan includes aims such as revising vocabulary, introducing new content, and developing speaking skills through songs and roleplaying.
- A variety of activities are planned, including flashcard warmups, singing "Old McDonald" while acting with paper bag puppets, watching a video, and saying goodbye with a song. The lesson integrates listening, speaking, and movement.
Estebo – tpd – lesson plan nº 3 kindergartenCynthiaestebo
The document summarizes a lesson plan for a kindergarten class focusing on farm animals. The 30-minute lesson includes the following elements: greeting and warm-up songs, revising colors and numbers vocabulary through a flashcard game, introducing new vocabulary of farm animals through flashcards and the game "Simon Says", practicing recognition of animals through a pelmanism matching game, and closing with a goodbye song. The goal is for students to practice existing vocabulary, learn new vocabulary of farm animals, and develop speaking skills through participation in the interactive activities and games.
Following the main teacher´s tips, in this lesson I included an activity in which students were encouraged to stick some magazine pictures on wallpaper in order to make a poster. Students really enjoyed it and it gave me enough time to go round the room and elicit new chunks from students in isolation. It was a pity that the lesson was only 30 minutes, it would be better if students had had the possiblity of finding the pictures themselves in different magazines.
This document provides details of an English lesson plan for a 4th grade beginner level class. The 50 minute lesson aims to teach students new vocabulary related to parts of a house and furniture. Activities include reviewing vocabulary from the previous lesson, introducing new vocabulary, practicing pronunciation, matching vocabulary words to pictures, filling in blanks with vocabulary words, and playing a memory game to reinforce learning. The lesson concludes by singing a song incorporating the vocabulary.
Estebo tpd- lesson plan nº 1 kindergartenCynthiaestebo
This document outlines a lesson plan for a class of 4-year-olds focusing on colors. The lesson plan includes greetings, singing songs, playing games like "I spy" to introduce colors, chanting while holding colored balloons, and doing a coloring worksheet. The goal is for students to learn and practice colors in English through engaging activities using visuals and music.
This document provides a lesson plan for a 30-minute English class for 5-year-olds focusing on colors. The lesson plan includes objectives to teach the colors blue, red, yellow, and green. It outlines the opening routine, presentation of colors through a teddy bear puppet and balloons, a controlled practice activity where students say the colors of balloons, and a closing activity where students paint balloons. Assessment is through observation of students enjoying the lesson and correctly saying the colors.
This document provides a lesson plan summary for an English class taught to 26 beginning level students in a Nivel Inicial – sala 5 classroom. The lesson plan focuses on family vocabulary including mother, father, brother, sister, boy and girl. The 30 minute lesson includes a warm-up greeting song, a story and picture presentation on James' family, and a drawing activity where students circle the boy or girl in pictures. The lesson closes by singing a goodbye song together. The teacher aims to introduce new family vocabulary and have students make connections between family members through a video, pictures and song.
The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.
This document outlines a lesson plan for an English class in an Argentine kindergarten. The 30-minute lesson focuses on integrating vocabulary related to clothing that was presented in previous lessons. Students will roleplay getting dressed using puppets and participate in a game where they name items of clothing characters are putting on. The lesson concludes by singing songs together and saying goodbye, as this is the student teacher's last class with this group.
- The document summarizes observations from a teacher trainee's 6 practice teaching sessions with a beginner level group of 5-year-olds.
- It describes the daily routines, activities done like songs and games, and the children's engagement and behavior.
- The trainee reflected on improving time management, attention to students, and ending classes calmly based on feedback.
This document provides a lesson plan for an English class teaching young students about family members. The lesson introduces vocabulary for mummy, daddy, brother and sister by telling a story about a monkey's family. Students then do an activity matching pictures of human and monkey family members. The lesson closes with students singing a song reinforcing the new vocabulary. The plan aims to help students name basic family members in English.
This document summarizes a lesson plan for a beginner English class. The lesson teaches parts of the house vocabulary through the story of Zappy the fairy searching for her friends in different rooms of the house. The teacher will introduce the vocabulary by placing pictures of Zappy in different rooms, having students practice pronunciation. Students will then complete sentences about where Zappy finds her friends and identify rooms in pictures. The lesson concludes by singing a song reviewing the locations of Zappy, Milton and Sonia in the house.
This document provides a lesson plan for an English class taught in an Argentinian kindergarten. The lesson plan includes:
- An introduction to the class with 17 students aged 5 in the "yellow room" working at a beginner language level.
- Lesson aims to review numbers, colors, toys and for students to say their names in English.
- A presentation using flashcards to review vocabulary, a puppet for student engagement.
- A controlled practice activity where students color pictures following English instructions.
- A song closure to end the lesson.
The document summarizes classroom observations of an English language class for 4-5 year old students. Over five classes, the observer implemented various activities centered around themes like families, animals and the zoo. Songs, stories, videos and hands-on activities engaged the enthusiastic children. The observer realized they must stimulate the young learners through organized lessons using different resources to maintain interest given their short attention spans. Flexibility and adapting to the group was also important. Overall, implementing suggestions from teaching books helped guide effective lesson planning for the age group.
The document provides details about an English lesson for 5th grade students in Coronel Dorrego, Argentina. The 50-minute lesson focuses on clothing vocabulary and involves watching a video about animals wearing clothes. Students will practice describing what characters are wearing, develop writing skills by creating a song verse, and have homework matching clothing words. The natural approach method is used with pre-listening, while listening, and post-listening activities to reinforce vocabulary comprehension.
1) The document describes 3 observations of an English kindergarten class taught by teacher Sabrina.
2) During the lessons, the students sang songs, practiced vocabulary words about family members, and did activities with drawings to reinforce the new words.
3) The teacher Sabrina created a positive and engaging learning environment where the students participated enthusiastically and enjoyed practicing their English.
This lesson plan is for an English language arts class in a behavioral school setting. The lesson focuses on reading comprehension, vocabulary, and summarization skills. Students will read two short stories - "For Want of a Horseshoe Nail" and "The Stolen Party" - and complete accompanying activities to practice identifying details, sequences of events, making inferences, and understanding multiple meanings of words. In addition to the group lesson, individual students will work on targeted skills at reading and vocabulary centers.
Kindergarten teachers are required to have a four-year college degree in education. They create lesson plans, implement engaging activities, and teach basic subjects like math, reading, and writing to help students learn foundational skills. This document provides examples of kindergarten lesson plans and activities focused on writing sentences, counting with fingers, reading the alphabet, and basic addition and subtraction. It also notes some of the challenges kindergarten teachers face like facilitating learning, effective communication, creating educational products, and managing time.
Lesson Plan for Art - Std. II (Theme - Vegetables)Marina Corda
Lesson Plan for Art – Std. II (Theme - Vegetables) by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
This document lists various types of fruit including banana, plum, apple, pomegranate, apricot, peach, pear, strawberry, cherry, fig, orange, grapes, quince, watermelon, melon, pineapple, tangerine, sour cherry, and kiwi. Each fruit is listed on its own line without any additional details provided.
This lesson plan is designed to develop speaking skills in primary school students. Over six days, it aims to help students speak freely without fear, build confidence and trust, and understand the difference between right and wrong. Students will discuss topics related to family, friends, and their safety through presentations, group discussions, role-playing activities, and individual assignments. The lesson introduces vocabulary words and concepts to help students express their feelings, viewpoints, and emotions more clearly.
This lesson plan aims to teach students about the poem "The Little Rain" by Tu Fu. It involves grouping students to discuss a video about raindrops, reading and discussing the poem line by line, and identifying the advantages of rain mentioned in the poem. Students will draw something related to rain's contributions from the poem and compose a response to the video they watched. The lesson aims to help students understand the main ideas of the poem and importance of rain.
This document lists common vegetables that are suitable for kids, including carrot, brinjal, tomato, ladyfinger, cauliflower, cabbage, potato, and onion.
Activity Based Learning (ABL) Through Effectively Developed Lesson PlanTauqeer Khalid Khan
The document discusses implementing activity-based learning through effective lesson planning. It begins with objectives of understanding ABL and promoting its use in teaching. It then explains key aspects of ABL like interactive teaching, communicative approach, and sample lesson plans and activities for different grades. The document emphasizes that ABL enhances creativity and gives students varied hands-on experiences to facilitate learning. It also addresses impediments to implementing ABL and provides recommendations.
This document provides a detailed lesson plan for a kindergarten class on February 24, 2015. The plan includes objectives like identifying recyclable materials and understanding opposites. Activities include sorting real objects into recyclable categories, playing opposite word matching games, categorizing pictures by syllable count, arranging objects by size, and practicing subtraction. A story will be read called "Si Emang Engkantada at ang Tatlong Haragan" and discussed. Other activities involve making combinations of 10 with counters and playing a sinking boat game in groups.
The lesson plan aims to teach kindergarten students about animal habitats and fruits and vegetables. For animals, students will identify and give examples of animals that live on land, in water, and in both land and water. They will also discuss how to show kindness to animals. For fruits and vegetables, students will identify and classify pictures as fruits or vegetables, and explain the importance of eating them. Activities include matching animals to habitats, sorting fruits and vegetables, and drawing assignments.
The document describes a speaking activity for grade 1 students about four types of fruit: apples, oranges, bananas, and strawberries. The purpose is for students to learn the names, colors, and health benefits of these fruits and encourage them to speak about them. The activity incorporates flashcards, descriptions, picture matching, and questions to motivate students to think and communicate about the fruits.
1) The document is a lesson plan for a 5th grade class to learn about vegetables and favorite foods.
2) The lesson aims to teach students to name vegetables, say their favorite food, and ask and say what foods they like or dislike.
3) Activities include identifying vegetables like tomatoes, carrots, bell peppers, and corn, completing sentences about vegetables, and asking each other about favorite foods and food preferences.
Detailed Lesson Plan in English For KindergartenRae Anne Sapu-an
The document provides a detailed lesson plan for teaching kindergarten students about the letter A. The objectives are for students to identify objects starting with A, write the capital and lower case A, and appreciate the importance of A through an activity. The teacher leads activities like singing the ABC song, identifying objects like apple and ant that start with A, demonstrating how to write A, and having students draw pictures of objects starting with A. The lesson emphasizes the importance of learning the alphabet and letter A.
This document discusses teaching English to young learners and introduces several fruits. It asks what fruits the reader likes and then provides images and the names of common fruits like apple, strawberry, cherry, grapes, orange, banana, watermelon, and pineapple. It concludes by thanking the reader.
The document contains two lesson plans for teaching science to kindergarten students.
The first lesson plan aims to teach students about the different habitats where animals live - land, water, and air. Various activities are outlined, including using pictures of animals and having students identify their habitats.
The second lesson plan focuses on teaching students to identify green leafy and yellow vegetables. Similar activities are described, such as using pictures of vegetables and having students sort them into the proper categories. Music is incorporated into both lessons to motivate and engage the students.
This document discusses the structure, composition and classification of fruits and vegetables. It begins by describing the simple and complex cell tissues that make up fruits and vegetables, including parenchyma, dermal, vascular, collenchyma and sclerenchyma tissues. It then examines the chemical composition of plant materials, listing the main components as carbohydrates, proteins, fats, vitamins, minerals, water and phytochemicals. The document proceeds to classify and describe different types of fruits and vegetables in detail. It explores the nutritional profiles, pigments, ripening processes, storage considerations and enzymatic and non-enzymatic browning reactions of fruits and vegetables.
This kindergarten lesson introduces basic shapes, letters, numbers and colors. It defines common shapes like squares, circles, triangles and rectangles, describes vowels and consonants, and shows numbers 1 through 5 and colors like red, blue, yellow, green and black. The lesson emphasizes that letters help form words, numbers are everywhere, and asking what color students see.
The document discusses fruit and vegetables. It defines vegetables as edible plant tissue including roots, bulbs, stems, flowers, leaves, seeds and some fruits. Fruits are the edible parts of plants containing seeds or mature ovaries. Fresh produce provides dietary fiber, vitamins, minerals and little to no fat. When shopping, one should avoid bruised or damaged items and buy in season. Proper refrigeration and storage helps maintain freshness and safety.
This document provides information on fruits and vegetables, including recommended daily amounts, classifications, nutrients they provide, selecting, storing, preserving nutrients when cooking, and conditions that destroy nutrients. It recommends eating at least 2 1/2 cups of fruit and 3 cups of vegetables per day. Various fruits and vegetables are classified by their physical characteristics like bulbs, leaves, roots, etc. They provide vitamins, minerals, fiber and other nutrients important for health. Proper storage methods depend on if the produce is fresh, dried, canned or frozen. Steaming is highlighted as the best cooking method to retain nutrients.
During this lesson, students will:
1) Revise vocabulary related to parts of the body, colors, and numbers through commands like "touch your head" and a chant.
2) Learn new vocabulary for arms, legs, and fingers.
3) Practice the new vocabulary by drawing a picture of a friend following commands to use different colors for body parts.
4) Be assessed on their participation, ability to follow commands, and answer questions about the new vocabulary.
The document outlines a lesson plan for a beginner English class of 31 5-year-olds focusing on school objects. The plan includes aims to identify and learn school objects, revise colors, and develop listening and speaking skills. A variety of activities are outlined using songs, flashcards, real objects, and a worksheet to present, practice, and assess the target vocabulary.
This lesson plan is for a kindergarten class of 17 5-year-old students learning English as a beginner level. The 60-minute lesson's topic is "My Pets" and aims to teach students to identify and name different pets, develop speaking skills through a story about a pet named Biscuit, and develop listening skills through the same story. The lesson uses pictures, songs, flashcards and a worksheet to engage students through different activities including a warm-up identifying pets, presenting the Biscuit story, and developing their sequencing skills by ordering pictures from the story.
- The lesson plan aims to develop students' listening skills through commands, songs, and identifying parts of the face.
- The teacher will revise commands and introduce parts of the face through songs, flashcards, and a face-forming activity.
- Students will work in groups to quickly form faces by gluing parts, then point to and name the parts along with the teacher.
- Listening and speaking skills will be integrated through commands, songs, and naming face parts. The teacher will assess understanding of vocabulary.
This lesson plan is for a first grade class in Argentina. The lesson focuses on family members and action verbs. The teacher aims to have students recognize questions about family, structures like "This is my dad", and new vocabulary for action verbs. During the lesson, students will listen to a song, do total physical response activities, play a memory game, and be assessed on their understanding.
The lesson plan aims to teach kindergarten students greetings and personal information in English. It includes 5 stages: a warm up singing song, a presentation where students introduce themselves playing with a ball, a development stage where they draw and write their names, learning a goodbye song, and closure singing the song together. The plan integrates listening, speaking, and writing skills and uses a video and worksheet to enhance learning. The teacher will assess comprehension through repetition and gestures.
This lesson plan is for a first English class with 5-year-olds focusing on greetings and introductions. The teacher will use a teddy bear puppet to model greeting behaviors and asking for names. Students will practice greetings with the puppet and each other in pairs. To conclude, students will complete a worksheet writing their own name. The teacher provides thorough explanations of classroom management strategies and potential issues. An evaluator scores the lesson plan positively and offers encouragement and suggestions for future lessons.
- The document outlines a lesson plan for an English class focusing on clothing items associated with different seasons, specifically winter and summer.
- The lesson aims to teach students to distinguish between cold weather clothes (winter) and hot weather clothes (summer) through activities identifying clothing items, counting clothes, and classifying clothes according to season.
- A variety of speaking, listening, and writing activities are included, such as singing songs, answering questions, completing worksheets, and classifying images.
The lesson plan aims to teach students clothing vocabulary in English. It includes three main parts: a warmup song, presentation of new vocabulary through flashcards and labeling activities, and a development section with matching, coloring, and question-answer activities. Students will practice describing what they and others are wearing. The lesson concludes with a song to review the vocabulary. Homework involves matching clothing items with their names. Potential issues like distraction are addressed, and student understanding will be assessed through interaction and a homework assignment.
Lesson Plan 1- Navarro - Resubmission - P.pdfsuyainavarro
This document provides a lesson plan for an English class for 4-5 year old students. The lesson aims to teach greetings, feelings vocabulary, and colors. It includes lead-in activities to introduce greetings and names. A song is used to teach feelings vocabulary through actions. Students will watch a video, identify feelings, and sing and act out the song. Flashcards will reinforce the vocabulary. The teacher will observe students and assess their understanding and progress.
Lesson Plan 1 - Navarro - resubmission - psuyainavarro
This lesson plan summarizes a 40-minute English class for 4-5 year olds focused on greetings, feelings, and colors. The plan includes three stages: a lead-in where students greet each other and the teacher, a development section with two simultaneous activities introducing feelings and colors vocabulary through a song and puppet, and a closure singing a goodbye song. Scaffolding strategies like using gestures, repetition, and the students' native language are included. A follow-up homework assignment asks students to draw what makes them happy. The teacher provides feedback on the plan and requests the instructions for the homework be sent separately.
The lesson plan is for a kindergarten class of 17 five-year-old students learning English as a beginner level. The 60-minute lesson focuses on pets and teaches students to identify common pets, say what pet they have, and imitate the sounds of different pets. A variety of activities are used including singing songs, watching a video, playing a dice game, and completing a worksheet. The lesson follows the PPP structure and aims to develop students' speaking, listening, and motor skills through an engaging lesson about pets.
- The lesson plan aims to teach 5-year-old students about clothes and weather conditions over 30 minutes.
- Students will revise weather vocabulary like sunny, rainy, cloudy. They will learn new clothes vocabulary like hat, jacket, t-shirt, trousers, shorts, boots, shoes.
- A variety of activities are planned, including a circle time introduction, PowerPoint presentation, game passing around a bag of clothes, and individual work pasting clothes onto picture cards.
This lesson plan is for a 1st grade English class in Argentina. The lesson will focus on action verbs like clap, stamp, and shake. Students will review colours and body parts. They will learn new vocabulary for actions and jungle characters. The teacher will use pictures, a song, and a game with a die to reinforce the vocabulary. Students will practice asking and answering simple questions. The lesson aims to improve students' listening, speaking, and recognition of action verbs through interactive activities.
The document summarizes two English lessons for beginner students. The lessons focus on teaching family members and parts of the house. In the first lesson, students practice identifying family members using flashcards and coloring activities. They also learn the names of rooms in a house. The second lesson reviews this vocabulary and has students match family members to rooms by cutting and pasting images. Throughout both lessons, the teacher integrates listening, speaking, reading and writing practice to reinforce the new vocabulary.
This document provides a lesson plan for a class teaching body parts to young English learners. The plan includes objectives to identify body parts and practice listening skills. Activities include singing songs, watching a video, and creating "monsters" by sticking cut-out body parts onto a picture. The class will be assessed through observation of students' comprehension and production during activities. A follow-up lesson is outlined to teach "right" and "left" through a Twister game and sticking body parts in the correct areas of a diagram.
The document outlines a lesson plan for teaching body parts to young students. The lesson includes introducing new vocabulary like arms, hands, legs, and feet through a video song. Students will practice these words by mimicking movements. They will also review numbers and colors. The main activity has students working in pairs to create a monster poster, labeling the body parts. They will then present their posters to the class.
This document provides a lesson plan for a kindergarten English class on numbers. The goals of the lesson are for students to recognize and name the numbers one through four, and review animals from a previous lesson. During the lesson, students will sing hello and goodbye songs, identify weather conditions, recognize cartoon characters associated with each number, play memo and dice games involving numbers, and sing a numbers song. The teacher will use pictures, songs, games and miming to engage students and check their understanding of the new vocabulary.
- This lesson plan aims to teach kindergarten students new vocabulary words related to commands like "stand up", "jump", and "hands up" through songs, movements, and activities.
- Students will review colors and gender vocabulary from the previous lesson. They will then learn new commands by listening to instructions, doing physical activities, and singing songs with movements.
- The teacher will assess students on their understanding and use of the new vocabulary throughout interactive listening, speaking, and movement activities.
Estebo – tpd – lesson plan nº 4 kindergartenCynthiaestebo
This document provides a lesson plan for a 30-minute English class for 4-year-olds focusing on farm animals and colors. The lesson plan includes introducing and revising vocabulary through flashcards and a song. Students will then make paper bag puppets of farm animals and color them. Throughout the lesson, the teacher will check comprehension and encourage participation through questions and modeling. Standard greetings and closing songs are also included to bookend the lesson. Templates for the paper bag puppets are provided in an appendix.
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C Lopez - IFDC Lenguas Vivas BRC - TPD - Kindergarten lesson plans
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López Luciana Carolina
Período de Práctica: Nivel inicial
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40, Bariloche, Río Negro
Sala / Grado / Año - sección: Primer grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Rizitos de oro y los tres osos
Clase Nº: 1
Fecha: 19-05-15
Hora: 12:55
Duración de la clase: 80 minutos
Fecha de primera entrega: 16-05-15
CLASE N°1
Teaching points: Family and house related to “Goldilocks and the Three Bears”
Aims or goals: During this lesson, learners will be able to…
Identify basic family members
Practice weather and mood routines.
Identify basic house rooms
Locate characters in specific places
Language focus:
Functions Lexis Structures Pronunciation
Revision
Identifying
family
members
Expressing
moods
Weather
Moods
Lexis related to
“Goldilocks…”
Family
(mama/mummy,
papa/daddy,
baby, sister,
brother)
House
(house,
bedroom,
kitchen,
bathroom, living
“What’s the
weather like
today? – It’s a
** day”
“My name is
**”
“Are you
feeling **?”
/b/ as in “bear”
“bed” “baby”
“brother” and
“book”
2. room, bed,
chair, bowl)
Adjectives
(hot, cold, hard,
soft, just
right/perfect)
New
Teaching approach: Natural approach organized through PPP procedure
Integration of skills: Listening and speaking through routine conversation and lesson
work. Questions, listen and repeat.
Materials and resources: CD with kindergarten songs, ”David” labels, helpers chart,
“How I feel today” print, weather cards, mood cards, bag with toys from the story
“Goldilocks…”, “Bears’ House” board and characters, “Rooms and characters” cards,
“password” print, “Linking” print, “My family” print, colorful pens, chalk.
Pedagogical use of ICT in class or at home: None
Seating arrangement: In a circle on the floor at the beginning, then sat according to
the designated seat arrangement at the end (this is in rows facing the blackboard)
Possible problems / difficulties and their possible solutions during the class: Children
might get too excited, so I’ll pronounce either of these rhymes for them to get quiet:
“Magic Finger”
Magic finger in the air Waves around the index finger
Magic finger in my hair Waves the index finger on the hair
Magic finger on my hips Touches hips with the index finger
Magic finger on my lips Put the index finger on the lips for silence
“1,2,3…. Silence please!”
If students are distracted, I will make them change sits with another pupil.
If any student finishes early, I will play a song of their choice from the CD or a print
of “My Family” for them to draw their own family as a free activity.
3. Google images: house outline icon Clipart + Dotted font
Two prints per A4 sheet. Title is dotted so students can practice writing.
Classroom management strategies: mime, songs
Potential problems students may have with the language: students might have
strong difficulties differentiating “bathroom” from “bedroom”, so I will exaggerate the
/ɑː/ and /e/ sounds, making them longer, in order to help students link the
/ɑː/ sound with the toilet and the /e/ sound with the dormitory.
Assessment: what will be assessed and how. Students will be assessed recognizing
basic family roles and common houserooms. This will be assessed with the last
activity of the day.
Routine (20’)
First part
Purpose: To start the lesson
Greeting
I’ll enter the room and greet students: “Hello!” EA: “Hello!”, T: “How are you?” EA: “Good”.
I’ll ask students to sit in a circle on the floor and we’ll sing “1,2,3 and 4…”
Lyrics
1,2,3 and 4 let’s make a circle
and sit on the floor touch the ground with the hands
5 and 6, let’s play tricks Cheeky face and point repeatedly with index fingers
7 and 8, don’t be late Do “no, no” with the fingers
9 and 10, are you ready my friends? Open palms as invitation and hug onself
Right away, we’ll sing the “This is the way we say hello” song. The first time, I will do a
basic hand wave to show “the way we say hello”, and then, I will ask four students in turn to
show “the way we say hello” and so everybody can imitate them. We will sing this son five
times in total.
Lyrics
This is the way we say hello wave hello or do any other action
We say hello, we say hello Continue with the action
This is the way we say hello Continue with the action
We say hello to you Continue with the action
4. (Re) Introduction
Since I have only met these children twice, I would like to refresh their names in order to be
able to address them the rest of the lesson. So I will say T: “Hello! (waving) Today I am
going to be your teacher. Do you remember my name? My name is Caro!” and then I will
provide queues so the student next to me introduces himself/herself and so on around the
circle.
Helpers
Then, I will take out the “David” labels to name the two helpers of the day (this is done in
alphabetical order, so helpers are already designated).
After they have the “David” labels on, I will point at one of them and ask the class if “Is it a
boy or a girl?” and I’ll do the same with the other helper. T: ”Good, now Helper 1 count all
the boys” Helper 1 walks around the circle counting the boys as we all help him to count
aloud. When Helper 1 finishes counting and reports how many boys are there today I will
say “There are ** boys” clapping my hands so the students will repeat it. We will do the
same with Helper 2 counting the girls.
Weather
I will start singing the weather song and let students complete the missing part of the song.
Lyrics
What’s the weather like today?
…like today? …like today?
What’s the weather like today?
It’s a …. Day”
I will take out the weather cards and while showing one by one ask them “Is today a cloudy
day?” and so on.
The weather cards this class uses is pretty similar to these ones. This is only illustrative.
When all the class have decided what’s the weather like today, the helpers will write their
names on the weather chart where I will write the corresponding date.
5. The weather chart this class uses is pretty similar to this one. This is only illustrative.
Moods
We will sing “How are you today?”
Lyrics
Hello, Hello Waving hello
How are you today? Cross arms to shake classmate’s hands
I’m very well, I’m very well Thumbs up
Thank you very much ch ch ch Slides hands back and forth while smiling
I will take one of the mood cards out and ask “Who is feeling happy?” and mimic a happy
face while looking at the students. I will also raise my hand so students who are feeling
happy, would raise their hands, too. T: “And who is feeling -----?” I would repeat the same
with each card while mimicking and asking students to raise their hands.
The mood cards this class uses are pretty similar to these ones. This is only illustrative.
6. Then, I will ask students to do a “happy” face, “sad”, “tired/sleepy” (they have already learnt
these terms as synonyms), etc, while showing them each card.
I will ask the helpers to draw their mood on the “How I feel today” we always hang on the
class board.
The “How I feel today” sheets this class uses are pretty similar to this one. This is only
illustrative.
When finished, I’ll leave aside the sheets to hang later and ask everybody to stand up. The
idea with this activity is to bring the entire group together again.
Teacher: Ok, everybody ready? Show me your hands! (Mime shaking hands to the front,
students copy)
Teacher: Hands!
Students: Hands!
Teacher: Hands!
Students: Hands!
Teacher: Hands.. up! (claps hands up, students mimic)
Teacher: Hands.. up! (or down, clapping where corresponds, students mimic, repeats a few
times increasing speed)
Teacher: And… shake! (shakes all the body) Shake, shake shake!
Students: Shake, shake shake!
Teacher: And Go! ….. Let’s sit down!
If students are unresponsive, I would start singing again the “1,2,3 and 4…” song.
Warm up (15’)
Purpose: to introduce the topic and the teaching points
I will take out a bag full of things. These things are representative toys from the story
“Goldilocks…” which include wooden beds and chairs in three different sizes, and figures of
a “bear” family (figures are actually bunnies). Children have already explored the bag once,
so they are expected to remember it. T: “Do you remember this? (showing the bag) What is
inside? Can you guess?” Students are expected to start mentioning the items they saw last
7. time, but if it doesn’t happen, I will encourage it by pronouncing the initial letter and adding
other one by one if students can not remember with the previous clues. I will invite a
student by his name to pick an item with his eyes closed. T: ”What is it?” I will of course
provide the answer if students can’t mention it, but either said in Spanish or English I will
congratulate them and reaffirm the answer: T: “Good! It is a **!”
I will keep calling students to pick an item. As similar items come up, I will start asking
questions as: “Is this a big bed, a medium bed or a small bed?”, using also opposite
adjectives as hard/soft and hot/cold as they appeared on the story. “Just right” is also a
phrase to be used to describe Baby Bear’s properties.
Transition: T: “Very good everyone! Now, do you remember the poem Miss Julie taught
you?” I will take the doll of Mama Bear and start saying:
“This is my mother …” If students can’t rhyme along, I will continue with the rhyme and take
each corresponding character when the time arrives:
this is my father
this is my brother John
this is my sister
this is my baby
oh how I love them all!” (hugging myself)
Presentation (5’)
Purpose: To activate previous knowledge and present the materials for the activity.
I will take out the house board and the figures of the bears’ family. Each bear is cut
separately and each figure is attached to a carton with a piece of tape behind it. I will also
prepare cards with the target language. T: “What is this?” EA: “House” T: “That’s right! It’s
the Bears’ house. What room is this? (pointing at the bathroom)” If students can’t remember
I will provide the corresponding room, but in all cases I will take the card with the
corresponding word and help them read. I will review the four rooms only once: bathroom,
bedroom, living room and kitchen.
8. Materials build through: HOUSE AND BEARS
1) Google "house cutaways" on images, large link to Pinterest
2) Google "family bears" on images, any size baby Cut out and color edited to match the selected family
3) Googled for "Adventure Time font"
4) Googled for "vintage ribbon", large link to DepositPhotos Cut, edited and colorized
Transition: T: “Good job! now (putting the cards facing down on the floor in two piles:
characters and rooms) I need a volunteer (rising my hand)” I will then call a student.
Activity 1 (15’)
Purpose: To practice vocabulary by identifying spaces and characters and placing them at
the correct location.
T: “Student 1, choose one card and one card (pointing at both sets of cards each time)”.
If “Baby” and “Bedroom” comes out, I will show the cards to the rest of the students and we
will all read them. Then, the volunteer student will be indicated to take that character and
place it in the correct room.
I will call about eight students to take cards and change the characters from one room to
another.
After every placing I will formulate a simple sentence as “Baby Bear is in the bedroom” and
queue the children to repeat the sentence.
Transition: T: “Very good! Now, Stand up! How was that rhyme again?
“This is my mother (points at mama)
9. this is my father (points at papa)
this is my brother John (points at brother)
this is my sister (points at sister)
this is my baby (points at baby)
oh how I love them all!” (circle the house and hug myself)
T: “Ok, everybody to your sits”
For this class it is routine to sit on their desks while the helpers deliver the notebooks.
Routine – 2nd
part (10’)
While the notebooks are delivered I will ask the students “What day is today?” and I will
write on the blackboard the date “Tuesday, 19th
of May” using both capitals and lower case
letters. Then, I will ask, “What’s the weather like today?” and will draw and write the
corresponding weather.
Then, I will sing
Lyrics
“Password, password, what is the password?”
And show students the picture of a sun
T: “What is it?” EA: “sun” (although it probably be “sol”) T: “Yes, is the sun! Today’s
password is “SUN””
I will distribute the print to the students. As a routine, they paint the password, glue
is on their notebooks and search it on another print they already have at the back of
their notebooks.
I will walk around the classroom to help them.
Activity 2 (10’)
I will distribute this worksheet:
10. Same materials build through: HOUSE AND BEARS + Dotted font
There is a bear (or two) in each room and the words are dotted so students can
write on them.
I will use the bottom image to illustrate the activity. T: “What do you see here? Who
is this? (pointing at the sister bear). And, where do we read “sister”? Which is the
first letter of SSSSSSSister?” I will write the letter “S” on the blackboard if
necessary. T: “Here! (pointing at the word “Sister”)” and I will help students read it. I
will take a marker and draw a line from the word towards the picture. T:” And where
is sister bear? In which room?” (moving my finger around the sister bear) in the…
KKKKKKKKitchen” I will write the letter “K” on the blackboard if necessary. T: “Here!
(pointing at the word “Kitchen”)” and I will help students read it. I will take a marker
and draw a line from the word towards the picture.
T: “Link (moving my index finger back and forth from the words towards the
pictures) the pictures with the words”
I will walk around to help students. If students are quick, I will ask them to write on
the dotted words as practice, or to color the images.
Closure (5’)
I will walk around saying it is time to finish for today, and I’ll help students glueing
their prints to their notebooks, and letting them know that it is ok if they are not
finished, that we can continue next class.
11. Homework:
Students have no English homework.
CLASE N°2
Teaching points: Family and house related to “Goldilocks and the Three Bears”
Aims or goals: During this lesson, learners will be able to…
Identify basic family members
Practice weather and mood routines.
Identify basic house rooms
Locate characters in specific places
Language focus:
Functions Lexis Structures Pronunciation
Revision
Identifying
family
members
Expressing
moods
Weather
Moods
Lexis related to
“Goldilocks…”
Family
(mama/mummy,
papa/daddy,
baby, sister,
brother)
House
(house,
bedroom,
kitchen,
bathroom, living
room, bed,
chair, bowl)
Adjectives
(hot, cold, hard,
soft, just
right/perfect)
“What’s the
weather like
today? – It’s a
** day”
“My name is
**”
“Are you
feeling **?”
/b/ as in “bear”
“bed” “baby”
“brother” and
“book”
New
Teaching approach: Natural approach organized through PPP procedure
Integration of skills: Listening and speaking through routine conversation and lesson
work. Questions, listen and repeat.
12.
Materials and resources: CD with kindergarten songs, ”David” labels, helpers chart,
“How I feel today” print, weather cards, mood cards, bag with toys from the story
“Goldilocks…”, “Bears’ House” board and characters, “Rooms and characters” cards,
“password” print, “Linking” print, “My family” print, colorful pens, chalk.
Pedagogical use of ICT in class or at home: None
Seating arrangement: In a circle on the floor at the beginning, then sat according to
the designated seating arrangement at the end (this is in rows facing the
blackboard)
Possible problems / difficulties and their possible solutions during the class: Children
might get too excited, so I’ll pronounce either of these rhymes for them to get quiet:
“Magic Finger”
Magic finger in the air Waves around the index finger
Magic finger in my hair Waves the index finger on the hair
Magic finger on my hips Touches hips with the index finger
Magic finger on my lips Put the index finger on the lips for silence
“1,2,3…. Silence please!”
If students are distracted, I will make them change sits with another pupil.
If any student finishes early, I will play a song of their choice from the CD.
.
Classroom management strategies: mime, songs
Potential problems students may have with the language: -
Assessment: what will be assessed and how. Students will be assessed recognizing
basic family roles and common houserooms. This will be assessed with the last
activity of the day.
Routine (20’)
First part
Purpose: To start the lesson
Greeting
I’ll enter the room and greet students: “Hello!” EA: “Hello!”, T: “How are you?” EA: “Good”.
I’ll ask students to sit in a circle on the floor and we’ll sing “1,2,3 and 4…”
13. Lyrics
1,2,3 and 4 let’s make a circle
and sit on the floor touch the ground with the hands
5 and 6, let’s play tricks Cheeky face and point repeatedly with index fingers
7 and 8, don’t be late Do “no, no” with the fingers
9 and 10, are you ready my friends? Open palms as invitation and hug onself
Right away, we’ll sing the “This is the way we say hello” song. The first time, I will do a
basic hand wave to show “the way we say hello”, and then, I will ask four students in turn to
show “the way we say hello” and so everybody can imitate them. We will sing this son five
times in total.
Lyrics
This is the way we say hello wave hello or do any other action
We say hello, we say hello Continue with the action
This is the way we say hello Continue with the action
We say hello to you Continue with the action
Helpers
Then, I will take out the “David” labels to name the two helpers of the day (this is done in
alphabetical order, so helpers are already designated).
After they have the “David” labels on, I will point at one of them and ask the class if “Is a
boy or a girl?” and I’ll do the same with the other helper. T: ”Good, now Helper 1 count all
the boys” Helper 1 walks around the circle counting the boys as we all help him to count
aloud. When Helper 1 finishes counting and reports how many boys are there today I will
say “There are ** boys” clapping my hands so the students will repeat it. We will do the
same with Helper 2 counting the girls.
Weather
I will start singing the weather song and let students complete the missing part of the song.
Lyrics
What’s the weather like today?
…like today? …like today?
What’s the weather like today?
14. It’s a …. Day”
I will take out the weather cards and while showing one by one ask them “Is today a cloudy
day?” and so on.
The weather cards this class uses is pretty similar to these ones. This is only illustrative.
When all the class have decided what’s the weather like today, the helpers will write their
names on the weather chart where I will write the corresponding date.
The weather chart this class uses is pretty similar to this one. This is only illustrative.
Moods
We will sing “How are you today?”
Lyrics
Hello, Hello Waving hello
How are you today? Cross arms to shake classmate’s hands
I’m very well, I’m very well Thumbs up
Thank you very much ch ch ch Slides hands back and forth while smiling
15. I will take one of the mood cards out and ask “Who is feeling happy?” and mimic a happy
face while looking at the students. I will also raise my hand so students who are feeling
happy, would raise their hands, too. T: “And who is feeling -----?” I would repeat the same
with each card while mimicking and asking students to raise their hands.
The mood cards this class uses are pretty similar to these ones. This is only illustrative.
Then, we will sing the song “If you are happy and you know it…”
Lyrics
If you are happy and you know it
Clap your hands (claps twice)
If you are happy and you know it
Clap your hands (claps twice)
If you are happy and you know it
And you really want to show it
If you are happy and you know it
Clap your hands (claps twice)
And I will substitute the “Clap your hands (claps twice)” for:
Sad Cry boo hoo (mime crying)
Tired Go to sleep (lean head to one side and put your hands on the cheek facing the
floor as you close your eyes)
Angry Say “Oh, no!” (hands on the hips, angry face)
Surprised Say “Wooow!” (hands on the head, mouth wide open, happy face)
I will ask the helpers to draw their mood on the “How I feel today” we always hang on the
class board.
16. The “How I feel today” sheets this class uses are pretty similar to this one. This is only
illustrative.
When finished, I’ll leave aside the sheets to hang later.
Warm up (5’)
Purpose: to introduce the topic and the teaching points
I will take out the “Bears’ House” board and ask students if they remember the board. We’ll
go through the room’s names once.
I will show them the characters of the bears and we will name each once.
Then, I will distribute little cartons with one room in each to every student.
17. T: “Who has the kitchen? Show it!” I will hold the house board up so the students with the
kitchen show it up, I will also point at the kitchen on the board. T: “Great! And who has the
**?” I will repeat once with each room, then just saying “kitchen/living
room/bedroom/bathroom” and every time faster.
Activity 1 (15’)
I will then hide the board and stick one character on a room. T: ”Ok, now, we are going to
play a little game called “where is Mama Bear”. Ready? Show me the room if you have it!”
I will turn the board and say “Mama bear is in the bedroom”, and see how many students
raise their cards. I will change Mama bear a couple of times, and then to make it harder, I
will do two or three rounds with two or three characters, and finally I will place one character
in each room so all students raise the cards.
Transition
I will ask everybody to stand up.
Teacher: Ok, everybody ready? Show me your hands! (Mime shaking hands to the front,
students copy)
Teacher: Hands!
Students: Hands!
Teacher: Hands!
Students: Hands!
Teacher: Hands.. up! (claps hands up, students mimic)
Teacher: Hands.. up! (or down, clapping where corresponds, students mimic, repeats a few
times increasing speed)
Teacher: And… shake! (shakes all the body) Shake, shake shake!
Students: Shake, shake shake!
Teacher: And Go! ….. Let’s sit down!
For this class it is routine to sit on their desks while the helpers deliver the notebooks.
Routine – 2nd
part (10’)
While the notebooks are delivered I will ask the students “What day is today?” and I will
write on the blackboard the date “Wednesday, 20th
of May” using both capitals and lower
case letters. Then, I will ask, “What’s the weather like today?” and will draw and write the
corresponding weather.
Then, I will sing
Lyrics
“Password, password, what is the password?”
And show students the picture of a moon
18. T: “What is it?” EA: “moon” (although it probably be “luna”) T: “Yes, is the moon!
Today’s password is “MOON””
I will distribute the print to the students. As a routine, they paint the password, glue
is on their notebooks and search it on another print they already have at the back of
their notebooks.
I will walk around the classroom to help them.
Activity 2 (15’)
I will distribute the “My family” print, so students can draw their families.
I will bring one of my own, where I will show them how I drew my family and how I
wrote the name under each member.
"MY FAMILY" PRINT
Rearranged previously mentioned font, ribbon and family and googled for "frame" in images, line draw ing DW
Background erased and resized according to needs.
19. DOTTED FONTS FOR WORDS
Closure (15’)
I will tell students I want to teach them a new song. It is called the “Thank you”
song, because I want to thank all of them for having me as a teacher.
Lyrics
Thank you, thank you Bow to one side, next to the other
Thank you very much Bow to the center
Thank you, thank you Bow to one side, next to the other
Thank you very much Bow to the center
Thanks, Thanks a lot Moves hand towards one side –as presenting-
Thanks, Thanks a lot Moves hand towards the other side side
This is what we say
When we want to say Bows to the center
Thank you!
I will clap my hands all along, and have students repeat after me.
I will then distribute some candy with a card to thank them:
If we have any time left, we will play a “Simon says” game, with actions they’ve been
practicing last week which are: stop, stand up, sit down, listen and look.
Homework:
Students have no English homework.