This document provides a lesson plan for an English class taught to 3 students ages 4-5. The 40-minute lesson focuses on greetings, weather, and colors. It includes 4 activities: 1) introducing greetings vocabulary through a video song, 2) introducing weather vocabulary using flashcards, 3) introducing color vocabulary through a balloon blowing game, and 4) reviewing colors by having students jump on colored pieces of cardboard. The teacher aims to develop students' vocabulary, listening, motor, visual, and social skills through interactive activities with scaffolding such as gestures, visual aids, and explanations in both English and the students' native language.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Mariela Gisela Iannaci
Institución Educativa: Escuela hogar nº 16 “Granaderos puntanos”.
Dirección: Martín de Loyola (zona rural) San Luis
Cantidad de alumnos: 3
Edad: 4-5 años
Unidad Temática:” Greetings”, “the weather” and ”Colours.”
Clase Nº: 1
Fecha: 3 de octubre
Hora:1: 30 a 14: 10
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 26/9/18
Learning aims:
During thislesson, learners will be able to:
- Consolidate vocabulary about greetings, the weather and colours;
- Develop listening skills;
- Develop motor skills;
- Develop visual skills;
- Interact with peers.
Learning focus:
The activities will focus on:
- Vocabulary: “Hello”, “How are you?”, “I´m good”, “I´m wonderful” and
“I´ m not so good”. “What is your name? My name is…”
- Vocabulary about “the weather”: sunny, cloudy and rainy.
- Vocabulary about “Colours”. (red, blue, yellow, green and pink)
Integration of skills:
They will develop their:
- Speaking skills by talking about given topics;
- Senso-motors skills by imitating the songs;
- Listening skills by takidentifying about “Greetings”, “the weather” and
“Colours”.
Comentado [CZ1]: Provincia?
Comentado [CZ2]: Talking about

2. Multiple intelligences:
- Linguistic intelligence;
- Body-kinesthetic intelligence (imitating the movements of the
videos);
- Emotional intelligence;
- Interpersonal intelligence.
Materials and resources:
- Notebook
- Videos:
https://www.youtube.com/watch?v=tVlcKp3bWH8
- Flashcards;
- Balloons;
- Cardboards.
Possible contingencies:
- Setting rules;
- Children talking at the same time when the teacher explains or
asks;
- Children getting distracted during the activities;
- Children exhibiting misbehavior during the activities.
Classroom management strategies:
- Start each activity explaining what it is or what they have to do;
- Ask students to raise their hands to participate;
- Call their attention bylowering your voice and use body language
such as “Be quiet, please”, “Listen up, please”, “Sit down, please” and
“Stand up, please”.
Assessment: collecting information and reporting your findings
- Asking questions about the activity to check if they understand;
- Making comments on their work;
- Giving feedbacks.
Lesson stages:
Comentado [CZ3]: What activities will reflect these
intelligences?
Comentado [CZ4]: These must be included in the lesson plan.
Comentado [CZ5]: Chants are really effective for this purpose!

3. Routine
- Starting the lesson with the “Hello” song:
https://www.youtube.com/watch?v=tVlcKp3bWH8
- Activity 1: “Greetings”
- Activity 2: “ The weather” ( activity with balloons)
- Activity 3: “Blow colourful balloons”
- Activity 4: “Stepping colorful stones”
- Saying goodbye.
Lead-in Presentation
 Purpose:
The teacher greets the children by saying: “Hello” and she says: My name is
…. and what´s your name?. She encourages children to repeat: “My name
is…..” Afterwards, the teacher tells: How are you? “I am fine” and you?
Greetings and the questions will be accompanied by gestures and
flashcards to express their meaning. The teacher needs to be aware of that it
is the first contact learners have with English so the teacher might use the
pattern L1+L2 to explain the meaning of“Hello “and “how are you?”.
Comentado [CZ6]: Please, include them in the plan.
Comentado [CZ7]: Not necessarily. Through mimes, gestures,
body language, and visual aids, children may understand what you
say without the need to resort to L1.

4.  Timing: 3 minutes
 Scaffolding strategies:
 Use L1 to explain the new vocabulary.
 Explain and make gestures.
 Transition comments to link each stage of the lesson with the next
one:
- After that, so the teacher tells them: “We are going to watch a video.”
(Use L2 and then L1)
Development of the sequence of activities
First activity:
 Purpose:
- To introduce learners to “Greetings”.
Comentado [CZ8]: Revise. Use L1 when other scaffolding
strategies have failed.
Comentado [CZ9]: About?

5.  Timing: 8 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- Explain to children we are going to watch a video about greetings and
feelings.
- Invite them to sit in front of the notebook.
- Play the video.
https://www.youtube.com/watch?v=tVlcKp3bWH8
- During the song, stimulate them to move and dance following the
video. For instance, when they listen the word “Hello”, the teacher
raises her hands and she waves “Hello”.
- Play the video again, to consolidate the new vocabulary such as
“Hello”, “How are you?”. While they watch the video, encourage them
to move and dance so they can understand.
 Present flashcards with the new vocabulary. Show: “I´m good” and
“I´m not so good”.
 Show flashcards and make gestures to help learners understand
what they mean. After that, ask them: What it is and what meaning it
has. If children use L1 to respond, tell it in L2 and encourage them to
repeat the word in English.
Scaffolding strategies:
 Explain them what the video is about;
 Ask questions about the video;
 Show flashcards so they are able to recognize what they mean;
 Transition comments to link each stage of the lesson with the next
one.
- Excellent! Now, let`sgo to learn the weather. (use L2 then L1)
Second activity:
 Purpose:
- To introduce the vocabulary related to “the weather”.
Comentado [CZ10]: How could you teach pre-teach the song?
For example, you might sing the first stanza, and encourage children
to repeat.
Comentado [CZ11]: 😊
Comentado [CZ12]: Include in the plan.
Comentado [CZ13]: Good!
Comentado [CZ14]: How to talk about

6.  Timing ; 8 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- Start by showing flashcards of the weather;
- Let children observe the flashcards in detail and say: What is it?,
- Do you know? (use L1 then L2);
- Accept replies in L1 because they don`t know them in English and
answer them in L2 to introduce the new vocabulary;
- Elicit the words sunny, cloudy and rainy; explain their meaning (Use
L2 and then L1)
- Invite children to look through the window and say: What`s the
weather like today? (Use L2 and then L1) For instance: if the day is
sunny. Their answer will be probably in L1 so teach the new
vocabulary and ask: how do you say “sol” in English?, Do you
remember it?. If the answer is in L1, repeat it in L2 to introduce and
consolidate the new vocabulary.
- Do the activity with each flashcard to introduce the new topic.
 Transition comments to link each stage of the lesson with the next on.
 All right! Now, are you ready to start a fun game?
Comentado [CZ15]: What language will they produce here?
What is the purpose of eliciting answers in Spanish?
Comentado [CZ16]: Instead, you should introduce the new
vocabulary using the L2
Comentado [CZ17]: You might explore this topic through a
story next class.

7. Third activity:
 Purpose:
 Start introducing some colours . (red, blue, yellow, green and pink)
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- Start by showing balloons;
- Give each learner a balloon and say “What is it?” to elicit the word
“balloon”. They tell the word in L1 because they don´t know it in English so
the teacher will say it in L2.
- Blow a balloon and teach “yellow” by pointing it and say: “What colour is
it?” and “Do you know it?”. They say “yellow” in L1 because they don´t know
the colour. Then the teacher answers it in L2 to teach it and encourages
them to repeat after her in English.
- Invites them to blow their balloons and say to them: “What balloon are
you blowing now?” and if the child blew the colour “red”, he/she tells it in
L1 so then the teacher tells it In English to teach the new colour.
-It will be done with each student.
 Scaffolding strategies:
-Show them the balloons;
- Demonstrate them what they have to do.;
- Encourage them to blow and to play the game and say the colour in
English;
- Provide help, if theydon´t know the colour.
- Ask questions to foster their learning.
 Transition comments to link each stage of the lesson with the next
one:
-Great! Now, let´s go to play with colours.
Fourth activity:
 Purpose:
- To consolidate the vocabulary about “the colours”. (review the
previous colours) (red, blue, yellow, green and pink)
Comentado [CZ18]: Why don’t you introduce the colours of the
weather flashcards? The sun is yellow. The cloud is white. Etc.
Comentado [CZ19]: In what context could you introduce the
balloons? You might tell children you are preparing a party, and that
you brought balloons for them to help you (showing the flashcard of
a party).
Comentado [CZ20]: Again, what is the purpose of elicitation in
L1?
Comentado [CZ21]: Use language chunks to speak. I’ve got a
yellow balloon.
What will be the context for introducing the balloons?
Comentado [CZ22]: If you show them the colour, why will you
use Spanish?
Comentado [CZ23]: Through the use of realia, you will be
teaching the L2 without the need to use L1.

8.  Timing: 8 minutes
 Activity description and instructions as they will be said to students.
(include direct speech)
- Start presenting pieces of colorful cardboards;
- Tell them they are going to jump on stepping colorful stones;
- Share pieces of cardboards on the floor forming lines to each player;
- Show them what they have to do. For instance: The teacher says the
colour “red” and she jumps on the red cardboard and the same will be
done with different colours;
- Invite each player to form a queue in front of their stepping stones.
After that, the teacher tells them “we are going to jump on the colour
yellow!” And they will do it. If any of the children make a mistake so
help him/her to jump on the correct colour. The same will be done
with each colour.
 Scaffolding strategies:
- Show pieces of colorful cardboards,
-Explain to them what they have to do;
-The teacher shows how they have to do the game;
-Provide help if theymake mistakes.
 Transition comments to link each stage of the lesson with the next
one:
- Good job! Now, we will say goodbye.
Closure
 Purpose:
- To say goodbye.
 Timing: 3 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- Tell them “you did an excellent job” and she gives a reward to them for
doing a great job with a colorful sticker which will be chosen by each
student. Also, the teacher gives a lollipop and she tells: “What colour is it?
to revisitinforce the colours again.
Comentado [CZ24]: You may play some background music
while playing. A song about the colours, for example.
Comentado [CZ25]: Lovely! What instructions will you give?
How will you check comprehension?
Comentado [CZ26]: revisit

9. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Mariela
This is a good start for further development. Good! Make sure you consider my
comments, especially in relation to the use of L2 and context to introduce the new
language.
Any query, do contact me.
Have a great class!
Ceci