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Gieser leticia lessonplan_class2 kinder_passed & corrected
1. 1
I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Inicial
Number of Students: 28
Institution: Jardín Cavagnaro
Adress: Calle 70 – N° 2753
Age: 4 years old
Level: Beginners
Lesson plan: a class
Date: May, 18th
Time: 30’ (10.30 a 11 HS)
• Teaching Points: The shapes (square – circle – rectangule – triangle) – Size: Big –
small.
• Aims: During this lesson, learners will be able to…
Identify and name different shapes in their environment.
To deepen their understanding of different shapes and their size.
To play and internalize the shapes and their size.
To compare and contrast the shapes’ size.
Language Focues:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
2. 2
REVISION Shapes (square –
circle – rectangle –
triangle)
Describing the
shapes and
their colour
What’s this?
What colour is it?
Is it a…?
Inicial S /s/ - square
NEW Shape: oval
Big / Small
Describing
shapes size
What size is it?
Is it big/small?
Small /ɔ:/
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: pictures about the different shapes made on cardboard with
different colours. A Domino game about shapes. Video (shapes song) –
• Pedagogical use of ICT in class: in this lesson, the students will remember the shapes through
an icebreaker ‘Sho shokka’. Activities organised through the use of audio-visual materials
enhances language learning and acquisition.
• Seating arrangement: students will be sitting in a circle on the floor in order to facilitate visual
contact and interaction within the group. At some points in the lesson, they’ll move around
the class.
• Possible problems /difficulties and their possible solutions during the class: children may
want to play more with the icebreaker, but the teacher will say that they will have to play again
later.
• Potential problems students may have with the language: students may find it hard to produce
the shape’s size ‘it’s big…’, however, the teacher will try to encourage them. If they can’t do it
or don’t understand, they may use: big…small…
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them
to produce the new vocabulary. If they get shy, the teacher will check they can recognize the
items by using pictures about the topic.
Routine: 5’
The teacher will get into the classroom and greet the students with a froggy puppet: ‘Hello!, how are
you today?’ EA: Hello!
T: are you happy (she will miming that to sts can understand) or are you sad?
The teacher will ask to students to sit in a circle on the floor and we will sing the hello song:
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too.
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too. (chorus x2)
Transition: ‘Well done kids!’ And quickly she will take the flashcards about shapes and she will stick
them on the board. But she will stick big and small shapes.
3. 3
Source: http://www.kids-pages.com/folders/flashcards/Shapes/Shapes_medium.pdf
http://www.kids-pages.com/folders/flashcards/Shapes/Shapes.pdf
(The teacher will use only the shapes that the students know and oval that it is the new shape).
Warm Up – 5’
The teacher will stand all the children in the middle of the class, and in every corner of the class she
will stick a shape. So, here everyone will kneel down and the teacher standing in front of the class, will
draw a shape in the air. The teacher then yells ‘sho shookka’ and the kids will run to the shape that
the teacher will drawhave drawn before.
Transition: ‘great job kids!’ ‘Now, sit down in a circle and pay attention to the board’ ‘What can you
see?’ (on the board will have big and small shapes and an oval)
Presentation 5’
The teacher will ask to students that pay close attention to the board. They will realize the different
shapes so when it happens, the teacher will say to students pointing every picture it’s big, it’s
small…and she will encourage to students to participate and say if it’s big or small.
Here she will emphasise the /ɔ:/ sound in small. Then, she will mime with her arms the size saying:
‘small….big…’ and the students will repeat together with her. She will use some classroom objects to
say if they are big or small, while the teacher is pointing the object, she will ask to students: ’is it
big…or small?’
The teacher will ask about the colour of every shape ‘what colour is it?’, and she will say the new
shape: oval. Here she will ask where we can find it.
Procedure 10’
• Activity – 10’
The teacher will show a students a Domino game made with cardboard and in which they will
see the shapes.
Código de campo cambiado
Código de campo cambiado
Comentado [A1]: Nice! Remember you are meant to use direct
speech.
4. 4
Here the teacher will explain to students how to play if they don’t know. Then she will give to the
group the records to play. The teacher will observe and help to students to play the game. This game
will be played with the whole group, where the students will sit on the floor in a circle and they will
play it with the teacher, putting all the records in the middle of the circle and they will play.
Closure 5’
Transition: ‘ok kids!’ you played excellent!’ ‘but now….we have to put it away’…
The teacher will show the shapes and their size to students again, encouraging to students to say if it is
small or big.
Transition: ‘let’s sing the goodbye song!’ ‘are you ready?’
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
X
Teaching
strategies
x
Language
accuracy
x
Observations
Nice lesson, Leti! I just made some comments about the Domino game.
Comentado [A2]: Will they play as a whole group? I think it
would be a good idea to do so, so that you could help them, and
repeat the names of the shapes and their colours.
