The lesson plan aims to teach 4-year-old students numbers from 1 to 10 through shapes. It includes a warm-up video about shapes and numbers, a presentation of flashcards matching numbers to quantities of shapes, and a "Bang!" game with flashcards. Students will count shapes, describe sizes, and recognize numbers. The plan incorporates a circle time greeting and closing song. The teacher provides visuals, modeling, and clear sequencing of stages to develop number recognition and counting skills in a fun, engaging way for young learners.

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, 30 th
Time: 30’ (9.30 a 10 HS)
• Teaching Points: The numbers (1-10)
• Aims: During this lesson, learners will be able to…
Develop their listening skills by watching a video about numbers
To remember different shapes and their size.
To compare the different sizes.
To count different objects using the new vocabulary (numbers).
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Shapes (square –
circle – rectangle –
triangle - oval)
Describing the
shapes and
their colour
What’s this?
What colour is it?
Is it a…?
Small /ɔ:/

2. 2
Size: big - small Recognize the
shape size.
What size is it?
Is it big/small?
NEW Numbers (1-10) Describing the
quantity
shapes
How many…are
there?
Let’s count!
Where is…?
Three /θ/
• 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 and numbers made on
cardboard with different colours. Video (numbers and shapes) –
• Pedagogical use of ICT in class: in this lesson, the students will remember the shapes, their
size using images. Activities organised through the use of audio-visual materials enhances
language learning and acquisition. Also the students will watch a video to recognize and learn
the numbers with shapes.
• 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. The will participate using the board to complete an activity.
• Possible problems /difficulties and their possible solutions during the class: children may
remember the numbers until 5, so the teacher will use different materials to teach the rest of
them, until 10.
• Potential problems students may have with the language: students may find it hard to
pronounce some numbers such as eight, but here the teacher will help them to repeat slowly
to internalize the sound.
• 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. She will observe if
they interest with the video and understand correctly. 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)

3. 3
Transition: ‘Well kids…’ ‘Sit down please and pay close attention!’. Here the teacher will show to
students a foamy train where in every wagon they have different shapes and numbers to introduce the
topic.
Warm – up 5’
Transition: ‘well now look!’
The teacher will play a video, where the students could watch a train counting the different shapes.
https://www.youtube.com/watch?v=yC79LdD0Wvc
* The video will be played from minute 09:52 to 12:20 minute.
Comentado [A1]: You may take a toy train for the warm-up
stage. You can elicit colours, count the wagons. You can even stick
pictures of the different shapes on the wagons.

4. 4
The students will realize that the video is about numbers. So here the teacher will show to students
different flashcards.
Transition: ‘yes this is about numbers!’ ‘Let’s pay attention’.
Presentation: 10’
The teacher will show to students different flashcards with numbers and shapes it will look like that: Comentado [A2]: A good idea would be to cover the number,
and elicit the colour and the shape from students.

5. 5
*The shapes that students don’t know will be replaced to what they have learnt. The number will be
covered and apart the teacher will have the numbers that corresponds to the quantity, so together they
will count and the teacher will invite to some students to pass and stick the correct number.
Of In that way they will count together with the teacher.
Once the teacher has shown that, she will stick some shapes images on the board, they will be in
groups to put the number that corresponds.
But some of them are big and some small. So the teacher will put on the floor the number that
corresponds to the quantity.
Transition: ‘Ok…Jeremias how many squares are there? EA: ‘three!’ T: ‘Ok…where is number
three?’…
When the count and find the number, they will stick on the board.
‘Is it big or small? (about the shape) EA: small/big.
Procedure
Activity 1 - 5’
Bang! Game
The teacher will show to students a large flashcards for this, with numbers and shapes and others that
say BANG!, and she will mix them.
Flashcards – Shapes and Numbers: (we will use only the known ones).
Comentado [A3]: Not clear
Comentado [A4]: What do you mean? Will the flashcards have
the number written on them?
Comentado [A5]: Do you mean to the size of the number?

6. 6
Bang Flashcards:
Then the teacher will invite to students, putting them in the middle of the circle on the floor, to take
one by one every card. While they are taking everyonethe cards, they will say the number and shape.
But when the students will come to a BANG card, they will shout ‘BANG!’ and they all get tohave to
stand up! Here the teacher will demonstrate the game and imitate it to understand what they have to
do.
Transition: ‘Great! Did you like the game?’ ‘Well, now sit on the floor, on your sites’ seats.
Closure – 5’
Transition: ‘let’s sing the goodbye song!’ ‘Help me please!’
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’
Comentado [A6]: How will you explain this? Will you
demonstrate the game? What happens if someone doesn´t know a
colour/shape/number or if they don´t stand up?

7. 7
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
Well done, Leti! You included a video and a game. Try to think of clear instructions
in L2. Use a lot of body language and modelling.
Hope my comments are useful!
Best of luck!
Aure