This lesson plan is for a 35 minute English class for young learners at the beginner level. The lesson focuses on teaching students to differentiate between hot and cold and use the vocabulary in context. Students will revise clothing vocabulary and learn new vocabulary like hot, cold, fire, and ice through activities like labeling images, role playing getting dressed, and watching a video song about hot and cold items. The lesson incorporates listening, speaking, and cooperative work to develop language skills in a fun, engaging manner appropriate for young learners.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE:​ Ana Clara Mauro
Período de Práctica: Nivel Inicial
Institución Educativa: Jardin Colorin Colorado, Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: Sala de 5 - TM
Cantidad de alumnos: 14 alumnos
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática:​ I can see a Bee
Clase Nº: 1
Fecha: 11 de Octubre de 2018
Hora: 11.30 - 12.05
Duración de la clase: 35 minutos
Fecha de primera entrega: 08/10/2018
Teaching points: Is it hot or cold?

2. Aims or goals:
During this lesson, learners will be able to:
● Differentiate Hot from Cold
● Develop listening and speaking skills
● Use and Develop Cognitive Reasoning skills in order to complete the
different production stages.
LANGUAGE FOCUS:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION HAT, T-SHIRT,
SANDALS, BOOTS,
A COAT, A JUMPER,
SHORTS
TO BE ABLE TO
SAY WHAT
CLOTHES ARE WE
WEARING.
LISTEN POINT AND
SAY
TRACE AND
COLOUR
JUMPER /​ d​Ʒ/
NEW HOT, COLD, TO BE ABLE TO
SAY WHEN IS
COLD AND WHEN
IS HOT
THE FIRE IS .....
HOT
ICE IS..... COLD
SAY AND STICK
COLD /ƏƱƱ/
· Teaching approach: This lesson has been planned based on a Natural
Approach with a Presentation, Production and Practice method due to the
age and English level of the students.
· Integration of skills: Trough these activities the students will be developing
listening and speaking skills. Both had been integrated in a manner so that
students can acknowledge the new vocabulary and use it in context. ex:
what are you wearing? is it hot or cold today?
· Materials and resources: Posters, magazines images, youtube video,
Computer/ projector.
· Pedagogical use of ICT in class or at home: In this lesson the video will be
display to close the lesson. It has been planned this way, so that students
listen, watch and revisit the vocabulary they had learnt in a fun and
entertaining way.

3. · Seating arrangement: Students will be sitting in a circle to start and close
the lesson. But throughout the class they will be sitting in groups.
· Assessment: The aim of this class is for students to revise previous content
and start from scratch with new content. For this, both contents will be
interrelated so that the students can contextualize and use the new
vocabulary along with the revision. Students will work cooperatively most
of the lesson, except for one activity that they may do in pairs.
Routine ‘4
I enter the class and greet the students. As I arrange our things, we shall sit in a
circle and sing the hello song. Who is here?
Lead-in or Warm-up’5
What is this? I point at my “jumper”... Good? I´m wearing a jumper because it is
COLD outside ( I gesture cold)/ But I wear sandals when it is HOT outside.
Look at the picture, which one is cold? which one is hot? Good!
What is Isa wearing? ( I elicit a few students to dabete what are we wearing/ Cold
or hot)

4. Transition: 2’
When it is cold I like drinking hot chocolate! And you?
But when it is hot I like eating icecream!
For this I will use flashcards.
Presentation 10’:
Now, let’s open our books on page ????
Is fire hot or cold? Hot! Good! And is the polar bear cold or hot? It’s cold! Good
job!
Now look at the images: Say and stick! (For this activity students may work in
pairs)
Is ice cold or hot?
Is the cup of coffee hot?
And the ice cream? What about fire?
Development 10’:
Activity 1:
Now, let´s pretend that this is our bedroom, and this is our wardrobe ( as I draw
it on the board). What do we wear when it is cold? what do we wear when is hot?
For this activity students will be divided in 3 groups and will be given pictures
and a poster.
Now, put clothes picture under the proper heading:
COLD HOT

5. Closure ‘3
For this activity and according to the school format, students will get together
and lay on the floor to watch the video.
Video watching: ​https://www.youtube.com/watch?v=6sSqK3G1q9E
We will watch this video until minute 2.23
Lyric:
Hot hot hot, Which is hot and which is not?
Cold Cold Cold Cold Cold, Is it cold yer or no?
The sun is hot hot hot when I´m at the sea shore
The sea is cold cold cold, let’s jump in the water
The sand is hot hot hot on my little footsies
This icecream is cold cold It’s! cold, yummy in my tummy.
Hot hot hot hot hot which is hot and which is not?
cold cold cold cold cold is it cold? yes or no?
My chair is hot, hot hot, is the summer sunshine
Ice cubes are cold, cold cold they are cold and they make shiver!
Hot hot hot hot hot which is hot and which is not?
Sun hot hot hot hot hot , Ice cream not not not not not
That’s it folks! hot or cold? which one would you like?

6. 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 Minimum score: 18 / 30
Score: _19___ /30
It´s a good start, Anita.
You should definitely work on language mistakes. Proofread, please.
Remember you must include all visual aids in your lesson plan. Make sure you exploit resources
to the full. If you play the video at the end of this lesson, students will just be exposed to it.
Would you like them to learn the song? Can they respond physically to it?