The lesson plan aimed to teach kindergarten students about their daily morning routines. It included a warm-up activity of miming morning routines to introduce vocabulary. New vocabulary like "wake up" and "wash face" were presented through pictures and gestures. Students practiced by rearranging routine steps. They reinforced learning by matching pictures to sample routines displayed around the room. The lesson concluded with students dancing and singing to a morning routine song video.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Eccheri
Período de Práctica: Kindergarten
Institución Educativa: Escuela 75 – Vicente Calderón
Dirección: Ruta 71 s/n Villa El Blanco - Cholila
Sala : 4/5 años
Cantidad de alumnos: 15
Nivel lingüístico del curso: principiantes – jardín de infantes
Tipo de Planificación: clase
Unidad Temática: Daily morning routines
Clase Nº: 3
Fecha: 7 de junio de 2018
Hora: 10:30 a 11:20 hs.
Duración de la clase: 50’
Fecha de primera entrega: 2 de Junio 2018
· Teaching points: Daily routines
· Aims or goals: During this lesson, learners will be able to…
-Identify and say different things children do in the morning .
-Expand and increase their listening skills by listening to a song and also by following the
activities’ directions.
- Develop their ability to infer meaning through gestures while enhancing their gross
motor skills.
- Develop their fine motor skills by selecting and sticking pictures in the corresponding
posters.
Language focus:
Functions Lexis Structures Pronunciation
Revision Hello!
Look!
Face, mouth,
teeth, hair
he/she has

2. Listen!
Point!
Touch!
New
Describing
daily habits
wake up
wash
comb
have
go
I wash my…
I brush my..
I comb my…
I have
breakfast
I go to ……
/ʃ/ sound
wash
brush
Teaching approach: The lesson is based on the Natural Approach as the focus is on
listening, without pressuring the learners to produce the language orally, giving them the
opportunity to get familiar and internalize the sound system first.
The lesson is also sequenced following the PPP approach and some activities are based on
the TPR method (Total Physical Response) where children listen to the vocabulary chunks
and do the movements accordingly.
·
Integration of skills: Students will be integrating listening, visual and motor skills by
watching a video, listening to a song and trying to match sounds and images with things
they do in the morning as parts of their daily routine.
Materials and resources: Flashcards featuring images and things that are used to
perform certain morning routines or are related to them, Poster paper, assorted images
related to the topic theme and a youtube video (Wake Up! Daily Routines Song for Kids).
Pedagogical use of ICT in class or at home: A youtube video is used to create a context
in which to frame the teaching points. In addition, the audiovisual material is utilized as a
means to enhance and make the process of language acquisition easier for students.
Seating arrangement: To promote interaction and promote eye to eye contact, children

3. will sit in a circle on the floor. At some point, during the lesson students will be asked to
stand up and mime different actions.
Assessment: students` comprehension will be assessed not only by their verbal
productions but by any other means of expression and communication such as nodding,
pointing or miming.
- Routine -5’:
As I did in the previous class, I will try to set up a friendly and relaxed atmosphere by
greeting the children with a simplified version of the song “Hello everybody! So glad to see
you!
“Hello to Juan, Ramiro and Vicente! So glad to see you!”
“Hello to Olivia, Sofia and Tatiana!” So glad to see you!”
…………………..
So glad to see you!
…………………………………..
- Lead-in or Warm-up 5’ :
To prepare and introduce the children to the teaching points, I will lie down on the carpet
pretending that I’m sleeping, then I will say:
“Every morning, when the sun is rising I wake up and open my eyes”, at the same time, I
will be making gestures like stretching my arms, opening my eyes and start yawning.
I will continue talking while using gestures to act the actions, “Then I wash my face, have
breakfast, I brush my teeth and finally I go to school”
Trying to appraise understanding, I will ask questions as:
“Newen, do you wash your face after you wake up? Yes! Like this!? Yes? that’s right!”
“And…..Tatiana, Do you brush your teeth (miming) after you have breakfast (still miming)?
Yes! That’s very good! Everybody has to brush their teeth after breakfast!
“And… Mirella, Do you comb your hair (acting it up) before you go to school (gesturing
holding a backpack and walking)? Yes! I see it, your hair is neat and beautiful!”

4. I will praise the children: “Well done kids!”
Transition:
I will take out from a box the flash cards below and while showing them to the students
and pointing I will tell them: when the sun is cresting the horizon and the rooster starts
crowing a lot of things happen, Do you want to see more cards and see? Yes? Well, look!
Presentation - 10’:
Purpose: to expose students to more topic vocabulary and to facilitate meaning
comprehension with the help of mimes, gestures and images stuck on the board.
At this stage, I will teach the chunks of new vocabulary by pointing at different pictures,
say the actions they inspire and do the movements accordingly.
I stand up in front of the board and I will invite the students to stand up and come close
to the board as well.
I will point to the alarm clock and say and mime:
“I wake up!”
I will continue gesturing and repeating the same language chunk encouraging students to
coral repetition and imitation of the gestures I modelling.
“I wake up!” “I wake up!”
Subsequently, I will point to the next pictures and say and mime:

5. “After I wake up, “ I wash my face”, “I wash my face”
Following the same procedure, one after the other, I will go along the target vocabulary
chunks.

6. Development - 20’:
Purpose: to continue practising the target vocabulary, to recycle previous knowledge and
to encourage students to produce some vocabulary on their own.
- Activity 1– 5’:
I will encourage the children to make the movements on their own and to assess
comprehension I will change the order, for example, I will say:
“In the morning I wake up and I comb my hair, then I wash my face and I go to school. At
school, I have breakfast and brush my teeth”
I will follow the same procedure exploiting different order options.
“Well done children!”
- Activity 2- 5’:
I will invite the children to sit dawn on the rug, in the meanwhile I will stick the following
pictures on the board and I will prompt students to produce some vocabulary by asking and
pointing to the first image:

7. “What kind of picture is this?”………….. “I think is a ‘wake up’ picture!” Yes? No?”…..
“Yes! it’s a wake up picture!”
“Luciano, can you go to the board and show me a ‘comb my hair’ picture?”
‘Yes! That’s right! “ “Very good!”
What kind of picture is it ? EA: “Comb my hair”
Tatiana? Can you…………………….?
………………………………….

8. - Activity 3- 10’:
I will invite the children to stand up and move to their chairs. As they usually sit around a
rectangular table, I will display around the table, six poster papers with a theme prompting
picture on top.

9. Then, I will divide the children into four groups, I will give each group a container with
assorted pictures and I will ask them, to stick the pictures in the corresponding theme.
The following are some examples of the images the students will be asked to stick on the
poster paper.

10. I will encourage children to move around the table to stick the pictures and I will monitor
their work and help them when necessary.
Transition: “Well done kids!” “ Your posters are very nice!” “Congratulations!”
“Now, do you want to watch a video to sing and move along?” Yes”? Wait!”
Closure – 10’:

11. Purpose: Children will be further exposed to the target language and will be encouraged to
practice it and recycle it in a free and enjoyable manner.
I will get a computer and ask the children to stand and watch the video, dance, mime and
sing along.
https://www.youtube.com/watch?v=eUXkj6j6Ezw
Transcript
All right, all right!
Here we go!
I wake up, I wake up
I wake up, I wake up
I wash my face, I wash my face
I wash my face, I wash my face
This is what I do, when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I brush my teeth, I brush my teeth

12. I brush my teeth, I brush my teeth
I comb my hair, I comb my hair
I comb my hair, I comb my hair
This is what I do when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I eat breakfast, I eat breakfast
I eat breakfast, I eat breakfast
I go to school, I go to school
I go to school, I go to school
This is what I do, when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I wake up, I wake up
I wash my face, I wash my face
I brush my teeth, I brush my teeth
I comb my hair, I comb my hair
I go to school, I go to school
All right, all right!
All right, all right!
All right, all right!
All right!
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13. 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
25/30
Lovely ideas, Ana! 
I hope you find my comments and suggestions useful.
Have a wonderful time!