Kindergarten lesson plans

TALLER DE PRÁCTICA DOCENTE 2016
ALUMNO RESIDENTE: Knye, María Isabel
Período de Práctica: Nivel incial
Institución Educativa: INI 1467 - Hakuna Matata
Dirección: Fgta. 25 de Mayo 588 - Rada Tilly - Chubut
Sala / Grado / Año - sección: de 5 años - Turno mañana
Cantidad de alumnos: 6
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: El Aula
Clase Nº: 1
Fecha: 10/05/2016
Hora: 10:00 a 10:30hs
Duración de la clase: 30 minutos
Fecha de entrega: 30/04/2016
Teaching points: School objects - What’s this...? This is a… What are these? They
are… (pencil, crayon, glue stick, scissors)
Aims or goals:
During this lesson, learners will be able to:
● follow commands
● identify and name school objects
● improve their listening skills by listening to a song
● improve pronunciation of certain sounds through meaningful practice
Language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Naming people
in the
classroom
Giving
commands
school,
teacher,
boy(s), girl
point to,
walk, run, sit
down, stand
up, touch
What is this?
It’s a…(school)
stand up,
walk/run to ...,
touch the...
short vowel sound
/ʌ/ as in up, run and
touch

New Naming
classroom
objects
pencil,
crayon, glue
stick,
scissors,
What’s this?
This is a…
What are these?
They are…
..
/ð/
Teaching approach: Communicative approach organized through PPP (Presentation,
Practice, Production)
Integration of skills: Listening and speaking through T-S exchanges, listening to and
singing a song
Materials and resources:
● Poster showing a photo of the children’s school, and images of a teacher, a boy and
a girl.
● Poster showing the school, a typical kindergarten room, a table, a chair and the
school objects to be introduced, plus realia.
● My computer to look at the video of the song and listen and sing. (There’s no internet
available at the school so I’ll download the videos I need.)
Pedagogical use of ICT in class or at home: As students watch the video they’ll have to
pick up the object mentioned and put it down as soon as the next one is mentioned.
Seating arrangement: Standing up to sing the Hello Song, in a semi circle while revising
people in the classroom. Standing up for TPR activity about commands, in a semi circle on
the floor for introduction of new vocabulary and while watching the video.
Possible problems / difficulties and their possible solutions during the class: Children
can get over excited so I'll make them sit down in a circle and ask them to breath calmly
since I’ve read that this kind of activity is very useful to calm students down, I could also just
move on to the following activity. I have alternated TPR activities with others in which
children will be sitting down. I can also use the chant “1, 2, 3 eyes on me” mimicking “eyes
on me” or just raising my hand to ask them to be quiet for a while.
Classroom management strategies: reinforce routines within the classroom, foster and
praise good behaviour, and keep students engaged through a variety of activities
Comentario [R1]: miming

Assessment: what will be assessed and how?: I'll assess the children by checking if they
can identify the objects that will have been introduced by asking them to pick up, touch or
point to different ones .
Routine (5')
Purpose: to get students organised and ready to start the class
I'll get into the classroom and greet students: "Hello children! How are you today?"
SS: Hello
I'll turn my computer on to watch and sing the "Hello song" that students are used to singing
every English class.
T: Ok, let's stand up and get ready for the song. Are you ready?
https://youtu.be/x23rTDl4AMs
Hello, hello.
How are you?
Hello, hello.
How are you?
Hello, hello, how are you?
How are you today?
I am fine,
I am great,
I am fine.
I'm just great today.
I am fine,
I am great,
I'm very well today.
Great!
Hello, hello.
How are you?
Hello, hello.

How are you?
How are you today?
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm not so good today.
Oh! Well, I hope you feel better soon!
Hello, hello,
How are you?
Hello, hello,
How are you?
Hello, hello,
How are you?
I'm very bad well today.
Transition:
T: Very good!! Let’s sit down on the floor in a semicircle looking at the white board.
Warm up: (5’)
Purpose: To revise vocabulary and commands
Interaction patterns:
Teacher - Students
While the students sit down I’ll draw out of a bag a photo of their school and leave the other
pictures of a teacher, a boy and a girl inside it.

T: Good! Let’s start.
T: Look at the photo I have here! What’s this?
Ss: El jardín (This is what I expect the children to answer)
T: Yes, it is the school!! What is it? Encouraging children to repeat my words
Ss: (It is the) school.
T: Let’s see what else I have in here. Oh look, It’s a boy! What’s this?
Tom
Comentario [M2]: This is your
school. It is the school!! Can you say
that? "It is the school"
Comentario [R3]: What is the
purpose of this elicitation here?
If you are introducing the new lexis you
may mention the place yourself. SS will
probably say the words in Spanish, but
you make communication more
meaningful.
Imagine the same procedure from the
point of view of the learners and you
will realize what meaningful learning is /
implies.
Great idea to use their own context!

Ss: (It’s a) boy.
T: Great, it’s a boy. What’s this? Encouraging children to repeat the whole chunk of words
Ss: It’s a boy
T: Looking curiously inside the bag. Sofi, would you like to take another picture from the
bag?
S: Yes!!!
T: Show it to the rest.( I’ll guide her so that she understands that she has to show the
picture to her partners) Once she is facing her partners “What’s this?” Is it a boy?
Maggie
Ss: Nooooooo! Es una nena
T: Yes, it’s a girl! What is it?
Ss: (It’s a girl)
T: Oh, look Mati, there’s one are more pictures. Take it one out and show it to the rest..
T: What is it? Pointing to the teacher.
Romina
T: It’s a teacher!!! What is it?
Ss: (It’s a) teacher.
Comentario [M4]: I thought that if I
gave the boy a name, the children
would learn the name not the word
"boy".
I could add: "His name is Tom", "Tom
is a boy"
Comentario [R5]: Again, imagine this
Exchange in Spanish. How meaningful
would it be?
Try to contextualize your teaching by
naming this boy, saying who he is, etc.
Comentario [R6]: Careful! All of them
will want to take pictures out of the bag.
Comentario [M7]: I could have more
than one girl, boy, and teacher in the
bag so that they can all have a go and
they repeat the words more than once.
Con formato: Inglés (Estados Unidos)
Comentario [M8]: Her name is
Maggie. Maggie is a girl. Is Maggie a
boy or a girl?
Comentario [M9]: If I change the
activity it might be another boy, girl or
the other new word "teacher"

T: Let’s repeat (while showing the pictures one at a time). It’s a school.
Ss: (in lockstep) It’s the school
And so forth
T: Great job everyone! Now, stand up and come with me. I’ll place the 4 pictures in
different corners of the classroom..(Revising commands - TPR)
T: Ok, now follow me and do as I do. Walk. I’ll walk around the class with the kids following
me walking. Then I’ll change the action and I’ll say Run. Sit down, touch the school,
point to the girl, run to the boy. I expect a little bit of chaos.
T: Good job! Now come next to me and sit down. (For them to understand come next to me
I’ll signal with my hands in my direction and onto the floor)
Presentation
Purpose: To introduce vocabulary
Activity #1: (10’)
Transition: Would you like to watch a video and sing a song?
SS: Yeeees!
Before watching the video:
T: Look what I have for you!!! I’ll mention the objects as I hand them out: a pencil, one for
you Sofi, one for you Elías, one for you Bauti and so on till I have handed out all of the
necessary objects. I’ll give the children a pencil, a crayon, a glue stick and a pair of
scissors (they have scissors among their material in the classroom) I’ll also place a poster
on the white board with the objects.
Development
T: Ok, now put your objects on the floor in front of you. Look, like this. (I’ll place my objects
in front of me for them to do the same)
As we watch the video (1’51)”:
Comentario [A10]: This is a nice
idea. Connecting the action verbs they
have been working on with the new
vocabulary items. You should do this
from the very beginning, e.g. Walk to
school, Sit down next to the boy, etc.
Comentario [M11]: good idea!
Thanks.
Comentario [A12]: What would you
do if they start playing with the objects,
especially with the scissors?
Comentario [M13]: I could provide
them with pictures of the scissors and
have a real one just myself.
Comentario [R14]: Modelling /
showing. Well done!

Transition: Are you ready? Ok, here we go. Listen (gesturing with my hands towards my
ears) Every time you see (pointing to my eyes) the object or hear (pointing to my ears again)
the word of the object, pick it up like this. (I’ll model the action for them)
T: Let’s play the video
I’ll pick up the objects too so that they do it as well.
https://www.youtube.com/watch?v=pZWBLOVariE
Classroom objects song
What is this, boys and girls?
What is this? What is this?
This is a pencil
That's what it is.
We draw with it, draw with it.
That's what we do.
We draw with a pencil,
At school, at school.
This is a crayon
That's what it is.
We colour with it, colour with it.
That's what we do.
We colour with a crayon,
This is a glue stick
That's what it is.
We glue with it, glue with it.
That's what we do.
We glue with a glue stick,
What are these, boys and girls?
Comentario [A15]: Modelling is so
useful!
Comentario [R16]: You should also
check understanding of instructions.
You may invite a S to explain in
Spanish what they have to do.
Comentario [M17]: Yes, you are
right, I'll do that!
Comentario [A18]: Remember to
include the lyrics, please.

What are these? What are these?
These are scissors
That's what they are.
We cut with them, cut with them.
That's what we do.
We cut with our scissors,
While students are watching the video I’ll monitor if they pick up the correct object.
Once the video is over:
T: Did you like the video? Did you like the song? Do you want to watch it again?
Ss: Yes, otra vez (or at least that is what I expect)
T: Ok, again - otra vez - again
We’ll watch the video one more time so that students become familiarized with the
vocabulary and they start learning the song. (I’ll use the same song the following class as a
warm up)
T: Remember to pick up the object as you see it or hear it mentioned.
After watching:
Showing the different items to the children (As it is the first class it will be done in lockstep)
T: What’s this? It’s a pencil
Ss: (It’s a) pencil
T: What’s this? It’s a crayon
Ss: (It’s a) crayon
T: What’s this? It’s a glue stick
Ss: (It’s a) glue stick
T: What are these? They are scissors
Ss: (They are) scissors
Closure
Activity # 2 (5’)
Comentario [R19]: SS have been
exposed only twice or three times to the
target lexis. They may not be able to
produce the new vocab on their own.
Remember to make practice as
meaningful and contextualized as
possible.

Transition: Well done!!! Ok, now let’s go to the table and here I have a page with the
objects for you to colour.
Once the children are sitting down at the table, I’ll give them the handout for them to colour.
Students are not given homework, but they can take the coloured handout to show at home.
T: Would you like to take your work home? -¿Les gustaría llevar el trabajo a casa? - Would
you like to take your work home?
Transition: Look at the time! The class is over. Let’s sing a goodbye song. Students don't
sing a goodbye song so the first day I would like to look at the video as we try to sing along,
in the following classes I would like to do it in a circle, holding hands.
https://www.youtube.com/watch?v=rCr2t34vkIE
Now is time to say goodbye,
say goodbye, say goodbye,
Goodbye everyone
(twice)
Comentario [A20]: Will you give
them instructions as regards the
colours to use? It can be a nice
opportunity of revising colours.
By the way, what will they use to
colour? Will you provide them with the
pencils/markers/crayons?
What if they do not finish the activity?
Remember to include the worksheet
you will give them.
Comentario [M21]: Students will be
provided with crayons, that I will give
them at a later stage of my practicum
as a present, when introducing the
vocabulary as well as pencil and a glue
stick. I'll be revising colours, along with
shapes in following classes. Students
will be able to colour the objects with
the colours they like best.
Comentario [A22]: If they do take it
home, you should send a note to the
parents explaining what you have done
and telling them to bring it class next
class.
Comentario [M23]: I'll first ask their
teacher if they are allowed to take work
done in class home or it they have a
portfolio which is given to the parents at
a given time.

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
Class.
management
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: __26__ /35 =7.5
Dear Marisa,
The lesson is varied and coherent. Try to encourage learners to use the language more.
Have a look at the comments, please. Asking learners “What´s this?” at presentation
stage is not very meaningful. You may use a story/anecdote to contextualize the whole
lesson.
Remember to include the worksheet(s).
If you have any doubt, do contact us.
Cecilia and Aurelia

Unidad Temática: El Aula: sus objetos y personas.
Clase Nº: 2
Fecha: 12/05/2016
Hora: 10:00 a 10:30hs
Teaching points: Shapes: Pass me the..., please/ Thank you
Aims or goals:
● understand and follow commands
● reinforce identification and names of school objects through meaningful practice
● ask for material and answer politely through a game
● improve their listening skills by listening to songs
Language focus:
Revision Naming people
in the
classroom
Understanding
commands
crayon, pencil,
glue stick and
scissors.
colour, colours
jumping
numbers 1 to 5
What is this?
What are these?
They are (boys,
girls, crayons
scissors,...)
/ð/
New Asking for
things and
answering
politely
Naming shapes
and sizes
Pass
Please
Thank you
Pass me the (red)
crayon, please.
Thank you
/e/ as in head, bed
and said
Comentario [A24]: Which?
Comentario [A26]: You haven´t
developed this on this lesson.
Comentario [M25]: I have changed
the planning so many times that I forgot
to remove it from the chart.

Integration of skills: Listening and speaking through T-S/S-S exchanges, listening to and
singing songs.
Materials and resources: This material will be in the classroom from last class
a girl.
school objects that have already been introduced.
● My computer to look at the video of the song and listen and sing. (There’s no internet
available at the school so I’ll download the videos I need.)
● Crayons, pencils, glue sticks and pictures of scissors.

● Puppets .
● Poster with a big house and a small house made out of shapes.
Pedagogical use of ICT in class or at home: There's no real use of ICT, students will be
just listening to songs and revising numbers from 5 to one while miming.
Comentario [A27]: You should
include pictures of the resources.
Comentario [M28]: Here they are!
Comentario [A29]: Not mentioned or
used in this lesson.
Comentario [M30]: Based on my
observations I decided not to include
this in the lesson.

Seating arrangement: Standing up to sing the Hello Song. Sitting in a circle while revising
school objects and practising pass me... please/ thank you. Standing up for TPR activities.
Sitting around the table while colouring a picture.
Possible problems / difficulties and their possible solutions during the class: This
group of children is very active, and noisy as well, so it's very important to keep the activities
short and varied in order to keep them motivated and as calm as possible. I have alternated
TPR activities with others in which children will be sitting down.
praise good behaviour, and keep students engaged through a variety of activities
can identify the objects and if they can use the exchange "pass me the ..., please" and
"Thank you"
Routine (5')
Purpose: to get students organised and ready to start the class
I'll get into the classroom and greet students:
T: "Hello everyone! How are you today?"
SS: Hello
I'll turn my computer on to watch and sing the "Hello song"
T: Are you ready to start? Listen (putting my hand next to my ear) The hello song!!! Come
on, let's sing. (Jumping around the classroom as they usually do, miming the feelings, such
as great with thumbs up, not so well with thumbs down, and the other gestures that appear
in the video)
Hello, hello.
How are you?
Hello, hello.

How are you?
How are you today?
I am fine,
I am great,
I am fine.
I am fine,
I am great,
Great!
Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
Hello, hello,
How are you?
Hello, hello,
How are you?
Hello, hello,
How are you?

Transition:
T: Very good!! Now, let’s sit down on the floor in a circle. We have a guest today. (I'll have a
Mickey Mouse puppet) Look, do you know him? Showing the puppet to the children.
Warm up: (5’)
Purpose: To revise vocabulary seen last class and to introduce "pass me the..., please" and
"Thank you" I won't do this here. I need to revise vocabulary seen the previous class:
school, teacher, boy, girl, crayon, pencil, glue stick and scissors.
I'll have a box with the school objects next to me. Instead of this, I'll stick the pictures
showing the vocabulary seen last class and we will play "What's missing?"
T: Let's say hello to Mickey. Hello Mickey!!
Ss: Hello Mickey
T: Let's play a game with Mickey. Here are your crayons, pencils, glue sticks and your
picture of scissors.
Instead: Look at the pictures on the board!
Mickey: I know, I know. This is a school. What's this? Pointing to another picture.
Ss: e.g. crayon
Mickey: and this?
Ss: e.g. a teacher (and so forth)
Once we have revised the vocabulary.
Comentario [A31]: You may ask
them to close/cover their eyes.
Comentario [M32]: this is a geat idea
since any of the kids can mention
what's missing.

T: Now, (I'll remove one of the pictures and ask) What's missing? If they don't understand I'll
show them that I had one picture hidden behind me and repeat: "What's missing?" (I'll keep
removing pictures till there are none left on the board)
Presentation: (5')
Pass me the (crayon), please. Thank you!
Interaction pattern:
Teacher (Mickey) - Students
I'll have a box with the school objects next to me and provide the kids with one of each kind
plus the picture of the scissors.
T: Ok, listen.
T: (I'll be holding Mickey Mouse puppet with my right hand and the puppet will say) "Pass
me the crayon, please" as I hand the crayon to it, Mickey will say "Thank you"
As you suggested, Mickey will ask the children to pass him different objects and say "Thank
you"
Mickey: Elias, pass me the pencil, please. (As Elias passes the correct object) "Thank you"
and so forth.
Development:
Activity #1 (Sitting in a circle) (5')
Student-Student
Transition:
Comentario [A33]: You may find one
of those pairs of scissors for children
which are not dangerous for them to
manipulate.
Comentario [M34]: It is not that they
are dangerous, but they might start
poking at each other, so although they
may not get hurt there's a great chance
that they will be more interested in the
object itself than in the activity.

T: Who wants to be Mickey now? I'll ask for a volunteer. Ok, here you are. You are Mickey
now!
I expect the volunteer to say (name) pass me the (object), please and thank you when
he/she gets it. I'll help them with the command if they forget.
T: Does someone want to be Mickey?
Ss: Yo, yo, yo...
T: (I'll choose a student) What does Mickey have to say? (¿Que tiene que decir Mickey?)
S: Pass me the crayon, please (I'll help the student remember the words)
T: And when the puppet gets the crayon? ¿Y cuando le damos el crayon, que nos dice
Mickey?
S: Thank you ( again I'll be helping with the words)
T: I'll ask for another volunteer. So, I'll avoid this part.
Development
Activity #1 (Sitting in a circle) (5')
Interaction Pattern: Student - Student (One of the students in each pair will be given a
puppet to work with and they'll switch roles.)
Transition
T: Work with a partner. We will do what Mickey taught us, ok? Let's try with different
objects. You will all have a go to use a puppet. Todos van a poder usar el puppet. You will
all use a puppet. "Pass me the pencil, please". "Thank you". (I'll model the activity for them
one more time; I expect children to pick up the correct object and pass it to their partner and
say thank you when they get one) I replaced this for the previous activity based on your
suggestion.
Ss: I expect that everyone can say the words while using the puppet (with my help if
necessary)
passing the objects to each other. "Thank you"
After every student has had a go, we'll stop.
Transition
T: Well done everyone!!! Now, let's put the objects in the box and stand up to sing a song.
Comentario [A35]: You may need to
repeat the procedure before you get the
students to do it on their own. “Mickey”
can ask them to pass them the different
school objects and say Thank you to
each of them, and then they may feel
confident to pretend to be Mickey.
Comentario [M36]: You're right. I'll
do that!
Comentario [A37]: As this is a
difficult question for learners, instead of
translating it, you might prompt the
command and ask them to repeat after
you.
Comentario [A38]: Again, find the
way of avoiding using L1.
Comentario [A39]: This is practically
the same as the previous stage.
Comentario [M40]: But this is a pair
work
Comentario [A41]: Right, but the task
is just the same.
Comentario [A42]: Fine.

Activity #2 (TPR activity) (3')
I'll finish this part of the class with the song "Five Little Crayons". The children already know
the song but with Five Little Monkeys" (1'59") Students will jump, move their hands to say no
and show fingers for the numbers five to one.
https://www.youtube.com/watch?v=ve9HyTbYMFU
Five/Four/Three/Two little crayons jumping on the bed
One fell off and bumped its head
Mama called the doctor and the doctor said
No more crayons jumping on the bed.
...
One little crayon jumping on the bed
Put those crayons right to bed.
Closure
Activity #3 (10')
Purpose: to calm students down, review colours and further practice on "pass me the (red
crayon), please". "Thank you". It will also help me to introduce shapes the following class.
Transition:
T: Come on, let's sit at the table. Here you have the picture of a school a house. I want you
to paint it with the colours you like, but you have to ask for the colours politely and say thank
you. (I'll will be helping the children naming the colours they want and I'll hand them out to
them)
Comentario [A43]: They might want
to sing and dance it more than once.
Comentario [M44]: they will, if they
really want to
Comentario [A45]: A house is quite
decontextualised in your lesson plan. A
picture of a school or school objects
might be better.
Comentario [M46]: The idea is that
they get familiarized with the drawing
and the shapes since I'll be introducing
some of the shapes the following class
and I would also like to revise colours.
Comentario [A47]: colour
Comentario [A48]: So you will have
the crayons, right?
Comentario [A50]: How will you
check understanding of the activity?
Comentario [M49]: I have bought
crayons and the other school objects
for them to work with, which I'll be
giving out once I finish with the
practicum.
Comentario [M51]: I'll ask who would
like to explain what they have to do? I
can say, for expample, Genaro, what
colour crayon? When he says the
colour I'll say "Pass me the red crayon,
please." Is this Ok?

Transition
T: Look, it's time to say goodbye! Let's sing the goodbye song. Come, let's make a circle
and hold hands.
Goodbye everyone!
(twice)
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
Class.
management
strategies
X
Language
accuracy
x
Score: __21__ /35 = 6
Dear Marisa,
The lesson is nice. Children will love working with puppets. 
Have a look at the comments, please. You have included certain teaching points and
materials which do not appear in the lesson. Remember that each class should be
cohesive and coherent on its own.
Cecilia and Aurelia
Clase Nº: 3
Fecha: 17/05/2016
Hora: 10:00 a 10:30hs
Teaching points: Shapes: circle, square, triangle, rectangle and sizes: big and small

Aims or goals:
● recall the names of colours
● to identify different shapes and sizes through a story told by puppets and supported
by pictures
Language focus:
Revision Understanding
commands
and
instructions
Sit down, stand up,
listen, look
Stop shouting/running/
fighting/jumping
numbers 1 to 5
colours: red, yellow,
blue, green, brown
and black
No more
jumping/shouting/
running/fighting
/e/
New Naming
shapes and
size
Circle, square,
rectangle, triangle.
Big and small
There is (one)
(triangle).
There are (four)
squares
It is big
It is small
/ə/
singing songs.
Materials and resources: This material will be in the classroom from last class
a girl.

school objects that have already been introduced.
● A pen drive with the songs to be sung, a device with a USB port to play the songs
and loudspeakers. (The device and loudspeakers are available in the classroom)
● Puppets Hippo

 Poster with a big school full of shapes
● Poster with a small school also full of shapes
 Individual pictures for the puppets' story

 Crayons in different colours for the children to complete the colouring activity
Pedagogical use of ICT in class or at home: There's no real use of ICT, students will be
just listening to songs and revising numbers from 5 to one while miming.
Seating arrangement: Standing up to sing the Hello Song. Standing up for TPR activities.
Sitting in a circle on chairs to avoid having them throwing themselves on to each other on
the floor - this was a suggestion from their teacher - to listen to a story about Mickey's
school. Sitting at the table while building a school with the glazed paper shapes.
group of children is restless and noisy as well, so it's very important to keep the activities
short and varied in order to try to keep them entertained and as calm as possible. I have
included TPR activities but finished with a more relaxing one so as to calm students down.
praise good behaviour, count up to 3 and give the corresponding instruction, cut an activity if
it is not working and move on to the following one and try to keep students engaged varying
the activities

can identify the different shapes and find them in a picture. I'll do this by telling them to
colour different shapes in different colours.
Routine (5')
Purpose: to get students in the mood to start the English class
SS: Hello
I'll turn the device on to sing the "Hello song"
on, let's sing. (Jumping around the classroom as they usually do, miming the feelings, such
as great with thumbs up, not so well with thumbs down, and the other gestures that appear
in the video, which I won't show them because they remain sitting watching it instead of
singing the song and miming along)
Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I am fine,
I am great,
I am fine.
I am fine,
I am great,
Great!

Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
Hello, hello,
How are you?
Hello, hello,
How are you?
Hello, hello,
How are you?
Transition:
T: Very good!! Now, let’s sing the song of the crayons jumping on the bed. Remember to
show me with your fingers five, four, three, two, one. Are we ready?
Purpose: To revise numbers 1 to 5, crayon and possibly pencil
Five/Four/Three/Two little crayons/pencils jumping on the bed
Comentario [A52]: You may direct
students´ attention to a box of crayons
with only 5 crayons inside, for instance.
Remember to provide a meaningful and
concrete context.
Comentario [M53]: I'll do that.
Thanks!

...
One little crayon/pencil jumping on the bed
Put those crayons/pencils right to bed.
Children will be able to listen to it a second time if they feel like it and we'll change crayons
for pencils this second time. Students won't be watching the video since they get distracted,
I'll record the songs in Mp3.
Transition:
T: Well done, everyone! Now, let's sit in a circle looking at the white board (I'll close the
circle sitting in front of the white board where I'll have placed the following pictures). We will
listen to a story.
Presentation: (2')
circle, square, triangle, square
I'll have two puppets, the one of Mickey Mouse and another that I'll call Hippo.
T: Look who is here?
Mickey: Hello children!
Ss: Hello Mickey!
Mickey: This is my friend Hippo. Say hello to Hippo.
Ss: Hello Hippo
Development:
Story - Puppet show (5')
M: We go to school. I like going to school. (Mickey pointing to a smiling face - The one on
the board will be bigger)  My school is full of shapes, look! (Pointing to the poster on the
board) It is big!

Narrator (teacher): Mickey's school is full of shapes. There are two circles (pointing to a
picture showing a circle ), there are four squares (pointing to a picture showing a square
), There are two rectangles (pointing to a picture showing a rectangle ) and there is one
triangle (pointing to a picture showing a triangle ).
Outside the school there is a big tree. It also has shapes, there is a triangle and a
rectangle .
Hippo: I don't like going to school.  My school is also full of shapes, but it is small
(pointing to the small school on the board) and the tree outside is small too. I want to go to a
big school (pointing to the big school on board) with my friend Mickey.
Mickey: Ok Hippo. Let's go to school together. (hugging each other)
Narrator: Since that day Hippo is happy and he likes going to school 
T: Did you like the story?
Ss: Yeees
Transition:
T: Great! Now, you are going to sit around the table (I'll go to the table and make sure there
are charis for everyone) and you are going to colour a big school (I'll have a copy of the
handout in my hand and a crayon and mime as if I were colouring the picture). Here you
have a picture of the school and a box crayons for you to colour the picture. Before you
start, please listen to me.
Activity #1: (10') (copy of the handout below)
Purpose: to revise colours and assess children's abilities to recognize colours and shapes.
Comentario [A54]: The only
exposure they have had is the story.
They might need some more practice.
You may get them to repeat the words
using different tones of voice, play with
the flashcards, elicit the words, etc.

T: Can you see the school?
Ss: Yes!!
T: Point to the school.
Ss: Point to the building full of shapes
T: There is a tree. Point to the tree, please.
Ss: Point to the tree
T: Now listen. In the school, colour the big triangle red. (The big poster will be displayed
and if the children don't understand, I'll point to the roof in the big poster. By doing this, I'll be
assessing their ability to recall the names of the colours and to identify the shapes)
T: (Praising the ones who give it a try) Well done!! Great!!
T: (As we go on, I'll ask the children to colour different shapes on the picture in different
colours.)
There are four squares. Can you see them? Colour the squares black. (and so forth)
This will be a colour dictation.
This activity will act as the closure too.
I hope this time I can finish with what I have planned. That's the reason why I have just
included one activity which will act as the closure activity too. The characteristics of the
group does not allow more than what I have planned and yet, I'm not sure I will be able to
fulfill my aims.
As you can see, there's not students' speaking time and the reason for this is that they are
not willing to use the language. When I force them to do so, they stop doing what they are
supposed to do and move away so I'll try to expose them to as much English as I can giving
the children as much input as possible.
Transition
T: Look!! Class is over. Let's sing the goodbye song. Come, let's make a circle and hold
hands.
Goodbye everyone!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Comentario [A55]: By doing so, you
show them the answer. You may ask a
volunteer to go to the poster and touch
the roof.
Comentario [M56]: I'll try and see if
there's any of the children willing to do
so.
Comentario [A57]: You should do
something to round the lesson off. You
can display the students worksheets
while you revisit the vocabulary worked
with. Maybe Mickey Mouse can be the
one who praises them this time.
Comentario [M58]: I'll ask for
permission to display their work in the
classroom, but I have already had
difficulty leaving the posters on the
room's walls.
Comentario [A59]: You should
encourage students to do so. Little by
little they are supposed to produce
some English. Using catchy songs or
chants is a good choice.
Comentario [M60]: Again, I always
do my best to have them produce some
English but it has become almost
"Mision Impossible".

Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Score: _24___ /35 = 7
Dear Marisa,
We have included some suggestions which might trigger some new ideas of your own to
achieve a cohesive and successful lesson. Have a look at the comments and ponder
over them.
Cecilia and Aurelia
Clase Nº: 4
Fecha: 19/05/2016
Hora: 10:00 a 10:30hs

Teaching points: Shapes: circle, square, triangle, rectangle and sizes: big and small
Aims or goals:
● recall the names of colours
● to identify different shapes and sizes in order to build a school
Language focus:
commands
and
instructions
Asking for
things politely
Naming school
objects and
shapes and
size
Sit down, stand up,
listen, look
crayon
blue, green, brown
and black
Circle, square,
Big and small
Pass me the ...,
please.
There is (one)
(triangle).
There are (four)
squares
It is big
It is small
/ə/
New None None None None
singing songs.
● A pen drive with the songs to be sung, a device with a USB port to play the songs
and loudspeakers. (The device and loudspeakers are available in the classroom)

 Poster with a big school full of shapes
 School objects (realia) plus picture of scissors
 Labelled paper bags

 Individual pictures to revise shapes

 Computer to watch a video related to shapes
 Pieces of glazed paper cut in different shapes and colours for students to make their
own building (Should I add a picture of the pieces of glazed paper?)
Pedagogical use of ICT in class or at home: I'll try to make the students repeat the name
of the different shapes as they appear in the video, students will listen to other songs such
as the "Hello song" and the "Goodbye song".
Seating arrangement: Standing up to sing the Hello Song. Standing up in a row at the back
of the classroom for the "energizer" activity (objects' race). Sitting in front of the computer for
the shapes' video and around the table while building a school with the glazed paper
shapes.
group has great difficulty staying focused so keeping the activities short and varied are of
paramount importance. I included an energizer activity before other more relaxing ones. To
calm students down is a major challenge.
praise good behaviour, count up to 3 and give the corresponding instruction, and stay silent
till the children react, cut an activity if it is not working, move on to the following one and try
to keep students focus for as long as possible.
can name the different shapes and identify them in the objects' race and the video.
Comentario [A61]: It´s OK. Don´t
worry.

Routine (3')
SS: Hello
on, let's sing. (Jumping around the classroom, miming the feelings, such as great with
thumbs up, not so good with thumbs down, hungry moving hands over the belly, and tired
letting hands down)
Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I am fine,
I am great,
I am fine.
I am fine,
I am great,
Great!
Hello, hello.
How are you?
Hello, hello.

How are you?
How are you today?
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
Hello, hello,
How are you?
Hello, hello,
How are you?
Hello, hello,
How are you?
Transition:
T: Would you like to play a game? It's called the objects' race. (To provide a meaningful
context for the children I'll give each of them a paper bag containing a pencil, a crayon, a
glue stick, a picture of a pair of scissors, and the four shapes we worked on last class. Each
bag will be labelled with their names).
Warm-up: (5' to10') Because instructions might take too long if I want students to
understand what is expected from them.
Purpose:
To act as an energizer and to revise school objects and shapes and the structure "Pass me
the ..., please."
Interaction pattern
Teacher - Students
Student - Students

Before handing out the paper bags, I'll show them how the race works. (I'll have to
resort to Spanish if I want to catch their attention )
Instructions:
T:
 You will all stand in a row at the back of the classroom and put your bag on the
tables behind you. (I'll show them how).
 I'll be standing at the other end of the classroom and I'll say "Pass me the (crayon),
please."
 Turn around, find the object inside your bag and run to me and give me the object.
 The first of you to reach me and hand in the correct object wins a point.
 The one with the most points is the winner and gets to keep what is inside the bag.
T: Are you ready to race?
Ss: Yeeees!
T: Ok, stay here and I'll go to the other end of the classroom. Listen to what I ask for. Ok,
here we go!!
T: Pass me the scissors, please!
(I hope that students look for the correct object inside the bag and run to me and not to do it
bringing the bag) I'll keep a record on the board of who gives me the correct object first.
Once I have asked for the objects three or four times, I'll ask for a volunteer to do it and tell
him/her that the one who replaces me will get an extra point. (to encourage participation and
production)
I'll give everyone who wants to have a go the opportunity. When nobody else wants to
participate I'll stop the activity and announce the winner.
T: And the winner is....!!! You get to keep what was inside your bag!! Let's give him/her a
clap. (I'll clap myself so that kids imitate me)
Transition:
Comentario [A62]: Only if necessary.
Try using English at all times.
Comentario [M63]: I do, but I have to
resort to L1 at times because they look
at me as if they don't understand a
single word of what I'm saying.
Comentario [M64]: I'll try to convince
a student to help me show what they
have to do
Comentario [A65]: You can
demonstrate all this with one student.
Comentario [A66]: This might be
quite frustrating for the other kids.
Comentario [A67]: You may give
some extra help by miming the objects.
Comentario [M68]: Yes!!
Comentario [A69]: Will they
understand this?
Comentario [M70]: I'll show them
pretending to write an extra point on
the board.
Comentario [A71]: Maybe a clap
and/or a medal is better than giving out
the bag. The medal might be kept in the
classroom for further occasions.
Comentario [M72]: Ok. I'll make the
necessary correction to the plan here.

T: Let's, now, watch a video about shapes and where we can see them. Would you like
that? Come here, sit in front of the computer.
Presentation: (2')
T: Shapes are everywhere, look, the door is a ... rectangle, is there another rectangle in the
classroom?
Ss: La ventana (at least I expect them to mention other things in the class that are
rectangles)
T: Yes, the window!! Great. Is there a circle? The poster of the school full of shapes will be
displayed so they might mention or point to a circle in the poster.
T: In the video we will see other things where we can see different shapes. Let's watch?!
Development
Activity #1: (4') It is the time the video lasts.
T: Repeat any word you can, ok? And draw the shapes in the air, like this! (I'll show them
how to and I will also repeat the words and draw in the air to encourage the kids to do so.)
https://www.youtube.com/watch?v=OEbRDtCAFdU
Laaaa!
Do you know what I am?
Say my name if you can!
I have just one line
that goes round and round
and I can roll on the ground.
What am I?
You're a circle!
If you look really close
you will see
I have three sides
One, two, three!
What am I?
You're a triangle!
Draw a circle in the air!
Draw a triangle in the air!
I see shapes
I see shapes, shapes, shapes.
Everywhere I go
I see lots of shapes.
I have four sides
They are all the same
Comentario [A73]: Coherence with
previous activity?
Comentario [M74]: One of the topics
we will have revised are shapes, so I
thought that it would be a good idea to
reinforce the vocabulary learnt.
Comentario [A75]: Repeat the
names of the shapes after you listen to
them.
Comentario [M76]: It might be
clearer if I express it that way. All the
same, it is impossible for me to
remember the exact words I write on
the plan in order to repeat them.

If you know my name
You're good at this game!
What am I?
You're a square!
I have four sides
like a square
but two sides are shorter
and I don't care.
What am I?
You're a rectangle!
Draw a square in the air.
Draw a rectangle in the air.
I see shapes
I see shapes, shapes, shapes
Everywhere I go
I see lots of shapes!
Circle
triangle
square
rectangle
Circle, triangle, square, rectangle.
Shapes are everywhere!
I see shapes
Everywhere I go
Transition
T: You see? There are shapes everywhere. Would you like to make a house or school with
shapes? Look, here I have different shapes in different colours for you to do it. Come, let's
sit around the table. (I'll provide students with a blank page, shapes cut out of glazed
paper and a glue stick for each of them)
Activity #2: (8')
Once the children have sat down at the table, I'll hand out the material and show them how
to do the activity if they don't understand. This is the idea.
At the beginning I had thought of placing the shapes in the middle for them to choose what
they wanted, but they might start fighting so I'll give each of the kids enough shapes to
complete the activity. I already have extra shapes just in case they are needed.
Comentario [A77]: They might to the
house /school first and then you may let
them use their imagination to create
different objects with the glazed paper
shapes.
Comentario [M78]: I wish it could be
possible, but I don't think they'll have
enough time for both activities. I was
thinking of a project for the last class in
order to round up the Unit so I could
include the activity suggested in that
project.

Closure: (2')
T: Great job everybody!!! Show me, "Nice work" and I'll stamp a seal on his/her page. (I
have different kinds of seals which say: Terrific, Very Good, Great, Nice work, Well done
and Super, so I'll place them on their work) Then I'll ask the Spanish teacher if we can
display the kids work in the classroom and leave it there for a while.
Transition
T: Kids, class is over. Let's sing the goodbye song. Come, let's make a circle and hold
hands.
Goodbye everyone!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Comentario [A79]: So they will stick
their productions.
Comentario [M80]: Yes, in the blank
page that I'll provide them with for that
purpose.

Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Class.
management
strategies
x
Language
accuracy
x
Score: __21__ /35 = 6
Dear Marisa,
Have a look at the comments. Keep the thread in mind and do not be afraid of using
English as much as you can. Reconsider the idea of giving the bag as a prize only to the
winner of the game.
Cecilia and Aurelia
Clase Nº: 5
Fecha:26/05/2016
Comentario [M81]: I'll try to design a
medal :)
Comentario [M82]: After consulting
with the teacher in charge, I decided
not to give out anything and declare all
of them winners!

Hora: 10:00 a 10:30hs
Teaching points: School objects. Shapes: circle, square, triangle, rectangle and sizes:
big and small
Aims or goals:
● name the school objects dealt with during the unit
● name and identify different shapes while watching a video
Language focus:
commands
and
instructions
Asking for
things politely
Naming school
objects and
shapes and
size
Sit down, stand up,
listen, look
Crayon, pencil, glue
stick and scissors
blue, green, brown
and black
Circle, square,
Big and small
Pass me the/a ...,
please.
There is (one)
(triangle).
There are (four)
squares
It is big
It is small
/ə/
New None None None None
singing songs.
Comentario [A83]: Take this aim into
account when delivering the lesson. Try
to use different teaching techniques so
as to encourage learners to actually
use the language
Comentario [M84]: I always try to
have them use the language. However,
they don't generally do it because they
are not used to it. The main goal of this
English workshop is to expose students
to the L2, not really to produce it.

● The computer to listen to songs and watch a video related to shapes.
 Labelled paper bags with a box of crayons, a pencil, a glue stick which students will
keep and school objects' pictures, and small cards with shapes for the "School bag
project"
 Individual pictures to revise shapes

 School bag project sample without the decoration. The difference is that the one I'll
give out will be pasted to a #5 white cardboard paper instead of a colour one.

 Pieces of glazed paper cut in different shapes and colours to decorate the school
bag.
Pedagogical use of ICT in class or at home: Make students repeat after me the name of
the different shapes as they appear in the video and pick up the correct card as the words
are repeated. Students will listen to other songs such as the "Hello song", "Five little
crayons" and the "Goodbye song".
Seating arrangement: Standing up to sing the Hello Song. Sitting in front of the computer
for the shapes' video, on their feet for the Five little crayon song and around the table while
working on the school bag project.
Possible problems / difficulties and their possible solutions during the class:
Misbehaviour because of lack of concentration although I expect that they will like the school
bag project. After showing the video, we will sing the Five Little crayon song but changing
the object as they call out a different one.
praise good behaviour, count up to 3 and stay silent till the children react before giving the
corresponding instruction, cut an activity if it is not working, move on to the following one and
try to keep students focus for as long as possible.
can name the different shapes and school objects while watching the video and singing
"Five little (school object) jumping on the bed.
Routine (3')
SS: Hello

T: Listen!!! (putting my hand next to my ear) The hello song!!! Come on, let's sing.
(Jumping around the classroom, miming the feelings, such as great with thumbs up, not so
good with thumbs down, hungry moving hands over the belly, and tired letting hands down)
Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I am fine,
I am great,
I am fine.
I am fine,
I am great,
Great!
Hello, hello.
How are you?
Hello, hello.
How are you?
How are you today?
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,
I'm hungry,
I'm tired,

Hello, hello,
How are you?
Hello, hello,
How are you?
Hello, hello,
How are you?
Transition:
T: We will now watch a video about shapes!!! Circle, square, triangle and rectangle. You
know that we see shapes everywhere?
Warm-up: (5')
Purpose: To revise shapes as a wrap up of the unit
Teacher - Student
T: Look!!! (Putting up the flashcards of the shapes) Repeat after me!.
T: It's a circle. Please, repeat. It's a circle
Ss: Circle
T: and so forth. Just a minute for the children to recall the words and relate them to the
shapes
T: Well, now, let's watch the video. Put your shape cards in front of you and pick them up
as we mention them. (I'll be doing it for them to copy what I'm doing. I'll also be paying
attention to see if any of the children pick the right shape up without my guidance)
https://www.youtube.com/watch?v=OEbRDtCAFdU
Laaaa!
I have just one line
that goes round and round
and I can roll on the ground.
What am I?
You're a circle!
Comentario [A85]: You can show
pictures of shapes.
Comentario [M86]: Students will
have their small cards with the shapes
handy.
Comentario [A87]: Will they
understand this?
Comentario [A88]: This transition
should come later, after you work with
the shapes.
Comentario [A89]: You may invent a
chant- it can be more engaging.
Comentario [M90]: Great idea, thank
you! I'll do that.

If you look really close
you will see
I have three sides
One, two, three!
What am I?
You're a triangle!
Draw a circle in the air!
Draw a triangle in the air!
I see shapes
I see shapes, shapes, shapes.
Everywhere I go
I have four sides
They are all the same
If you know my name
You're good at this game!
What am I?
You're a square!
I have four sides
like a square
but two sides are shorter
and I don't care.
What am I?
You're a rectangle!
Draw a square in the air.
Draw a rectangle in the air.
I see shapes
Everywhere I go
I see lots of shapes!
Circle
triangle
square
rectangle
Shapes are everywhere!
I see shapes

Everywhere I go
Transition:
T: Well done everybody!!! Now let's jump a little bit with 5 little crayons. Ok?.
Purpose: To have students do some TPR activity so that they don't become restless before
doing the final project and to revise school objects and numbers 1 to 5.
Activity #1 (5')
T: The first part we will sing it with crayon, then you name any other school object and we
go on singing it with the one you said. Every time one of you names a different object we
change the song. I'll do it the first time. (After I've changed the object the first time, I'll ask a
student to choose another school object and we will keep on singing it with that item) All the
children will have the school objects so if they cannot mention them, at least they can pick a
different one. As the words we have been working with have two syllables, they fit the music
perfectly.
Five/Four/Three/Two little crayons/pencils jumping on the bed
...
One little crayon/pencil jumping on the bed
Put those crayons/pencils right to bed.
Transition:
T: Are you tired? (Miming tired as in the hello song) I have a final work for you to do. Let's
sit around the table. Look!!!!
Comentario [A91]: Connection with
the previous activity?
Maybe you can change the lyrics
saying “Five little Circles..” first, and
then you can replace the “circles” for
school objects, in order to relate the
different stages.
Comentario [M92]: the idea is to
revise school objeccts as well since this
is the last class of the unit.
Comentario [A93]: Purpose?
You can tell them it´s time to pack up,
and that´s why they have the school
bag…
Comentario [A94]: A final task

Closure:
Activity #2: (15')
Purpose: To wrap up the unit putting together school objects, colours, shapes and sizes.
I'll show the students the school bag and they will glue the small school objects cutouts
inside a pocket I left for them to do so and then they will decorate it with the different shapes
in different sizes and colours cut out of glazed paper or they will be able to colour it as they
wish.
This is the final work they will do since the unit is over.
T: You all have, inside the paper bag with your names, a box of crayons, a pencil if you
want to draw, a glue stick to glue the small school objects to your school bag and a lot of
shapes in different colours and sizes to decorate your school bag. Let's get to work!
I'll be around helping the children to work on their school bag.
Transition
T: Kids, class is over. Let's sing the goodbye song.
Comentario [A95]: And eliciting the
words

Goodbye everyone!
I'll say goodbye to each of them as, hopefully, this will be my last class.
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
Class.
management
strategies
x
Language
accuracy
x
Score: __24__ /35 = 7
Dear Marisa,
You are attentive to the students´ needs and interests – that´s great. Try to connect the
activities so that the lesson develops smoothly.
Bear your aims in mind when delivering the lesson.
Cecilia and Aurelia

Kindergarten lesson plans

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