This document provides a lesson plan for an English class focusing on family and toys vocabulary for 5 year old students. The 40 minute lesson has three parts: 1) Students introduce their family members using pictures and identify family vocabulary. 2) New toy vocabulary is presented and students complete a matching exercise to practice recognition. 3) The lesson ends with students singing a goodbye song. The plan details learning objectives, language focus, teaching approach, materials, activities and assessments.

1. 1
I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNO RESIDENTE: Ludmila Ruiz Díaz
Período de Práctica: Nivel Inicial
Institución Educativa: Juvenil Instituto Fueguino
Dirección: Libertad 965, Rio Grande, Tierra del Fuego
Sala / Grado / Año - sección: Sala Celeste de 5 años
Cantidad de alumnos: 29
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Family & Toys
Clase Nº: 3
Fecha: 18 de mayo de 2015
Hora: 09.50 a 10.30 am
Duración de la clase: 40 minutos
Fecha de primera entrega: 14 de mayo de 2015
CLASS 3
• Teaching points: The Family (mother, father, brother and sister) and Toys (dinosaur,
ball, car, telephone, teddy bear, doll)
• Aims or goals: During this lesson, learners will be able to…
✓ Introduce their family members using a picture of their own.
✓ Identify vocabulary related to toys through visual aid and use it in a mean-
ingful context.
✓ Develop listening skills by following simple instructions.
✓ Develop speaking skills by naming members of their family using a picture.
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Identifying colours
Identifying family members:
This is my moth-
er/father/brother/sister
Asking and answering ques-
tions in the simple present
Imperatives listen /
come here / sit /
stand
Colours: red, blue,
orange, green
Family members:
mother, father,
brother, sister
Polite Requests
-Please, sit down /
listen
Wh-question:
-What colouris Pep-
pa’s dress?
-It’s red
Wh-question:
- Who is this?
- This is my mother
New Identify and naming toys
Simple commands
Doll, ball, teddy
bear, telephone, car,
dinosaur
The imperative glue
- Peppa has got a doll
- George has got a
dinosaur
- Glue the picture on
the frame

2. 2
• Teaching approach: Communicative Approach
• Integration of skills: Listening mainly to the teacher and speaking by repetition
• Materials and resources: Poster of the Peppa Pig Family1 members, a poster to make
a collage of Ss’ family pictures, a frame template2, a picture of a family3, toys (dino-
saur, teddy bear, ball, doll, telephone, car) blu tack, glue, pencils and a worksheet for
the matching exercise (pictures taken from the Internet assembled by the teacher)
• Pedagogical use of ICT in class or at home: none
• Seating arrangement: Horseshoe arrangement and groups of 5/6 the same way they
are arranged by the class’ teacher
• Possible problems / difficulties and their possible solutions during the class: I have
asked for a family picture, in case there are Ss who do not bring one I will ask them
to draw their family in the frame template.
• Classroom management strategies: as it is a large group and due to previous lessons;
I will make use of transitions markers for Ss to know an activity has finished and
predispose for the following one.
• Potential problems students may have with the language: Ss may not remember cer-
tain words, I will encourage other Ss to help or remind them, especially when they
speak about their families.
• Assessment: I will assess recognition of new words will be assessed through a
matching exercise.
Routine 3’
Purpose: to greet students and begin the lesson. To continue practising and setting the routine for the
opening of the class.
Before starting the lesson, I will resort to a transition marker in order to settle students and
predispose them to sing the Hello Song. I will call their attention by chanting and miming:
1, 2, 3, eyes on me
1, 2, 3, listen carefully
Once I draw students’ attention I will sing the song to greet encouraging them to repeat:
Hello, everyone. Tra-la-la-la-la.
Hello, everyone. Tra-la-la-la-la-la.
Hello, everyone. Tra-la-la-la-la.
Hello, everyone.4
Transition: ‘Excellent, everyone!You’re great singers!’
Warm-up 3’
Purpose: to set the mood for work by revisiting vocabulary from the ‘Family’
1 Pictures Retrievedfrom:
http://www.independent.ie/lifestyle/article30179868.ece/BINARY/HEA_2014-04-14_LIF_008_31207881_I1.JPG
https://blokecalleddave.files.wordpress.com/2014/04/papacerdito.jpg
http://media.claires.co.uk/pws/client/images/catalogue/products/27448/zoom/27448.jpg
http://fc07.deviantart.net/fs71/f/2014/033/3/1/peppa_pig__mummy_pig_eating_an_orange_by_dev_catscratch-d74w76k.png
http://www.movieforkids.it/wp-content/gallery/peppa-pig/peppa-pig-vi-01_0.jpg
2 Cookie & Friends Plus B, Student’s Book. Worksheet No 7
3 http://www.abc.es/Media/201306/14/Fotolia_51964365_Subscription_Monthly_XXL--644x362.jpg
4 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP

3. 3
I will show Peppa’s pictures and attempt to elicit the names of the family members we have
been working with the last two lessons; at the same time, I will encourage Ss to repeat the
chunk ‘This is the…’ and stick the pictures on the board.
As I stick the pictures, I will ask students to tell me the colours of the characters’ clothing in
order to revisit colours.
I will say as I point to the pictures ‘This is Peppa’s Family; this is the mother, this is the father,
this is the sister and this is the brother.’
Transition: Well done, everyone! I will resort to the transition marker in case students start to
disperse.
Development
Activity 1 15’
Purpose: to practise ‘Family’ vocabulary by asking students to show and namethe family members in
their pictures. To make up a collage of the family pictures to display on the classroom walls.
For this activity I will ask the Spanish teacher to retrieve Ss’ family pictures beforehand in
order to avoid major distractions.
I will show the students the following picture and say ‘This is MY family’ emphasising on
MY so students understand whose family it is:
I will point each person in the picture and present my family by saying ‘This is my…’
I will distribute Ss’ pictures, this could cause students to get distracted so I will resort to a
chant or transition marker once each S has their picture.
I will ask a volunteer in each desk to show their family picture and tell who the people are; I
will guide and help each S to present their family encouraging them to say ‘This is my…’
and praise them after participation. There will possibly be pictures with other family mem-
ber other than the ones we have seen, I will provide vocabulary in this case for the S to re-
peat.
I will tell students we are going to make a poster with all the pictures and that we are going
to glue them to the following frames:

4. 4
I will distribute the frame copies and glue. I will tell students they need to glue their picture
on the frame placing it in the middle. In case there are Ss who do not bring their picture,
they will draw their family; for this purpose I will give them some markers.
As Ss finish, I will stick the pictures to the poster with the heading ‘My Family’ that will be
stuck on the board for the time being.
I will call Ss’ attention to Peppa’s family pictures which are still stuck on the board. I will
point to the pictures and say ‘This is Peppa’s family’, then to the poster with the Ss’ pictures
and say ‘These are your families’ pointing to everyone in the room.
Transition: Look at this beautiful poster, you have wonderful families! Transition marker would
be necessary as Ss will not finish at the same time and some might be involved in conversa-
tion o wandering around the classroom.
Activity 2 15’
Purpose: to present ‘Toys’ vocabulary, to have students do a matching exercise to assess recognition
of vocabulary.
I will take the pictures of Peppa’s mother and father on the board and leave the ones of
brother and sister. I will say ‘This is Peppa and this is George, they are brother and sister’
pointing to each of them. Then I will show the following picture and say ‘Look! Peppa and
George’. I will make Ss describe the picture asking questions in L1 and L2 such as ‘Donde
estan? Where are they?’ and ‘Qué hacen Peppa y George? What are they doing?’
Once it is agreed that they are in their bedroom playing with toys, I will point to each char-
acter and say ‘Peppa has got a teddy bear, it is her toy’ and ‘George has got a dinosaur’
I will encourage students to repeat the words and then, I will stick the picture on the board.

5. 5
I will take two chairs, one for Peppa and one for George, and place their pictures on the back
rest of each chair. I will take the bag with the real toys and place them on each chair as I say:
Peppa has gota teddy bear/ a doll / a telephone
George has got a dinosaur / a ball / a car
I will ask students to repeat the name of the toys and encourage them to reproduce the
whole language chunk ‘Peppa has got a … / George has got a…’
I will distribute the following worksheet for students to match the characters with their cor-
respondent toys. Before distributing pencils, I will tell students they have to ‘match/unir’
Peppa with her toys and George with his.
The worksheets will be given to Ss’ English teacher to keep in their portfolio.

6. 6
Transition: Great work!I will resort to the transition marker in order to say goodbye and end
the lesson.
Closure 3’
Purpose: To end the lesson with a chant and to say goodbye.
I will attempt to have Ss sing the goodbye song in order to follow the plan of setting a rou-
tine for opening and ending lesson.
I will say ‘It’s time to say good-bye, do you remember thesong to say goodbye?’ Then I will ask Ss
to repeat the stanzas after me.
Bye-bye, everyone. Tra-la-la-la-la.
Bye-bye, everyone. Tra-la-la-la-la-la.
Bye-bye, everyone. Tra-la-la-la-la.
Bye-bye everyone.5
5 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP