This document provides a lesson plan for a class teaching English to young Spanish speakers. The lesson aims to develop students' thinking, listening and speaking skills through activities related to an episode of Peppa Pig. Students will watch segments of the episode to practice listening comprehension. They will then work in groups to order pictures from the story. Finally, the class will retell the story using the pictures, with encouragement to use English vocabulary. The lesson plan outlines the teaching points, language focus, approach, materials, activities and assessments in detail over the 40 minute class.

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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:4
Fecha: 19 de mayo de 2015
Hora: 09.50 a 10.30 am
Duración de la clase: 40 minutos
Fecha de primera entrega: 15 de mayo de 2015
CLASS 4
• Teaching points:
Aims or goals: During this lesson, learners will be able to…
✓ Develop thinking skills by ordering events of a story using visual aid
✓ Develop listening skills by following simple instructions and listening to a
segment of Peppa Pig’s episode ‘George’s New Dinosaur´
✓ Develop speaking skills by retelling Peppa Pig’s episode
• Language focus:
Functions Lexis Structures Pronunciation
Revision Simple Commands
Identifying colours
Identifying family mem-
bers: This is my moth-
er/father/brother/sister
Imperatives listen /
come here / sit / stand
Colours: red, blue, or-
ange, green
Family members:
mother, father, brother,
sister
-Please, sit down
/ listen
Wh- question:
-What colour is
Peppa’s dress?
-It’s red
Wh- question:
- Who is this?
- This is my
mother
Practice of
vowel /ɑː/ as
in garden and
bath

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New Identifying someone’s
favouritetoy
Simple commands
Recognition ofwords to
comprehend listening
activity (watching a vid-
eo)
Dinosaur, teddy bear
The imperativewatch
Key words
- Garden
- Bath
- Bed
- Tail
- Shop
- George’s fa-
vourite toy is
Mr Dinosaur
- Listen and
watch the vid-
eo
- George plays
with Mr Dino-
saur in the
garden/bath
- George takes
Mr Dinosaur
to bed
- Mr Dinosaur
hasn’t got a
tail anymore
- They go to the
shop to buy a
new dinosaur
Practice of
vowel /ɒ/ as in
got - watch
• Teaching approach: Communicative Approach
• Integration of skills: Listening mainly to the teacher and Peppa Pig’s Episode
‘George’s New Dinosaur’ and speaking by repeating chunks of language and retell-
ing a story.
• Materials and resources: Story cards from Peppa Pig’s Episode (captured from the
video episode by the teacher), copies of story cards for Ss to put in order, a toy dino-
saur, video episode ‘George’s New Dinosaur ‘ Season 4 - Episode No 191, video pro-
jector, white screen, laptop
• Pedagogical use of ICT in class or at home: Ss will watch a segment of Peppa Pig’s
Episode ‘George’s New Dinosaur’ on video projector. Ss will watch the video, pre-
dict content and then retell the story.
• Seating arrangement: Groups of 5/6 the same way they are arranged by the class’
teacher
• Possible problems / difficulties and their possible solutions during the class: There
could be technical problems which do not allow the use of the projector or watch the
video; should either one happens, I will tell the story to the Ss using the story cards.
• 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, but this time I will tell Ss in advance what I expect
whenever I resort to them (e.g. I will tell them that when I say 1, 2, 3 eyes on me, what
I expect is that they be silent and look at me). Ss might get too excited, wanting to
touch the white screen or stand up during the projection; I will kindly ask Ss to sit
down or use a transition marker. Stopping the projection of the video could be re-
sorted to, in case the class is too disorganised, as a means of making Ss settle.
1 Downloaded from https://www.youtube.com/watch?v=yPNqaRZhD5A

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• Potential problems students may have with the language: Ss may have difficulties in
understanding the video episode; for this purpose, I will pre teach key vocabulary
for Ss to follow the story. When retelling, Ss will lack linguistic competence to retell
the story in L2; I will help them using L2 prompts and allow use of L1 to assess
comprehension.
• Assessment: Understanding of the story will be assessed by retelling and ordering
the events of the story in groups. Pronunciation will be assessed by having students
repeat words/chunks of language.
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, this time I will make clear that I expect them to be
quiet and pay attention each time I say the following:
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.2
Transition: ‘Excellent, everyone!Let’s moveon’
Warm-up 5’
Purpose: to pre teach vocabulary Ss will need to recognise words from the video.
I will show Ss the picture where Peppa and George are playing in their room. I will ask Ss to
recall the name of the toys we have worked in the previous class. Ss will possibly say the
names in L1, I will repeat their contributions in L2.
I will ask Ss where people can buy toys, in order to elicit ‘Juguetería’ and teach ‘Toy shop’
Then I will show the pictures where George is playing with his dinosaur in the garden and
in the bath. I will say ‘Mr Dinosaur is George’sfavourite toy. He plays with is the garden and he
plays with is the bath’ As I show the pictures I will be pointing to the green ground and the
bath, I will encourage Ss to repeat ‘garden’ and ‘bath’. The same procedure will be em-
ployed to teach ‘bed’, I will show Ss the picture where George is in bed with Mr Dinosaur
and explain ‘George takes Mr Dinosaur to bed’
I will show Ss the dinosaur toy and ask them about its colour; I will direct the attention to
the tail of the dinosaur in order to teach ‘tail’.
Transition: Well done, everyone! I will resort to the transition marker in case students start to
disperse.
Development 30’
Activity 1 15’
Purpose: to develop Ss listening skills by watching a video
2 Retrievedfrom CookieandFriends Plus B, Reilly Vanessa, OUP

4. 4
I will first play the video stopping at certain moments in order to check Ss’ understanding of
the story. Ss may have seen the episode before, I will encourage them to use L2 to name the
vocabulary they can recognise.
After checking comprehension, I will play the video a second time non-stop.
STOP COMPREHENSION QUESTIONS / PROMPTS
00:12 I will ask Ss to identify and name family members after presentation of characters
00:47 I will ask Ss what George’s favourite toy is, I will ask where he plays with it.
I will mention that the dinosaur is made of plastic and cannot break (L1)
01:01 I will recap George plays with his dinosaur in the garden and the bath, and then
that he takes his toy to bed. I will draw Ss’ attention to the broken toy in order to
predict what happens next.
01:30 I will ask Ss about George’s reaction whenhe finds out his toy is broken. I will ask
Ss if George is happy or sad making the meaning clear by miming.
01:40 I will ask Ss what they can see (Mr Fox’s shop) and draw their attention to the
window where the new dinosaur can be seen, prediction will take place here as
well.
01:57 I will point out to George’s reaction when he sees the new dinosaur in the win-
dow.
02:23 I will ask how the story ends; how George feels. I will ask about differences be-
tween the broken dinosaur and the new one.
Transition: Very good! Did you like the story? / Les gustó la historia? I will resort to the transi-
tion marker in order to set the mood for work.
Activity 2 5’
Purpose: to develop Ss thinking skills by ordering events of the story using visual aid
Ss will work in groups as they are arranged by the Spanish teacher every week, I will dis-
tribute the following pictures for students to put in order according to the story seen. Copies
will be in grey scale.

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I will help students organise the story. Once they have all the pictures in order, I will con-
tinue with the next activity.
Transition: Great work everyone! I will resort to the transition marker to go on with the fol-
lowing activity.
Activity 3 10’
Purpose: to retell the story using the story cards Ss have arranged.
As these Ss have had very little exposure to L2 and make very little use of it, there will be
many instances where L1 will be necessary to retell the story. I will specifically encourage Ss
to make us of L2 by having them recognise words from the pictures and repeating chunks of
language.
This will be a whole class activity, the purpose is to have as many Ss as possible to partici-
pate. Should it be needed, a transition marker will be used here as well.
I will have the same set of pictures as story cards in full colour. I will start by asking Ss
which is the first picture in the story and show it to me; any wrong picture will be corrected
on the spot and Ss will be asked to look for the correct one.
I will start by asking questions as prompts to have Ss start retelling the story, I will point to
elements in the pictures for students to identify and name in L2. Finally, for each picture, I
will sum up a simple sentence for students to repeat, for instance in case of Picture 1 ‘George
plays in the garden’
Transition: Excellent, you’vedone a great job! Transition marker will be needed to end the les-
son.
Closure 3’
Purpose: To end the lesson with a chant and to say goodbye.
I will tell Ss this is my last class and tell them I had a great time with them. I will encourage
them to sing the good-bye song with me.
Bye-bye, everyone. Tra-la-la-la-la.
Bye-bye, everyone. Tra-la-la-la-la-la.

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Bye-bye, everyone. Tra-la-la-la-la.
Bye-bye everyone.3
3 Retrievedfrom CookieandFriends Plus B, Reilly Vanessa, OUP