This document is a lesson plan for an English class at a kindergarten in Bariloche, Argentina. The lesson plan is for 26 students aged 5 and focuses on zoo animals. The lesson aims to develop the students' listening, speaking, and concentration skills. It includes activities like guessing animals from gestures and sounds, dancing like animals, and playing a mimics game. The lesson uses songs, flashcards, and videos as materials and incorporates multiple intelligences like linguistic, interpersonal, and kinesthetic learning.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: MaríaPía Garbuglia
Institución Educativa: Jardín deInfantesMariano Moreno
Dirección: calle 1 N° 574
Cantidad dealumnos: 26 alumnos -13 nenesy 13 nenas
Edad: 5 años
Unidad Temática: Zoo Animals
Clase Nº: 6
Fecha: 17/10/2019
Hora: 13: 30 hs
Duración dela clase: 30 minutos
Fecha de entrega dela planificación: 14/10/2019
Learning aims:
Duringthis lesson, learnerswill be able to:
- Develop listening and speakingskills throughthe activities and the
interaction with the teacher and peers.
- Concentrate and pay attention to teacher´s indications.
Learning focus:
During this lesson, students will be able to learn and revise:
-Some colours: brown, green, black, white and orange.
- Zoo animals: bear, elephant, giraffe, lion and tiger, frog, gorilla and monkey
(new), snake, zebra, rabbit, hippo, fish, polar bear (new), penguin (new).
- New: Some animal actions: swim, slither, swing, jump, waddle and stomp.
Integration of skills:
During this lesson students will develop these skills:
- Linguistic skills: speaking words in English.
- Personal skills: being able to anchor words in English.
- Social skills: interacting with the teacher and peers.
- Physical skills: dancing, singing, doing the mimics for the animals’
movements.
- Cognitive skills: matching picture to the correct word in English.

2. Multiple intelligences:
During this lesson the following intelligences will be met:
- Visual-spatial: watching the song on the TV and watching and playing with
the flashcards.
- Linguistic-verbal: by answering to the teacher´s questions and singing.
- Interpersonal: by interacting with their teacher and classmates.
- Bodily-kinesthetic: singing and dancing the song and doing the mimics for
the animals.
Materials and resources:
Song and flashcards. The flashcards are uploaded to the campus. I
created them. I looked for the pictures in google and printed them in
colour.
The resources are detailed in their right place in the plan.
Possible contingencies:
There are some students who find it difficult to follow the instructions
during the English lessons because of their slow-working path. There are
two troublesome kids in particular who find it really difficult to follow
the lesson. They always misbehave and the teachers don´t seem to care
too much about it. They can be taken out of the classroom if it´s
necessary. The teacher should try to make them feel engaged in the
lesson. During the last lessons these two kids tried to work but they
engagement lasted for some minutes.
The teacher will start singing the silence song in order to ask for silence:
Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a zip,
Put your finger on your lip,
Put your finger on your lip like this, SHHH
Shhhhhhhhhhhh
Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a squeeze
Listen up, quiet please
Put your finger on your lip like this, SHHH
Shhhhhhhhhhh

3. Classroom management strategies:
Explain in L2 what the speaking activity is about and then, ask one student to
explain the activity to see whether he/she has understood. Continue
explaining other activities in L2 as well using gestures and body language.
Assessment: collecting information and reportingyour findings
The teacher will observe how much or how little they all participate when
answering questions while they have a look at the flashcards and then, while
singing and dancing.
Lesson stages:
Routine
We sing the hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8 to
create the English learning atmosphere. Duration: 1:19 minutes.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?

4. Lead-in
Students start singing the Hello! Song from their desks (following the daily
routine). They will then be invitated to sit down and listen to Miss Pía to start
the speaking activity with flaschards.
Teacher: Hello children, how are you today?
Kids: Fine!!!
Teacher: Great!!!! I´m glad you are fine! Let´s start singing the Hello! Song.....
Teacher: Great job! Now, let´s see if you can guess the animals I brought
today....the teacher do the mimics and its sound in order to make the students
guess...once they answer with the animals she shows them the 16 flashcards.
Presentation
Today we are going to play with the animals Rexy saw at the zoo and that Tom
got from the zoo. I am going to do the mimics and make the sound and you will
have to guess it, alright? Are you ready? Here, we go!
Development of the sequence of activities
During the previous lesson (October, 10th) students watched a story/song
related to the zoo (https://www.youtube.com/watch?v=omwrTV9t_7k) and they ended up
singing and dancing like animals do at the zoo
https://www.youtube.com/watch?v=OwRmivbNgQk)
Teacher: Ok children, now, we are going to play with the animals Rexy saw at
the zoo and Tom got from the zoo. Are you ready to guess them? Here, we go!
The teacher starts doing the mimics and sounds for the animals and once the
students answer with one animal she shows them the corresponding
flashcard. The speaking activity is solved all together firstly and then the
teacher makes small groups in order to make sure all students participate and
profit from the activity. Duration: 15 minutes.
After finishing the speaking activity/game children will be invited to “go to the
zoo” and dance like the animals do: https://www.youtube.com/watch?v=OwRmivbNgQk
Duration: 4 minutes

5. Stomp like elephants.
Let’s go to the zoo.
And stomp like the elephants do.
Let’s go to the zoo.
And stomp like the elephants do.
Jump like kangaroos.
Let’s go to the zoo.
And jump like the kangaroos do.
Let’s go to the zoo.
And jump like the kangaroos do.
Swing like monkeys.
Let’s go to the zoo.
And swing like the monkeys do.
Let’s go to the zoo.
And swing like the monkeys do.
Waddle like penguins.
Let’s go to the zoo.
And waddle like the penguins do.
Let’s go to the zoo.
And waddle like the penguins do.
Slither like snakes.
Let’s go to the zoo.
And slither like the snakes do.
Let’s go to the zoo.
And slither like the snakes do.
Swim like polar bears.
Let’s go to the zoo.
And swim like the polar bears do.
Let’s go to the zoo.
And swim like the polar bears do.
Let’s go to the zoo.
And dance like the animals do.
Let’s go to the zoo.
And dance like the animals do.
Finally, students will play the game “Let´s do it with mimics”. The teacher will
mention one animal and they will have to do the corresponding gestures and
sounds for it. Duration: 10 minutes.

6. Closure
When time is over, the teacher says: “Well kids, time´s up” Let´s sing the
goodbye song. See you on Monday. We sing the goodbye song:
https://www.youtube.com/watch?v=UQfvAlmr5g0 to round-up the lesson.
Duration: 0:54 minutes.
Goodbye, goodbye.
It’s time to go.
Goodbye, goodbye.
I don’t want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x

7. Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Pía
I hope you find my commentsand suggestions useful. As
regardslesson plansand timing, it is importantthat you
develop your timemanagementskills. This meansthat we
cannot extend the practicum for too long. Make sureyou can
comply with timing in this and your nextplans.
Best,
Ceci