In Lesson 6 we continued working with farm animals.

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: Farm Animals
Clase Nº: 8
Fecha: 07/11/2019
Hora: 13: 30 hs
Duración dela clase: 30 minutos
Fecha de entrega dela planificación: 07/11/2019
Learning aims:
Duringthis lesson, learnerswill be able to:
- Develop listening and speakingskills through the story and the interaction
with the teacher and peers.
- Develop the ability to concentrate and follow a story.
Learning focus:
During this lesson, students will be able to revise and learn:
-Some farm animals: hen, chicks, cat, horse and mouse.
- Some cooking vocabulary: wheat, flour, bread, bake, plate.
- Some gardening vocabulary: plant, cut, etc.
Integration of skills:
During this lesson students will develop these skills:
- Linguistic skills: developing new chunks of language: It´s a hen, they are
chicks, It´s a plate, etc.
- Personal skills: being able to anchor new words in English.
- Social skills: interacting with the teacher and peers.
- Cognitive skills: matching pictures to their correct word in English.

2. Multiple intelligences:
During this lesson the following intelligences will be met:
During this lesson the following intelligences will be met:
- Visual-spatial: watching the story from its original book.
- Linguistic-verbal: by answering to the teacher´s questions in English.
- Interpersonal: by interacting with their teacher and classmates.
- Bodily-kinesthetic: by singing and dancing the song.
Materials and resources:
Story “The Little Red Hen” and the song:
https://supersimple.com/song/animals-on-the-farm/
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

3. 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
Classroom management strategies:
Explain in L2 that students will listen to and watch a story about a hen and
some animals there are on the farm. Apart from using L2 the teacher will use
body language and gestures in order to make students understand her more
easily and try to avoid using L1 in the lesson.
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 and listen to the story as well as
singing and dancing the song.
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.

4. Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Lead-in
Students start singing the Hello! Song from their desks (following the daily
routine). They will then be invited to sit down in a semi-circle and listen to
Miss Pia to begin with the story time.
Teacher: Hello children, how are you today? Fine??? Tired??? Hungry???
Kids: Fine!!!
Teacher: Great!!!! I´m glad you are fine! Let´s start singing the Hello! Song.....
Teacher: Great job! Now, today we are going to continue reading the story
about the little red hen! She imitates the hen and makes the sound of it. Let´s
see how the story finishes! Do you remember Little Red Hen???? Do you
remember her friends on the farm???? Let´s go over them again!
Presentation
Today we are going to continue working with the story called “The Little Red
Hen”. There is a red hen and something happens to her. What is wrong with
her animals? Does she get some help from them? What does the hen want to
bake?
Development of the sequence of activities
Teacher: Okay children, let´s continue reading “The Little Red Hen”.
Remember the animals are down on the farm? Repeat with me: Down on the
farm…. The teacher goes back to the characters of the story. Let´s see if you
remember the animals: What is it? (pointing at the mouse) Children should
andswer: It´s a mouse. Teacher: Well done! It´s a mouse! And what colour is it?
Children should answer: it´s grey. Teacher: Excellent! Grey!
The teacher continues with this oral activity until all the animals of the story
are revised.
The teacher starts reading the story from where she stopped the previous
lesson:

5. And reads the story till the end. When she finishes the story she works on the
message the story leaves and the values like team work, hard commitment, etc
that can be taught through the story.
Duration: 20 minutes.
After reading the story the students will be invited to sing and dance the song
“The Animals on the song”:
The ducks on the farm say, “Quack, quack, quack.”
The mice on the farm say, “Squeak, squeak, squeak.”
The chickens on the farm say, “Cluck, cluck, cluck.”
“Quack. Squeak. Cluck.”
The pigs on the farm say, “Oink, oink, oink.”
The goats on the farm say “Meh, meh, meh.”
The sheep on the farm say “Baa, baa, baa.”
“Oink. Meh. Baa.”
The horses on the farm say, “Neigh, neigh, neigh.”
The cows on the farm say, “Moo, moo, moo.”
The roosters on the farm say, “Cock-a-doodle-doo.”
“Neigh. Moo. Cock-a-doodle-doo.”
“Neigh. Moo. Cock-a-doodle-doo.”
Let’s try it a little faster.
The ducks on the farm say, “Quack, quack, quack.”
The mice on the farm say, “Squeak, squeak, squeak.”
The chickens on the farm say, “Cluck, cluck, cluck.”
“Quack. Squeak. Cluck.”
Okay, a little faster.

6. The pigs on the farm say, “Oink, oink, oink.”
The goats on the farm say “Meh, meh, meh.”
The sheep on the farm say “Baa, baa, baa.”
“Oink. Meh. Baa.”
Okay, super fast!
The horses on the farm say, “Neigh, neigh, neigh.”
The cows on the farm say, “Moo, moo, moo.”
The roosters on the farm say, “Cock-a-doodle-doo”
“Neigh. Moo. Cock-a-doodle-doo.”
“Neigh. Moo. Cock-a-doodle-doo.”
Duration: 3:23 minutes.
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!

7. 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
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations