The document outlines a lesson plan for a kindergarten class focusing on colors in English. The plan includes aims to develop speaking, listening, and color recognition skills. Activities include using a mystery box with stuffed color monsters, singing songs, coloring pictures, and sticking colored monsters on a poster board. Assessment is done through observation and encouraging repetition to check understanding. The 30-minute lesson follows the stages of warm-up, presentation, development, and closure, incorporating movement, music, and interactive activities to reinforce the target vocabulary in an engaging way for young learners.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Marzol, Mirari Macarena
Período de Práctica: Kindergarten
Institución Educativa: Jardín de Infantes N° 904 Rosario Vera Peñaloza
Dirección: Los Cedros S/N - Iriarte
Sala / Grado / Año - sección: Sala multiedad 4 y 5 años
Cantidad de alumnos: 16
Nivel lingüístico del curso: En proceso de alfabetización – Beginners
Tipo de Planificación: Clase
Unidad Temática: Los colores
Clase Nº: 2
Fecha: 21 de Mayo de 2018
Hora: 17:00 a 17:30
Duración de la clase: 30 minutos
 Teaching points: colors (Red, Orange, Yellow, Green, Blue, Purple, Pink)

 Aims or goals: 
During this lesson, learners will be able to…
- Develop speaking skills by repetition and singing songs.
- Develop listening skills by listening to a song.
- Recognize the colors in English.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings. Hello
Bye
Name
How are
you?
Hello, How
are you?
What’s your
name? My
name is…
Hello
/əʊ/ sound
Bye
/ aɪ/ sound
New Red, Orange,
Yellow,
Green, Blue,
What color
is it?
It’s (red)

2. Purple, Pink

 Teaching approach: My lesson plan is based on the PPP method and the
natural approach.

 Integration of skills: What skills will be integrated and
how?Communicative skills will be developed through interaction.
Students will develop listening and speaking skills by listening and
singing songs, and by listening to the teacher and repeating.
 Materials and resources: I’ll use the mystery box, different stuffed
monsters of colors, photocopies of monsters, crayons or color pencils, a
poster with colors and instruments to make music.

 Pedagogical use of ICT in class or at home: ICT won’t be used in class but
I’ll give my students a video with a song as homework so they can keep
learning the colors. 

 Seating arrangement: When I get into the classroom children will be on
their seats and then I will ask them by gestures to sit on the floor in a
semi circle and I will sit in front of them on a chair. Then they will come
back to their seats to do the activity. To finish they will stand to sing and
play the instruments.

 Assessment: what will be assessed and how: I’ll monitor all my students
through the lesson and I’ll check whether if they understand what I say or
not. I’ll try to make them repeat the different patterns and encourage
them to use the chunks meaningfully. I’ll use lots of gestures and I’ll also
encourage them to use gestures too to check if they understand mine.
Warm up (5 minutes)
Purpose: To begin the lesson and create a comfortable atmosphere; to
introduce the students to the topic.
I’ll enter the classroom and the children will probably be in their seats. I’ll greet
them to practice what we learnt the previous class. “Hello kids! How are you
today? Fine, so- so or bad?” They will answer. I’ll try all of them answer so if I
see someone is not answering I’ll repeat the questions “How are you [Ana]?
Fine, so- so or bad?” and then I’ll encourage them to sing the hello song “Do you
remember the ‘Hello’ song? Let’s sing it together! Now it’s time to say hello, say

3. hello, say hello, now it’s time to say hello, hello everyone!”. While we sing the song
I’ll make gestures to ask the kids to sit in a semicircle on the floor. I’ll be in front
of them sitting on a chair. “Well, I have a friend with me today. It’s on my mystery
box. Hmmm, let me see!” I’ll introduce my hand into the mystery box and I’ll take
a color monster. “Look, this is my friend [Red]. Hello Red! Say hello to Red kids!”
I’ll encourage the students to say hello to the monster and we’ll say together
“Hello Red!”
Transition: “Hmm, but I think Red has got lots of friends!” I´ll shake the mystery
box and make a thought gesture.”Let’s meet his friends!”
Presentation (10 minutes)
Purpose: To Expose the students to the language; to enhance students’
communicative skills and to develop or improve comprehensive skills.
I’ll have the mystery box and I’ll call some of the kids to take a monster from it
“Vicente, come here! Let’s find another monster!” The student will take a monster
from the box “Wow! Look! What color is it?” They will probably say the color in
Spanish “¡Es Amarillo!” and I’ll say “Yes! It’s Yellow. Now you say, It’s yellow!” and
I’ll encourage them repeat the color. I’ll do this with the rest of the monster
with different students. I’ll make the questions and then I’ll help them name
each of the colors in English. After we have all the monsters outside the box, we
will repeat all the colors. I’ll ask the students “What’s your favorite color? My
favorite color is pink” I’ll take the Pink monster “What’s your favorite color?” I’ll
repeat the question emphasizing the word ‘favorite’ and pointing one of the
kids. They will answer “Red” or “Blue” but they can probably answer in Spanish
so I’ll encourage them repeat it in English.

4. Transition: “Ok, you did a great job with monsters! Now go to your seats” I´ll
point the chairs so they can go and sit down.
Development (10 minutes)
Purpose: to develop communicative skills; to foster interaction and to check
students’ knowledge of new vocabulary.
At this stage students will be on their seats and I’ll give two photocopies of the
monsters each and they will have to color them. I’ll set the monsters in the
middle of the table so they can see the colors they have to use. Each student will
have only two of the monsters to color. “Well, let’s color the monsters! Look at
your monster!” I’ll approach the table and I’ll point one of the students’
photocopies “what color is it? Look!” I’ll point to the monsters so the kid can
recognize it and get the right color. “Very good, let’s color everyone!” as the kids
color I will monitor their work and guide them.
Once they have finished coloring, I’ll stick a poster on the board in which
students will have to set the monster in the right place. The poster will have
different sections for each color. “Ok! So, we have to stick the red monsters here!”
I’ll point to the red section “Who has red monsters?” I’ll emphasize the word red
so they can understand that red monsters go there. “Julia? Come here Julia and
stick the monster!” Each student will stick the monster on the poster.
After that we will repeat the colors “Great job! So what color are they?” I’ll point
each of the sections in which they have stuck their monster.

6. Transition: “Well done! Ok, now let’ssing a song about our color monsters! Let’s
play it!”
Closure (5 minutes)
Purpose: to raise students’ motivation.
At this point I’ll give my students some rattles, a tambourine and some eggs
rattles I’ll have in the mystery box to do the music for our song. I’ll set the
rhythm at first so they will have to imitate it. Once they have got the rhythm I’ll
start singing :
“Red, Orange, Yellow, Green, Blue, Purple, Pink.
Red, Orange, Yellow, Green, Blue, Purple, Pink.
They are monsters, they are monsters.
The monsters are here to play with me
They are monsters, they are monsters.
The monsters are here to play with me”
Once I have sang the song I’ll encourage the students to play the song again and
sing with me. As we mention the colors I will point each of the colors in the
poster. We’ll sing it as many times as needed.
(The song I ‘invented’ uses the rhythm of the Rainbow Color song
https://www.youtube.com/watch?v=tRNy2i75tCc. I used the songs likes this
because I didn’t find an easy and nice song with monsters and colors.)
“Well done kids! I love this song!” I’ll clap and encourage the kids to clap with
me. “It’s time to say goodbye now! Go and take your bags!” I’ll point the bags’
section. I’ll make a sad face and I’ll pack my things while I start singing the
goodbye song and encourage the kids to sing it too “Godbye, goodbye, it’s time to
go. Goodbye, goodbye, I don’t wanna go. See you later, Alligator. Bye, bye, bye,
Butterfly! Goodbye”
Homework:
Familia:
Hoy aprendimos los colores en Inglés. Trabajamos con monstruitos de colores.
Pintamos monstruitos e hicimos un poster que pegamos en nuestra salita.
Después hicimos la música de una canción.
Para seguir repasando los colores pueden mirar el siguiente video en casa. (La
canción es la misma pero en la salita le cambiamos un poquito la letra para
adaptarla a los monstruos)
https://www.youtube.com/watch?v=tRNy2i75tCc

7. (Pueden buscar el video en Youtube con el nombre ‘The Rainbow Colors Song’)
Miss Mirari
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
Language accuracy x
Observations Minimum score: 18 / 30
Score: _28___ /30
Lovely lesson,Mirari! 