The document summarizes a lesson plan for a kindergarten class focusing on colors in English. The plan introduces new colors like black, brown, white, grey and light blue through songs, games with stuffed animals and a dice game. Students develop language skills through repetition, singing, and identifying colors. The teacher assesses understanding through observation and encouraging students to use gestures. The plan integrates listening, speaking, and interactive activities to motivate students and improve their knowledge of colors in English.

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 (parte 2)
Clase Nº: 3
Fecha: 23 de Mayo de 2018
Hora: 17:00 a 17:30
Duración de la clase: 30 minutos
 Teaching points: The colors: part 2 (Black, Brown, White, Grey, Light
blue)

 Aims or goals: 
During this lesson, learners will be able to…
- Recognize new colors in English.
- Improve their knowledge about colors.
- Develop speaking skills by repetition and singing songs.
- Develop listening skills by listening to a song.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Colors Red, orange,
yellow,
green, blue,
purple, pink
It´s [red]
New Colors Black, white,
brown, light
blue, grey
What color
is it? Is it
[white]?
Light, White
/aɪ/ sound

2. Yes/ No

 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, a dice with colors and a computer.

 Pedagogical use of ICT in class or at home: I will use a video to support
the teaching points. The use of videos and songs can be motivating for
very young learners. The video will also be used at home as homework so
kids can keep learning with their family.

 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 and
make a circle and I will sit with them. To finish they will stand up to sing.

 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. I’ll
repeat the directions as much as possible.
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 I’ll greet my student that will be on their seats. We’ll
sing the ‘Hello’ song and I’ll ask them “how are you? Fine, so- so or bad?”. I’ll
have my mystery box with me and I’ll take a monster from it. “Do you remember
our color friends? What color is it?” students will say the color. I’ll take all the
monsters we saw the previous class to revise the colors and I’ll encourage the
students to sing the song we have learnt too.

3. Transition: I’ll shake the mystery box “Oh, Listen!” I’ll point my ear. “I think
there are some other friends here! [Lucas], come here. Let’s see what’s in the box!”
Presentation (10 minutes)
Purpose: To Expose the students to the language; to enhance students’
communicative skills and to develop or improve comprehensive skills.
The student I named will take something from the box. “Look! There are more
monsters here! And what color is this monster?” students will probably answer
the color in Spanish “es [blanco]”, “Good! It’s White! What can you see here that is
white?” I’ll look around the classroom “What is white here?” I’ll point something
white, “is this white?” students will answer “Yes!”, “Great job! And what else is
white?” students will name different things they see in the classroom and we’ll
do this with the rest of the monsters that are in the box. Each time we find a
new color we will repeat it.
Transition: “Great job! We’ve got lots of colors now! Let’s play a game now! Come
here and make a circle” I’ll ask the student to come in front of the board and
make a circle. I’ll give the directions with gestures.
Development (10 minutes)
Purpose: to develop communicative skills; to foster interaction and to check
students’ knowledge of new vocabulary.
At this stage I’ll take a big dice with four different colors on each of its faces. I’ll
sit with the kids and I’ll show them how we are going to play. “Well Kids! Look,
we have all the colors here” I’ll roll the dice and I’ll show them the faces. We’ll
revise the colors. I’ll point the colors while I name them and I’ll encourage the
students also name them with me “We’ve got red, orange, yellow, green, blue,
purple, pink, white, grey, brown, light blue and black. Good job! Now, I’ll throw the

4. dice” I’ll throw it and I’ll point the face that is up. “Look! What colors are they?”
I’ll encourage my students say the colors that are in the upper face together.
“Great! Very good kids! Now [Clara] is your turn” I’ll pass the dice to one of the
students and I’ll ask him/her to throw it in the middle of the round. “Only
[Clara] now! The rest make silence!” I’ll point [Clara] And I’ll point the other
student while and make a ‘silence’ sign. I’ll point the colors so [Clara] can say
them. I’ll d this with the rest of the students. If one of them can’t name all the
colors another student can help.
(I share my dice but I
haven’t finished it yet.
I’m sorry. I’m working
on it. I hope you
understand)
Transition: “Great! You did a great job! We know lots of colors now! So we can
sing a song with all the colors.”
Closure (5 minutes)
Purpose: to raise students’ motivation.
I’ll ask the students to stand up in front of the computer and I’ll show them a
video with the colors song. “Let’s listen to the color song now! You can dance
too!” I’ll play the video once and I’ll sing it. Once we have listened to it I’ll
encourage them to sing it too. I’ll play the song two or three times. After singing
the song we’ll have to go home “It’s time to say goodbye kids! Let’s take your
bags!” I’ll point the bags’ section and I’ll start singing the ‘Goodbye’ song.
Song’s lyrics:
“I like Red and white.
Green, black, purple, blue.
Orange and brown.

5. Pink and grey. I like yellow too.”
Vídeo: https://www.youtube.com/watch?v=b7pRBSFK1sM
Familia:
Hoy aprendimos más colores en Inglés. Jugamos con un dado gigante para decir
los colores y cantamos una canción. A continuación les comparto el video para
que puedan verlo en casa y seguir cantando y aprendiendo los colores.
https://www.youtube.com/watch?v=b7pRBSFK1sM
(Pueden buscar el video en Youtube con el nombre ‘I Like Colors Fun Kids
English’)
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: 26/30
Great job, Mirari! Keep on working this hard. 