The document provides a lesson plan for a 45-minute English class for 5-year-olds focusing on parts of the house. The teacher tells a story about Snow White cleaning different parts of a small house to introduce vocabulary like living room, bedroom, bathroom, and kitchen. Students practice the vocabulary through singing, coloring activities, and dancing to commands in a closing song. The teacher assesses understanding through listening to students speak and peer correction.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Inicial
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 953
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 25 estudiantes
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Partes de la casa
Clase Nº: 2
Fecha: 03/06/2015
Hora: 15:30-16:15
Duración de la clase: 45 minutos
Teaching points: Introducing parts of the house (My house - Living room - Bedroom -
Bathroom - Kitchen)
Aims or goals:
During this lesson, learners will be able to…
- Revise members of the family performing actions related to the parts of the house.
- Link the parts of the house with the activities performed in therethrough miming.
- To develop their speaking skills by naming the parts of the house.
- To practice their listening skills by listening to songs from a CD
Language Focus:
Lexis Function Structure Pronunciation
Revision Mum - Dad-
Brother - Sister -
Baby
Naming family
members at
different parts of
the house
Mum and dad...
Dad and I...
New House
Living room
Bedroom
Bathroom
Kitchen
Naming parts of
the house.
This is my house
This is the living
room
This is the
bathroom
Room /u:/
Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under
PPP as proposed by Jeremy Harmer.

2. Materials and resources: Picture of Snow White(My First English Adventure), pictures of
bathroom and kitchen. Songs form a CD and a CD player.
Pedagogical use of ICT in class: Listening to songs from a CD so they practice their listening
skills
Seating Arrangement: Students will be seated on the floor as a circle in order to interact with
each other and listen to the story. Then they will work in their tables seated as groups where
they will carry the different activities on. For closure, they will dance the a song.
Cooperative Work: As students belong to the parallel play stage, they work adjacent which
means they can work together, but still some communitarian work will be difficult to achieve.
Possible problems/difficulties and their possible solutions during class: Children tend to get
excited with visual activities and when drawing alone, so it is necessary to be as organized and
clear with the activities as possible, so all of them can watch all the pictures, understand
activities and listen to the story. Using a book each, facilitates the visual work. Teacher always
assists kids when drawing.
Potential problems students may have with the language: They may have problems when
acquiring new words, so it is important to repeat and contextualized them.
Assessment: What will be assessed and how: I will check understanding by listening to them
and correcting with examples. Peer correction is always a good method to encourage them to
feel comfortable with corrections.
Routine:5 minutes
Purpose: To greet students by singing the song used every class, so they will be able to
practice speaking skills. Teacher this time uses a charango to accompany the song.
I get into the class and say hello to all, greet them remember my name and I tell them that my
guitar shrunk and became into a charango, small as a dwarf. I will ask them to relax by
stretching arms and neck. Then, we start with the song.
Hello, hello, how are you today?
I'm fine, I'm fine Twice
And you, how are you?
Good evening, good evening how are you today?
I'm fine, I'm fine Twice
And you, how are you?
Warm-up:10 minutes
Purpose: to introduce the new topic and teaching points, revising the already learnt.
It is important to show a clear pronunciation so students may imitate as accurate as possible. I
try to say some words in English and then repeat them into Spanish so they get used to listen

3. to the English language. The word room will appear several times, so this will be the one to put
emphasis on.
T: Hello children, how are you doing? Now, I want you to look to this picture
T: What do you see here? Sts: A house with a girl. T: Excellent!! We call it "My house" Do any
of you know this princess? Sts: No - Yes, she is Snow White. T: Great!! She is Snow White. I
am going to tell you a story for those who do not know her. This story is going to tell us how
she arrive to that house. Are you ready?? Sts: Yes!!
T: Ok, this is a story of a beautiful lady called Snow White, she was called like this because she
was as white as the snow. She was walking into the forest looking at the trees, plants and
animals till she found a house she had never saw before. She knocked at the door, but no one
answered. She knocked again and while she did it, the door opened. She decided to enter and
found a very messy room. All stuff was small: chairs, table, plates, everything. As she had a lot
of time left and the room was so dirty, she decided to clean the room up. In this room she
found a chimney, chairs, books, an armchair with pillows and several glasses and plates, so she
was in the living room, so she said "This is the living room". Snow White swept every corner,
washed and polished all the room. She decided to rest and sat on a chair, but it was quite
small, so she went to the next room looking for a place to rest. She found a room with small
beds, so she found the bedroomso she said "This is the bedroom"!! As beds were small too, she
joined three of them and decided to take a nap. When the owners of the house, the seven
dwarfs, returned from work, they discovered Snow White was sleeping in their bedroom, so
they pleased because they know she was a very good lady. She woke up and received a warm
welcome from the dwarfs. Snow White was so happy she cooked a tasty food for all of them.
She went to the next room and found a small table, cook and kitchen elements, so she was at
the kitchen,so she said "This is the kitchen"!! After they all ate the food, they went to the living
room and Snow White danced while the seven dwarfs played musical instruments!! After the
party finished, Snow White decided to leave, but before going out she went to the last room in
the house, which is the bathroom, so she said "This is the bathroom"the place where you
always have to go before leaving home!!

4. After each new word in the story, I will ask children to repeat it, so they can familiarize with it.
T: Did you like the story?? Sts: Yes!! Did you know it? Sts: No - Yes!!
T: Great!!
T: Do you know these parts of the house? Can you tell me who usually is in the kitchen? Sts:
my mum!! T: Great, so we say in English: "My mum is in the kitchen", come on, repeat please.
T: Who may be in the living room? Sts: Dad - mum... T: Ok, so we say "Dad is in the living
room" And the same with the other rooms.
(I will use miming to give context to each room)
Transition: Ok, now I will give you your books, so you can watch the images there and work
with them. (This book is the one children use in their normal classes and it's the one suggested
by the teacher)
Presentation: 10minutes
Purpose: To expose students to the target language in a meaningful context.
Now they have their books, they can see pictures in their own books. It was not delivered
before, because the idea was they pay attention to the story.
T: Ok, look at the image there, what do you see? Do you remember? Sts: Yes, Snow White!! T:
And where is she? Sts: In the living room!!
T: Excellent!! What did she do when she found all that messy there? Sts: She cleaned it up!! T:
Very good!! What did she use to do that? Can you see it there? Sts: A broom!! T: Very good!!
How does the broom sound? Sts: Fsh, fsh! T: Excellent!!
T: Now, we are going to listen to very nice song where you will listen to the sound a broom
does!! You will have to listen, then point to what the song names and sing!! Would you like to
do that??!! Sts; yes!! T: Ok, the song says: "The living room, let's clean the living room" which
means "Vamos a limpiar el living" It will be done twice, so all of them can practice.
08-AudioTrack 08.mp3
T: Ok, now look at this other picture, what do you see there? Sts: A bedroom T: Excellent, this
the bedroom!! "Snow White is the bedroom" (The same with the other two flashcards of the
kitchen and the bathroom) T: Excellent!!

5. Transition: Now, you will work with colors on the book. Let's go to the bedroom!!
Development: 10 minutes
Activity 1: 5 minutes
Purpose: Both activities are fostered on contextualized practice making students work on the
main topic.
T: Ok, now as you can imagine, Snow White was so tired when she finished cleaning the living
room, she forgot to paint one wall. She needed to rest, so you are going to help her by painting
the wall as you like using different colors. Once you have finished, you will tell me which room
wall you painted. (In English)
Children use this moment to expand their creativity and develop the acquired knowledge.
Activity 2: 5 minutes (page 11)
T: Ok, now you finished painting, you will go to the activity book where you will find some
images from different parts of the house and some things that we usually find there. You will to
color them and then link with a color and tell me (in English) which part of the house is each
one of them.
Transition: I ask them to remain seated in the same place, so we can close the class.
Closure:10 minutes
T: Now, we will listen to a song, and you will do what the song says. Let's dance is "Vamos a
bailar" Stand up is "Levantate" And so on till explain the commands meaning. I will devote
some time and practice till they can enjoy it.
09-AudioTrack 09.mp3
Lyrics
Let's dance, let's dance
Stand up and dance
Oh please stand up and dance with me
No, no, no, no
Sit down sit down
Oh please sit down
Sit down with me
Let's dance, let's dance
Stand up and dance
Oh please stand up and dance with me
No, no, no, no
Sit down sit down
Oh please sit down
Sit down with me
Let's dance, let's dance
Stand up and dance
Oh please stand up and dance with me
Ok kids, it is time to save your works and we will see next class. See you!!

6. Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required
information? HasitbeencompletedinSpanish?
X
2 Learning aims Are the aims for this lesson devised in terms of
development of language skills and language learning
/ acquisition?
Are they clearly written to explain what the learners
will learnandbe able to do?
x
3 Teaching points Are there any new teachingpoints?
Are the teaching points aligned with the course
syllabusandthe districtcurriculum?
Are theypresentedwithina meaningful context?
X
4 Language focus chart Are the newand revisionlanguage itemsspecified?
Are the newand revisionlanguage itemsrelated?
Is the pronunciationfocuscomplete?
X
5 Teaching Approach Is the approach you chose suitable for your teaching
context?
Are its aims and fundamentals coherent with the
lessonaims?
X
6 Materialsand resources Does the lesson plan include all the required
materialsandresourcesforthislesson?
Does it include handouts, links, video scripts and
sample flashcards?
Are these materials and resources
coherently/adequatelyincludedinthe lessonplan?
X
7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical
uses of ICT? Does it include a contingency plan in
case technologydoesnotwork?
x
8 Seatingarrangement Does the seating arrangement foster communication
and interaction among teacher and peers? Is it
coherentwiththe lessonactivities?
x
9 Cooperative work Does the lesson include instances of cooperative
work among students? Is there a set of guidelines
and instructionsforthisworktobe carriedout?
Does the lesson plan specify what kind of pedagogical
mediationthe teacherwillprovide?
X
10 Possible language
difficultiesandpossible
solutions
Does this section explain possible difficulties
according to previous lessons’ experiences and class
observation?
Does the lesson plan allow for differentiation
(instructionandassessment)?
X
11 Possible lessonor
classroom management
problemsand their
possible solutions
Does this section explain possible difficulties
according to previous lessons’ experiences and class
observation?
X
Lessondevelopment
12 Lessonstages Is the lesson plan organized in stages in accordance
with the approach or the method framing the lesson?
Does it include a warm-up, a development and a
round-uporclosure?
X
13 Lessoncontext and
content
Are the lesson context and content appealing to
students?Are theyengaging? Is the context culturally
X

7. relevant?
14 Lessonactivities Is each activity sustained by a pedagogical purpose?
Is eachactivityrelatedtoa learningaim?
Do the activities allow for language exposure,
exploration, developmentof language awareness?
X
15 Type of activities Is there a balance of activities that range from
controlledpractice tofreercommunicativepractice?
Do theyfacilitate integrationof skills?
X
16 Transitions Does the lesson plan show a coherent flow of
activities clearly interconnected? Are there any
comments or indicators that link each activity or
stage withthe nextone?
X
17 Language of instructions Are instructions written in a simple manner? Is there
a set of strategies to accompany the instructions and
aidlearnercomprehension?
X
18 Teaching strategies Is instruction aided by any teaching strategies such
as…
• Modeling
• Exemplifying
• Showing
• Pointing
• Explaining
• Paraphrasing
• Miming
• Others?
x
19 Direct speech Are all instructions and possible anticipated dialogues
writtenindirectspeech?
X
20 Homework Does the lesson plan include any task to do at home?
Is the task engaging? Will students feel motivated to
perform it? Will the students be in direct contact
with the language? Will they share their work with
the class?
X
21 Active
learning:Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of
Bloom’staxonomy?
X
22 Grammar, Appearance,
and Language
Does the lesson plan effectively communicate to the
intended audience? Has it gone through proof-
readingforgrammar and spellingmistakes?
x
Observations:
Dear Dario
I enjoyedreadingthisplan.However,there are certainaspects regardingaimsandpurposesof
activitiestoimprove . Remembertouse Englishall the time duringthe class.
If you have any questions,donothesitate tocontact me.
Have a greatclass tomorrow!
Eugenia

8. Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization x
Coherence and
sequencing
X
Learning aims X
Stages X
Activities x
Teaching strategies X
Class. management
strategies
X
Language accuracy X
Observations Minimumscore:20 / 32
Score: 23/32= 7.1