This lesson plan is for a kindergarten class of 17 5-year-old students learning English as a beginner level. The 60-minute lesson's topic is "My Pets" and aims to teach students to identify and name different pets, develop speaking skills through a story about a pet named Biscuit, and develop listening skills through the same story. The lesson uses pictures, songs, flashcards and a worksheet to engage students through different activities including a warm-up identifying pets, presenting the Biscuit story, and developing their sequencing skills by ordering pictures from the story.

1. Lesson plan – Kindergarten
Topic: My Pets
Students’ level: beginner
Age: 5 years old
Number of students: 17
Duration of each lesson: 60 minutes
ALUMNO RESIDENTE:
Período de Práctica: primer ciclo- inicial
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40 - Bariloche
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Mis mascotas
Clase Nº: 2
Fecha: 23/05/2017
Hora: 14:30 - 15:30 hs.
Duración de la clase: 60 minutos
Teaching points: Biscuit wants a snack/drink/story/blanket/doll/hug/kiss/
Aims: During this lesson, learners will be able to:
 Identify and name different pets/animals
 Develop their speaking skills by enlarging their lexis through a story
about a pet (Biscuit)
 Develop their listening skills through a story about a pet
 To deepen their understanding of commands/instructions while
developing their gross motor skills as well.
Lexis Function Structure Pronunciation

2. Teaching approach: The lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer, 2010)
Materials and resources: pictures of different pets, songs, flashcards,
computer, audio material, worksheets, a story.
Seating arrangement: During the lessons the students will be sitting on
the floor and they will also sit down on the chairs.
Cooperative work: learners of this age are in the parallel play stage, which
means they can play together, but still find it difficult to carry out
cooperative or group work activities.
Possible problems / difficulties and their possible solutions during the
class: Children may get too excited during the activity. In that case, I´ll
remind them we should be careful so that no one is hurt. I will also clap
my hands and sing a chant for them to get quiet.
Potential problems students may have with the language: They may not
understand the teaching points, so I’ll guide them by pointing to the
pictures and modeling the vocabulary first.
Routine: 15’
Purpose: to start the lesson, get students into the mood for work, establish
rapport.
REVISION Dog, cat,
mouse, bird,
fish, lion
Identifying
different pets
I have a pet
She/ He is a
… (dog,
cat,etc.)
She/ He
says..(woof,
meow, etc)
Bird /ɜː/
NEW A snack, a
drink, a story,
a blanket, a
doll, a hug, a
kiss, a light
on, tuck in,
curl up
Understanding
a story about a
pet “Biscuit”
Time for bed
Biscuit wants
a …..
Good night
Biscuit /ɪ/

3. I’ll get into the classroom and greet students: “Hello! How are you today?” EA:
“Hello!” We´ll make a circle. “Please kids give me your hand!”
Then, We’ll sing a hello song: “Let´s make a circle”
While singing the students will act out and follow the teacher who will use body
language and miming to aid comprehension.
“Let´s make a circle”
“Time to make a circle
Make a circle big, big, big
small, small, small
big, big, big
make a circle small, small, small
hello, hello, hello
make a circle round and round
round and round
round and round
make a circle round and round
hello, hello, hello
Make a circle up up up
Down down down
Up up up
Make a circle down down down
Now sit down”
Once the students and the teacher were sat down, they will sing another song,
one that they already know. The teacher will use body language and mimes to
aid comprehension.
“Hello hello! Can you clap your hands?”
Hello hello! Can you clap your hands?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello”?
Hello, hello
Can you stamp your feet?

4. Hello, hello
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello”?
Hello, hello
Can you clap your hands?
Hello, hello
Can you stamp your feet?”
After the song, we sit down on the chairs and I ask them:“How are you today? Are you happy?”
Showing a big smile on the face and also showing a happy face flashcard. I´ll listen their
answers and then I´ll show them other flashcards and I´ll ask them: “Are you sleepy? Are you
angry?”
Warm-up 10’:

5. Purpose: to introduce the topic and the teaching points
Now I´ll show different pets´ flashcards: “Look at these pets” and I´ll ask: “Is it a cat? Is it a dog?
Is it a fish? The T will elicit the name of the differentpets. Students may answer: “Yes” “No”
“It´s a dog” “It´s a cat”
ThenI´ll show other pictures (a snack, a blanket, a drink, a doll, etc.)and I´ll stick them on the
board. After that, I´ll say: “Who wants a snack?” Showing the snack picture and eliciting the
name of the pet who want it (the dog). “Doesthe fish want a blanket?” “Doesthe bird want a
doll?” “Whowants these elements?” Students may point at the dog´s picture or say “The dog”.
Transition:The students will remain sat down as a horseshoe on the chairs. There the T will
say “Now I´ll tell you a story” “Look!” The T will show the book´s cover and say “This is Biscuit.
What kind of pet is he? Is he a cat? Is he a fish?” “This is a story about a ….” I´ll elicit the pet´s
name from the students.
Presentation 10´:
Purpose: to further expose the learners to the target language, to listen and see
the pictures of a very simple story about a pet.
The T says “It´s story telling time” The students remain sat down on the chairs while the T tells
them a story: “Biscuit”. I´ll prepare big pages from the story to show to the children, so the kids
could see the pictures clearly. These big pages will also make easy the comprehension of the
story. In the previous stage I stuck Biscuit´s elements on the board, so I´ll point at them while I
read the story to help comprehension of the story in case children do not understand.

17. Transition:Once the story was read, the teacher will say: “Now Let´s go to the tables
to work!” while the children go to the tables, I´ll sing a song:
“Everybody sitting down, sitting down, sitting down
Everybody sitting down, one, two and three”
Development 20’:
 Activity 1 – 20’:
Purpose: this activity is aimed at recalling the story “Biscuit” and sort the
sequence.
The teacher has already invited the children to the table: “Now let´s go to work”
The students sit on the chairs and they prepare to complete a worksheet. I´ll explain
the activity giving the follow instructions:
1. I´ll show the students the pictures from the story: “They are in a wrong order, so you
have to cut them and order them. Then, you paste them on this sheet”

18. I´ll hand the children the necessary school objects: scissors, glue and sheets of paper to
order the sequence of pictures. In case the children do not understand I´ll demonstrate
the activity.
I´ll be nearby in case they need some help or new instructions.
This is the sequence of pictures:

19. After the students cut the pictures, they will order and paste them in the
following worksheet:
Closure 5’:
Once the students finish the activity I´ll say: “Oh, no! Look at the time” (pointing
the clock on the wall/ the watch on her wrist) It´s time to say good bye. We sit
on the floor and then I´ll say: “Let´s sing the goodbye song”
Bye, bye, Goodbye

20. Bye, bye, Goodbye
Bye, bye, bye, bye, Goodbye
I can clap my hands
I can stamp my feet
I can clap my hands
I can stamp my feet
Bye, bye, Goodbye
Bye, bye, bye, bye, Goodbye
Bye, bye, Goodbye
Bye, bye, bye, bye, Goodbye
You can watch and listen to the song at:
https://www.youtube.com/watch?v=PraN5ZoSjiY
 To be completed by my tutors:
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

21. Observations
Theywill love the BigBook! 
Thinkof some simple questionsyoumayaskstudents soas to keepthemengagedin
the story.The same appliestothe activityinwhichtheyhave toorderthe sequence.
Bear the aimsin mindandencourage studentstorecognize andproduce the target
language.
Have a nice readingsession!
Aure