This lesson plan is for a 30-minute English class for 4-year-olds focusing on farm animals. The plan includes a routine song, reviewing farm animal vocabulary through flashcards, telling the story of Farmer Duck using sequencing cards, and singing Old MacDonald Had a Farm. Children will develop language, cognitive, fine motor and social skills through tracing, sequencing activities, singing and group work. The teacher provides scaffolding such as modeling, questioning and feedback to support learning.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Futalaufquen 650 Rada Tilly.
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: Animales de la granja
Clase Nº: 1
Fecha: 2 de Octubre de 2018 27 de Septiembre de 2018
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 30 de Septiembre de 2018 2-10-
2018
Learning aims:
During this lesson, learners will be able:
• To recognize a learn about farm, farm animals and the farmer.
• To develop listening skills
• To develop logical and concentration skills
• To develop visual skills
Learning focus:
• On vocabulary: farm, farm animals (sheep, pig, cow, horse,
duck, dog) and the farmer
• Animals sounds
• On encouraging children to express their ideas through the
second language
• On constructing knowledge in collaboration by interacting
meaningfully
• On stimulating the children’s imagination through
listening and acting out
• Visual and listening skills
Integration of skills:
Comentario [CZ1]: What’s the date of
this lesson,Silvia?
Comentario [CZ2]: Isn’t this the other
way around?
Comentario [CZ3]: Learn about

2. Providing an authentic and meaningful context through the use of:
• an audio-visual story to interact in English
• visual aids (flashcards)
• speaking skills by talking about what happens in the story
“Farmer Duck”
Multiple intelligences:
The use of images, realia (the puppet) and a story, helps children
to develop their own way of learning and it also strengthen
students' associations between words for everyday objects and
the objects themselves.
• Visual intelligence by watching a video with a story
• Logical mathematical intelligence by reflecting about the
duck and the unfair farmer.
• Linguistic intelligence (talking about the story)
•
Materials and resources:
• A story “Farmer Duck”. Download from:
https://www.youtube.com/watch?v=Gug6P8l1q6c
• A projector
• Flashcards
• A puppet (sheep)
Possible contingencies:
• No projector available
• Troublesome students
• Children talking at the same time.
• Children getting distract during the video activity. By
calling their attention using the puppet and saying Oh look!
The farmer is so mean, poor duck!
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
• Show and tell the story
Comentario [CZ4]: What intelligences
are reflected in these resources and
activities?
Con formato: Con viñetas + Nivel: 1
+ Alineación: 1,83 cm + Sangría:
2,47 cm
Comentario [CZ5]: How can you tackle
them?

3. Assessment: collecting information and reporting your findings
• Observing and listening to Ls
• Making effective questions
• Giving feedbacks
• Encouraging reflective thought by asking about the farmer’s
attitude the children reflect about the duck and they can give
their opinion in L1. The teacher will ask questions or emphasise
on that each time the farmer shout – How goes the work?!!
Lesson stages:
Routine
Timing: 5 minutes
The teacher says “Hello” by singing “Hello song”
https//m.youtube.com/watch?v=fN1Cyr0ZK9M
Lyrics
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?
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?
The teacher will dance and move encouraging Ls to do the same.
- Come on! Dance, clap
- loud
- Louder please!
- Great!
Lead-in
Comentario [CZ6]: How?
Con formato: Inglés (Reino Unido)
Comentario [CZ7]: Please, include the
lyrics here.
Con formato: Esquema numerado +
Nivel: 2 + Estilo de numeración: Viñeta
+ Alineación: 1,9 cm + Sangría: 2,54
cm
Con formato: Inglés (Reino Unido)

4. Timing: 5 minutes
Aim: Elicit previous knowledge in order to help the children relate it to
the knowledge they will develop
The teacher will introduce the topic by introducing a nice friend, a
puppet. The puppet is a lovely sheep.
She will say:
- Come closer kids, look! She is my friend Lulu, Lulu is a sheep. (the
teacher encourages Ls to say hello, and she makes the puppet
talks with the particular sound the sheep make do.
- Baaahhh, Heeeelooo kids!
Then the teacher will say:
- speak like a sheep,
- Baaahhh!!!
- The teacher will use the puppet to talk to the children asking
their names, their favourite coulor, etc. she will tell them that the
puppet speak only in English so they have to speak in English.
- That’s good!
Presentation
Timing: 5 minutes
• Aims: Pre-teach vocabulary related to the story so the children
get used to the plot and understand it better.
• Use visual aids
A farm
Con formato: Sin viñetas ni
numeración
Comentario [CZ8]:
Learners may talk to the ship. You may
benefit from this stage to promote
interaction in L2.
Comentario [CZ9]: Please, include
them in the plan.
Con formato: Sin viñetas ni
numeración

5. The lazy
farmer
The farmer duck and the
hens
I made these pictures to show children farm animals and a good
farmer:

6. • The puppet,
Lulu

7. The teacher will introduce some farm animals and the farmer by
showing Ls pictures of them.
The teacher will say:
- Look! Lulu’s friends they live on a farm like this (by pointing to a
picture of a farm)
- Now I want to tell you a story about a Duck who lives on a farm.
Development of the sequence of activities
Timing: 10 minutes
Aim: Storytelling to engage children in a meaningful context and help
them to construct knowledge of the world and language.
The teacher will ask children some questions to introduce the story by
showing them farm animal cards.
- What is it?
- A duck!
- Yes, a duck, quack, quack. (encouraging children to sound like a
duck)
- Oh! Look! What is it? A cow!!
- Yes, a cow. Mooh!!
The teacher will project the story and make Ls sit in a semicircle on the
floor. She will play the story and while they are watching it she will
point to the animals and ask what colour it is, what the farmer says,
what the duck does, and explain How goes the work? Repeating it and
miming.
She will play the story twice. The second time she will pause it and
make questions like this: I will play the story once.
Activity 2
Timing: 5 minutes
Aim: to develop fine motor skills by tracing and colouring a duck
The teacher will make them sit at the tables, hand out a worksheet to
each child, she will also explain the activity by doing it herself.
She will say:
- I cannot see the farmer duck, Oh! Look! Trace like this and it
appear, wow!
Comentario [CZ10]: Who lives on that
farm.
Comentario [CZ11]: You could elicit
this before watching.
What sound do cows make?
What sound do sheep make?
And tell the children that the duck had a
problem, and that the farmer was lazy and
mean (miming).
While watching, you may aid
comprehension by pointing and miming.
And explaining ‘How goes the work?’
Comentario [CZ12]:
Con formato: Resaltar
Comentario [CZ13]: I don’t think this
will be necessary due to the fact that the
lesson is short and that children may get
bored watching the story for the second
time.
Con formato: Resaltar
Con formato: Resaltar
Con formato: Fuente: Negrita
Con formato: Con viñetas + Nivel: 1
+ Alineación: 0,63 cm + Sangría:
1,27 cm

8. - Can you do it for me!
- What is it?
- A duck!
- Yes, a duck, quack, quack. (encouraging children to sound like a
duck)
- Oh! Look! What is it? A cow!!
- Yes, a cow. Mooh!!
Closure
With the goodbye song the teacher will encourage children to sing as if
the animals were singing happily. She/he says:
If you are cows sing like a cow. MOOH!
If you are sheep sing like a sheep. BAAAH!
-I want to hear the pigs, OINK! and so on.
-That is good.
Are you happy?
Bye bye kids
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
Comentario [CZ14]: You could elicit
this before watching.
What sound do cows make?
What sound do sheep make?
And tell the children that the duck had a
problem, and that the farmer was lazy and
mean (miming).
While watching, you may aid
comprehension by pointing and miming.
And explaining ‘How goes the work?’
Comentario [CZ15]:
Comentario [CZ16]: I strongly
recommend children do some activity
based on the video.
You should plan extra activities in case
there is some time left. What about a
worksheet?
Excellent context, Silvia!
Please, include the necessary adjustments
and resubmit this plan.
Best,
Ceci

9. 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

10. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección:
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: On The Farm (La Granja)
Clase Nº: 2
Fecha: 4 de Octubre de 2018
Hora: 15:30
Duración de la clase: 30 mts
Fecha de entrega de la planificación: 29/09/2018
Learning aims:
During this lesson, learners will be able to…
• Recognize how hard is the work on a farm;
• To consolidate vocabulary already seen in the previous class;
• To develop logical and concentration skills;
• To develop fine motor skills;
• To develop visual skills;
• To discuss about working on a farm;
• To develop visual skills.
Learning focus:
• On reviewing vocabulary already taught: duck, horse, dog,
pig, cow, farmer, farm, chickens/hens.
• On discussing about working on a farm. Hard-working vs
Lazy
Integration of skills:
They will develop their:
• Cognitive skills by remembering the story they saw the previous
class;
• Fine motor skills by tracing the word FARM and coloring a farm
on a worksheet;
• Logical skills (Problem solving by ordering the story sequencing
cards)

11. Multiple intelligences:
• Bodily kinesthetic intelligent by moving around the
classroom
• Logical mathematical intelligent by ordering pictures from
the story in their correct sequence of events
• Interpersonal intelligent by working in groups
Materials and resources:
• Farm animal flashcards
• The sequence of the story printed
• CD player
• The song “Old MacDonald had a farm”
https://www.youtube.com/watch?v=_6HzoUcx3eo
• A projector
• Farmer duck story sequencing cards. (takening from
twinkli.co.uk)
• A worksheet
Possible contingencies:
• Students talking at the same time
• Bad behavior during the group activity
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
• Show and tell the story
Assessment: collecting information and reporting your findings
• Asking questions about the topic: What it is, what sound it does,
what color it is. What the duck is doing, what the farmer does or
says.
• Observing children as they work ordering the story sequencing
cards.

12. Lesson stages:
Routine
Timing: 2 minutes
Aim: to break the ice
The teacher says “Hello” by singing “Hello song”
Lead-in
Timing: 5 minutes
Aim: to elicit farm animal names by showing them pictures
The teacher will say:
- Remember our friend? (The sheep puppet).
- What is its name?
- Lulu! Yes!
- What is it?
- Sheep! Yes! It is a sheep
Then the teacher will show Ls the pictures of farm animals.
- Oh! Look! What is it? What colour is it? What sound does it do?
(and so on with the other farm animals)
Development of the sequence of activities
Activity 1:
Timing: 8 minutes
Aim:
- to consolidate vocabulary already taught in the previous class
- to recall the story
- to develop speaking skills
She will tell children the story for them to remember it by showing
them pictures one by one like this:
There was a hard-working duck And a lazy farmer
The duck took care of the cow The sheep

13. The hens Ironed, sowed
Fed the animals his friends wanted to help him
They went into the house and… They threw out the lazy farmer.
(By using different voice tones and gestures, the teacher will create
suspense.)
The teacher will say:
• the duck is working while the farmer is in bed
• What can you see in this picture? (The teacher will encourage Ls
to describe each picture)
• A duck!!! , Oh look! The duck helping a cow! What can you see on
this picture? Yes, the duck and a sheep.
Then she will say:
• That’s great!
Activity 2
Timing: 10 minutes
Aim:
• To develop cognitive and logical mathematical skills.
• To develop cooperative work.
The teacher will split the class into 2 groups.
She will say:
• Let’s play a game!
Comentario [CZ1]: In L2? Make sure
they do.

14. • I need one volunteer from each group. Come and take a card
(farm animal pictures)
• Oh! Now all of you are cows! (by pointing to the children to
her left , And you are sheep children to her right side)
• I want to hear the cows!
• Let’s see the sheep!
• That’s fantastic.
The teacher will give to each group a set of the story sequencing
cards and she will explain that they have to put the pictures in
order to tell the story A Farmer Duck correctly. On a poster she
will provide to each group. She will give them time to complete
the poster. The winning team is the first team to have all the
pictures correctly ordered.
Like this:
The teacher will help children to order the sequence if they need it..
• Oh, are you sure? Is this number 1?
• That’s good! Cows/ sheep
Activity 3 (maybe for next class)
Timing: 5 minutes
Aim: to develop fine motor skills and memory.
- to introduce the song “ Old MacDonald had a Farm”
https://www.youtube.com/watch?v=_6HzoUcx3eo
- to have fun singing around the classroom
Lulu and I would like to introduce a new friend, His name is MacDonald
he is a farmer. He has many farm animals on his farm. He works hard
every day.
The teacher will make Ls stand in a semicircle and watch the video, as
they watch and listen the teacher will encourage Ls to sing in a loud
voice making the farm animal sounds louder. Then, she will play the
song again, but this time she will make Ls make a circle and move
Comentario [CZ2]:

15. around the classroom as they sing the song.
After that the teacher will say:
• Sit down please at the table!
• Look! Can you do this for me? This is MacDonald’s farm (By
pointing to the worksheet sticks on the whiteboard and tracing
with a marker the letter F.)
The teacher will hand out a worksheet in which Ls will have to trace the
word FARM, draw farm animals and color. (If they have time)
Closure
Timing: 2 minutes
Aim: to clean up and say good bye
The teacher will encourage children to keep the pencils on the pencil
box by singing, clean up song!
She will say:
• Good bye! Cows
• Good bye sheep
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

16. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Very good work, Silvia!
The lesson plan includes a nice balance of activities and resources. Great!
Keep it up!
Ceci

17. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Fulaufquen 650 Rada Tilly, Chubut
Cantidad de alumnos: 20 niños/as
Edad: 4 años
Unidad Temática: Medios de Transporte
Clase Nº: 4
Fecha: 18 de octubre
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 15 de octubre
Learning aims:
During this lesson, learners will be able to…
• Learn means of transportation (BUS, AIRPLANE, TRAIN, SPACESHIP,
BOAT, CAR)
• Develop visual skills
• Develop logical and concentration skills
• To discuss about modes of transportation
Learning focus:
• On vocabulary related to transports
• On visual and listening skills by watching and listening to a
story “Whose vehicle is this?” by Sharon Katz Cooper.
https://www.youtube.com/watch?v=98VqnYSoAHQ
• On speaking skills by eliciting children’s previous knowledge
about colour, numbers, vocabulary, etc.
Integration of skills:
Providing an authentic and meaningful context through the use of:
• An audio-visual story to interact in English
• Visual aids (flashcards)
• Speaking skills by talking about the story “Whose vehicle is this?”
• Logical and concentration skills by describing what they can see in
each picture of the picture-book.

18. Multiple intelligences:
• Bodily kinesthetic intelligencet by moving around the
classroom
• Cognitive intelligence by describing the pictures from the
story
• Interpersonal intelligencet by working in groups
• Visual intelligence by watching a video/the story
• Logical mathematical intelligence by reflecting about the
different means of transportation
Materials and resources:
• A computer
• A projector
• The video of the picture-book “Whose vehicle is this?” by
Sharon Katz Cooper.
https://www.youtube.com/watch?v=98VqnYSoAHQ
• Flashcards with the transports to teach (bus, car, train,
spaceship, boat, bicycle)
• A tambourine
Possible contingencies:
• Troublesome students
• Children talking at the same time.
• Children getting distracted during the video activity (the
teacher will call their attention by saying look! Or making
the puppet talk)
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
• Show and tell the story
Assessment: collecting information and reporting your findings

19. • Observing and listening to learners
• Making effective questions: What color it is, what this is; what
noise it makes. (for example, rrrrrrrooomm!! For a car or bus,
chookoochooo!! For a train)
Lesson stages:
Routine
Timing: 5 minutes
Aim:
• to say hello
• to break the ice
• to make Ls move and dance preparing them for the next stage in
which they have to be sit and calm
The teacher says “Hello” by singing “Hello, hello song” playing a
tambourine.
https//m.youtube.com/watch?v=fN1Cyr0ZK9M
Lyrics
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?
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?
The teacher will dance and move encouraging Ls to do the same.
o Come on! Dance, clap

20. o loud
o Louder please!
o Great!
Then the teacher will say
• Let’s sing Old MacDonal had a farm! (making a circle and moving
around)
Lead-in
Timing: 5 minutes
Aim:
• To elicit previous knowledge in order to help the children relate
it to the knowledge they will develop
The teacher will introduce the topic with the help of the puppet sheep.
The teacher will say:
• Come here kids, look!! (She will take out the puppet which is on
an airplane) then she will talk to it.
• Hello Lulu, what are you doing? (moving the airplane as if it were
flying in the sky)
• I am flying, says the puppet with my airplane!!
• Wow! AIRPLANE!!
• Can you see the airplane, kids!!
• I am a pilot, says the puppet
The teacher will move around the classroom making Lulu flying.
• Oh, Lulu, I am tired.
• Let’s sit down
The teacher will put the puppet on the table and say, that there are
different modes of transportation. See them.
Presentation
Timing: 5 minutes
• Aims: Pre-teach vocabulary related to the story.
The teacher will show Ls pictures of a car (rrrroooommm rrrooom!!), a
boat, a train (chooookooochoooo!!), a bus, by making their typical
noises and asking them what it is, what colour it is, how you come to the
kinder by car or by bus by showing them the respective flashcard.
Then she will say.
• I want to tell you a story about some drivers
• Pay special attention and tell me what you see
• Oh, yes a story, says the puppet
Comentario [CZ1]: You could
introduce the lesson’s topic by explaining
that Old McDonald had a tractor.
Comentario [CZ2]:

21. Development of the sequence of activities
Follow up activity 1: Story time
Aim:
Timing: 8 minutes
Aim:
• To engage children in a meaningful context and help them to
construct knowledge of the world and language.
• To watch the picture-book
• To encourage children to speak in English by eliciting prevcious
knowledge.
The teacher will play the video and while they are watching it the
teacher will encourage children to guess the vehicle before it appears.
She will say:
• What is it? (maybe the Ls answer in L1)
• Yes, right, it is a bus!! See it.
• What colour is it?
• Great!
Closure
Timing: 7 minutes
Aim:
• To develop fine motor skills by tracing a car.
• To develop logical mathematical skills by matching the numbers
from 1 to 10 making a vehicle.
The teacher will ask Ls to sit down at their tables and hand out a
worksheet to each student. She will explain the activity by doing one
Comentario [CZ3]: The story also
includes other vehicles, such as fire engine
and truck.
How will you teach the expression
‘whose’? In the story there are also the
drivers, bus driver, fire-fighter, pilot, mail
carrier. How will you teach these
expressions? Should you teach them?
Comentario [CZ4]: Encourage them to
answer in L2, scaffold their production.

22. in front of the Ls.
She will say:
• Look at me. Can you see the numbers?
• Show me number 1, yes!!
• Count 1, 2, 3..
• Match the numbers and tell me what vehicle it is.
(I will adapt this worksheet
matching 11, 12, 13, 14, 15 myself)
The teacher will go around helping children to match the numbers
correctly.
She will say:
• Now it is time to say good bye.
The teacher will make Ls to clean and make a line, then she will say
good bye.
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

23. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Silvia
You have chosen a lovely story to work on. Still, I think you should exploit it further.
You could devise a worksheet in which children must match the transport with the
person, colour the vehicles, or join the dots of more than one means of transport.
What do you think?
I hope you find my suggestions enriching.
Best
Ceci

24. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Futalufquen 650 Rada Tilly
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: Medios de transportes
Clase Nº: 5
Fecha: 23 de Octubre de 2018
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 21 de Octubre de 2018
Learning aims:
During this lesson, learners will be able to…
• Learn about ways to get places: by air, by land, by water.
• Learn the expressions: by air, by road, by car, by bicycle, by sea, by
train, on foot.
• Consolidate vocabulary already seen in the previous class. (bus, car,
airplane, truck, train, spaceship, etc.)
• Develop visual skills
• Develop cognitive skills
• Develop speaking skills
Learning focus:
• On vocabulary related to transports
• On learning about the several ways to say how people get to a
certain place.
• On visual and listening skills by watching and listening to a
song “We all go travelling by”
https://www.youtube.com/watch?v=cSw50Jw0H34
• On speaking skills by eliciting children’s previous knowledge
about colour, numbers, vocabulary, etc.
Integration of skills:
Providing an authentic and meaningful context through the use of:

25. • An audio-visual song to interact in English
• Visual aids (flashcards)
• Speaking skills by talking about the several ways to say how people
get to a certain place.
• Logical and concentration skills by matching the means of transport
with their modes of transportation.
Multiple intelligences:
• Bodily kinesthetic intelligence by moving around the
classroom.
• Cognitive intelligence by a matching activity.
• Interpersonal intelligent by working in groups
• Visual intelligence by watching a video.
• Logical mathematical intelligence by reflecting about the
several ways to get to places.
Materials and resources:
• A computer
• A projector
• The video of the song “We all go travelling by”
https://www.youtube.com/watch?v=cSw50Jw0H34.
• Flashcards (bus, car, train, spaceship, boat, bicycle - the
road, the sea, and the air/sky)
• A tambourine
• 3 posters (the road, the sea, the sky)
Possible contingencies:
• Troublesome students (In such a case, the teacher will stop
the lesson and call children attention in L1)
• Children talking at the same time. (the teacher will tell
them to be respectful, and raise their hand to speak)
• Children getting distract during the video activity (the
teacher will call their attention by saying look!)
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
Comentario [CZ1]:

26. • Ask for silence when it's needed
• Avoid too much teacher talk
• Encourage Ls to be respectful
• Make children have fun by singing and dancing
Assessment: collecting information and reporting your findings
• Observing and listening to learners
• Making effective questions: What vehicle it is, what sound it
makes, whose vehicle it is, how he goes to the moon, how they go
to school.
Lesson stages:
Routine
Timing: 5 minutes
Aim:
• to say hello
• to break the ice
The teacher says “Hello” by singing “Hello, hello song” playing a
tambourine.
https//m.youtube.com/watch?v=fN1Cyr0ZK9M
Lyrics
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?
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?
Comentario [CZ2]:

27. Hello, hello.
Can you stamp your feet?
Then the teacher will say:
• Oh! Look! Lulu is coming by airplane (by making the puppet on
the airplane fly).
• Let’s sit down and talk to her
Lead-in
Timing: 5 minutes
Aim:
• To elicit previous knowledge in order to help the children relate
it to the knowledge they will develop
The teacher will introduce the topic with the help of the puppet sheep.
The teacher will say:
• Hello Lulu, Hello -says the puppet-
• I like to fly! I always travel by air, and you?
• By car –says the teacher-
The teacher will put the puppet on the table and say, that there are
several ways to get to places. See them.
The teacher will say:
• By road, can you say by road for me?
• By sea, can you say by sea?
• By air, can you say by air?
• Yes! good
Presentation
Timing: 5 minutes
Aims:
• Pre-teach vocabulary related to the song.
The teacher will show Ls pictures of a car, a boat, a train, a bus, by
asking them whose vehicle it is, what colour it is, how you come to the
kinder by car or by bus, by showing them the respective flashcard and
making emphasis to the preposition BY.
The teacher will say
• Look a car! He goes by road, by pointing to the picture of the
Comentario [CZ3]: on

28. road.
• A boat! Look the fisherman by the sea!! By pointing to the picture
of the sea.
• Look an astronaut by air!!
Then she will say.
• I want to teach you a song about some travellers/people
• Pay special attention and tell me what you see
• Oh, yes a song, -says the puppet-
Development of the sequence of activities
Follow up activity 1: watch and sing
Timing: 5 minutes
Aim:
• To engage children in a meaningful context and help them to
construct knowledge of the world and language.
• To watch and listen to a song
• To encourage children to sing and dance by saying the noises
that the vehicles make during the song.
The teacher will play the video/song and while they are watching it the
teacher will encourage children to sing and make the noises the
vehicles make.
She will say:
• What is it?
• Yes, right, it is a bus!! See it.
• See by road.
• Great!
Then the teacher will say to the children that they could help the
drivers and their vehicles find their way to get their destination. She
will make Ls sit at the tables.
Closure
Follow up activity 2 Problem solving
Timing: 5 minutes
Aim:
• To develop logical skills by putting each vehicle on the correct
poster land, water, air.
• To develop interpersonal skills by working in groups taking
turns to go for the vehicles.
The teacher will say:
• See! What is it? By holding the silhouette of a car.
• Does it go by road or by sea? (Once the Ls answer she will go and
paste it on the poster with the road).
Comentario [CZ4]: Lovely song! It is
catchy. You should think of ways to teach
it, so that children can actually sing it. For
example, you may pre-teach the rhythm
and tune through the first stanza, and
check that learners remember all the
means of transport. They may also discuss
colours and sizes.

29. • Look! all these vehicles; can you put them on their ways?
The teacher will show Ls the three posters the sky, the sea, and the
road. She will explain that they have to find on their table vehicles, take
one and paste it by the appropriate poster. The teacher will show them
how to do it.
She will say:
• Come, one by one, take a picture and paste it like this.
• Great job!
• Wait for your turn!
Follow up activity 3
Timing: 5 minutes
Aim:
• To develop fine motor skills by cutting pictures
• To develop logical cognitive skills by pasting each picture by
its way.
The teacher will Ls sit down at their tables and hand out a worksheet to
each student. She will explain the activity by doing one in front of the
Ls.
She will say:
• Look at me. Can you see the vehicles?
• Show! it goes by the sea!!
• Cut it and paste by the sea.
Depending on the time we will have, the teacher will make Ls cut and
Comentario [CZ5]: ask
Comentario [CZ6]: to

30. paste the picture by its way, or match the picture with the place.

31. 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
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Great choice of resources, Silvia!
Congrats on your performance!
Best,
Ceci

33. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Fulaufquen 650 Rada Tilly, Chubut
Cantidad de alumnos: 20 niños/as
Edad: 4 años
Unidad Temática: El Autobús
Clase Nº: 6
Fecha: 25 de octubre
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 24 de octubre
Learning aims:
During this lesson, learners will be able to…
• Learn vocabulary related to travel by bus (bus, wheels, go round, town,
wipers, go swish, horn, goes beep, doors, open, shut, babies, go fast asleep,
people, go up and down)
• Learn the structures: “go/goes” – “all day long”
• Develop visual skills
• Develop logical and concentration skills
Learning focus:
• On vocabulary related to the bus
• On visual and listening skills by watching and listening a song
“The wheels on the bus”.
https://www.youtube.com/watch?v=JnJMkjiRqH0
• On speaking skills by eliciting children’s previous knowledge
about colour, numbers, vocabulary, etc.
• On coordination and motor skills by following the teacher’s
instruction copying her gestures and movements
Integration of skills:
Providing an authentic and meaningful context through the use of:

34. • An audio-visual song to interact in English
• Visual aids (flashcards)
• Speaking skills by eliciting vocabulary already taught.
• Logical and concentration skills by …
Multiple intelligences:
• Visual intelligence by describing pictures of a bus
• Spatial intelligence by moving around
• Musical/ rhythmic intelligence by singing a song “the wheels
on the bus”
• Bodily kinesthetic intelligence by performing the song and
playing "I say“ you do”
Materials and resources:
• Projector
• Speakers
• Flashcards
• Whiteboard/marker
• The song “The wheels on the bus”
• computer
Possible contingencies:
• No projector available (the teacher will play the song, and
show it from her computer)
• Troublesome students (In such a case, the teacher will stop
the lesson and call children attention in L1)
• Children talking at the same time. (The teacher will tell
them to be respectful, and raise their hand to speak. She
will sing Little owl song! It is the same nursery rhyme as
“La lechuza” in Spanish )
Little owl, little owl says shh! Says shh!!
Every little child like the little owl says shh!
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talk
• Encourage Ls to be respectful
Comentario [CZ1]: And linguistic

35. • Make children have fun by singing and dancing
Assessment: collecting information and reporting your findings
• Observing and listening to Ls
• Eliciting items already taught by asking questions
• Observing Ls performing the song and the game.
Lesson stages:
Routine
Timing: 2 minutes
Aim:
• to say hello
• to break the ice
The teacher says “Hello” by singing “Hello, hello song” playing a
tambourine.
https//m.youtube.com/watch?v=fN1Cyr0ZK9M
Lyrics
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?
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?
Then the teacher will say:
• Sit down please. (making a circle on the floor with her)
• I came by bus, I am so tired.

36. Lead-in
Timing: 5 minutes
Aim:
• To elicit previous knowledge in order to help the children relate
it to the knowledge they will develop
The teacher will introduce the topic by showing Ls the pictures of some
vehicles, she will let Ls hold and describe them.
The teacher will say:
• Look, what is it? What colour is it? Whose vehicle is it?
• Great! Does it go by water?
The teacher will ask Ls about the several ways to get to places
The teacher will say:
• By water,
• By air,
• By road.
Then, she will show Ls the school bus, and she will start describing it.
Like this:
• Look! What is it? What does it have? Does it go by road?
• Look at the people, and its bus driver!!
Then she will tell Ls that a lot of things happen in the bus, and that some
of them are very funny.
Development of the sequence of activities
Presentation
Activity 1
Timing: 10 minutes
Aim:
• To teach the vocabulary (wheels, go round, wipers, go swish,
horn, goes beep, doors, open, shut, babies, go fast asleep, people,
go up and down) by drawing the bus on the whiteboard, pointing
to each bus part.
• To develop coordination skills by copying the teacher’s
movements.
• To develop listening skills by repeating the vocabulary and doing
the gestures they see and hear.
• To develop visual skills following the teacher’s drawing.
The teacher will make Ls sit in a semicircle in front of the whiteboard.
She will tell Ls that some people travel by bus to go to work or to
school. She will start drawing and make Ls guess by asking them what it
is, what else there are on and in a bus.
Like this:
Comentario [CZ2]: Good! Pictures
must be included in the plan.

37. Then she will draw
• The wheels and teach the action word "go round and round" and
get everybody making round and round movements with their
arms as she say "The wheels on the bus go round and round".
• Wipers onto the picture and teach "wipers" (the teacher will say:
- Oh, It’s raining, the wipers make "swish") and get everyone to
do the swishing action with their arms.
• A steering wheel (through the window) and motion driving and
honking the horn. Make Ls repeat “horn" and "beep".
• Draw the doors on the bus and teach "doors", "open and shut"
and practice do opening and shutting actions with her arms.
• Babies on the bus! Repeating "babies", go fast asleep by showing
herself.
• The driver

38. Then the teacher will say
"Please stand up". When teaching "go up and down" she will get
everyone going up and have fun telling everyone to go down and up, so
they all get the meaning.
• That’s great
• Let’s practice
Follow up activity 2
Timing: 5 minutes
Aim:
• To develop musical/rhythmical skills by singing
• To develop visual and listening skills by watching and listening to
the song.
• To develop coordination and motor skills by following the
teacher’s gestures
Before playing the song the teacher will make Ls practice the
vocabulary through a game: “Play "I say, you do"
She will get everyone to stand up facing her. The teacher will start by
saying a random sentence from the song (e.g. "The doors on the bus go
open and shut") and get everyone to do the action. At first she will go
slowly, saying different sentences and having everyone do the action.
Then she will go faster and faster until it is impossible to keep up.
The teacher will say!
• good
• Let’s sing the song
The teacher will play the song, and get Ls follow the actions.
Then the teacher will say:
• That was fantastic!
Follow up activity 3
Timing: 5 minutes
Aim:
• To develop creative thinking skills by acting out
• To develop listening skills by listening to the teacher’s
instruction to perform in the role play
• To develop cognitive skills by foster them to remember the
vocabulary
The teacher will arrange the chairs so that they are facing forwards in
rows, just like on a bus. She will make Ls sit down. The teacher will be
the driver. She will explain that they have to follow the driver’s
Comentario [CZ3]: Great ideas!

39. instructions.
The teacher will shout out
• "Lean left!" and "lean right" (as she goes around corners and gets
everyone to lean with her.
She will beep the horn encouraging Ls to do the sound together, up and
sit to help go up and down hills
At the end, she will pull up to the stop and shout
• "Everybody, get off the bus!"
• Sit down at the tables
• Now it is your turn to make a bus!
Follow up activity 4 (If we have time left)
Timing: 5 minutes
Aim:
• To develop fine motor skills by drawing a bus
• To develop social and emotional skills by working in pairs
• To develop creative thinking skills by drawing a bus
The teacher will make Ls sit down at their table and give them a large
piece of paper and colour pencils. The teacher will explain that each
pairs has to cooperate to draw the same picture as hers on the
whiteboard.
The teacher will say:
• Everybody draw a Bus (she can help Ls to draw the bus if it
necessary)
She will encourage Ls to draw each bus part by saying, draw the wipers!
(Swish-swish-swish), now the door, and so on with all the parts.
Closure
Say good bye
Timing: 1 minute
Aim: to say good bye
The teacher will say good bye by singing good bye song!
Now it is time to say good bye, say good bye, say good bye
(x2)
Good bye everyone!
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)

40.  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
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Outstanding job, Silvia!
Have a great last class!
Best,
Ceci

41. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección: Lago Futalaufquen 650 Rada Tilly
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: Maths
Clase Nº: 3
Fecha: 9 de Octubre
Hora: 15:30
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 7 de Octubre
Learning aims:
During this lesson, learners will be able to…
• Name farm animals
• Consolidate vocabulary already taught in previous classes: The Farm,
farm animals (sheep, cow, pig, horse, duck, hens)
• Count numbers from 1 to 10
• Develop fine motor skills
• Develop logical mathematical, and concentration skills
• Develop visual skills
• Count a group of objects, while touching each object, one at a time.
Learning focus:
• On consolidating vocabulary seen in previous classes taking into
account children’s knowledge about numbers and colours.
• On reviewing numbers and colours connecting them with the
previous topic: “The Farm”
Integration of skills:
They will develop their:
• Cognitive skills by remembering vocabulary they had already learnt;
• Fine motor skills by putting the correct amount of pasta in the plastic
cups
• Logical mathematical and concentration skills (Problem solving by
Comentario [CZ1]: Farm animals?
Comentario [CZ2]: 16
Comentario [CZ3]: This is an activity.

42. ordering the numbers on the cups)
• Speaking skills by talking about the video
• Visual skills by watching an illustrative video. “Learning count with
farm animals: https://www.youtube.com/watch?v=DrMZreIOelU
Multiple intelligences:
• Bodily kinesthetic intelligence by moving around the
classroom
• Logical mathematical intelligencet by ordering the plastic cups
and counting the pieces of pasta
• Interpersonal intelligencet by working in groups
Materials and resources:
• Farm animals picture cards
• Number picture cards
• A tambourine
• 20 plastic cups with numbers on them
• 110 pieces of pasta
• A projector
• the video “Learn to count with farm animals”
https://www.youtube.com/watch?v=DrMZreIOelU
• a laptop
• speakers
Possible contingencies:
• Bad behavior
• Troublesome students
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
Assessment: collecting information and reporting your findings
• Asking questions about the topic: What it is, what sound it does,
Comentario [CZ4]: What about their
listening skills?
Comentario [CZ5]: makes

43. what color it is. How many ducks you can see - what number it is.
• Observing children as they perform the game
• Encouraging Ls to count (while watching the video) and by playing
the game saying the numbers in a loud voice.
Lesson stages:
Routine
Timing: 2 minutes
Aim:
• to break the ice
The teacher says “Hello” by singing “Hello song”
Hello hello, can you clap your hands, (x2)
Can you stretch up high, can you touch your toes, can you turn
around, can you say hello!
Hello hello, can you stomp your feet, (x2)
Canm you stretch up high, can you touch your toes, can you turn
around, can you say hello!
The teacher will say:
• Oh, that was great!
Lead-in
Timing: 5 minutes
Aim:
• To elicit Farm animals.
• to have fun by singing and moving around the classroom
• to make Ls move and prepare them for the next stage where they
have to be sat for a while (the video)
The teacher will encourage Ls to make a circle and sing Old MacDonald
had a Farm.
Then the teacher will make Ls sit on the floor in a semicircle.
She will say:
• Sit down please on the floor
• Remember Lulu. (she will take out the puppet sheep)
• Heeeelooo baaahhh kids!
• And her friends by showing them the farm animals pictures.
• What is it?
The teacher will tell Ls that as they are visiting a real farm on Thursday
she wants a favor from them, if they can count the farm animals they
see on that farm.

44. Presentation
Activity 1
Timing: 10 minutes
Aim:
• To watch the video
• To count together
• To elicit numbers
• To practice numbers from 1 to 10
• To speak in English as much as they can
The teacher will say:
• Look at the screen
• Pay attention please
• See a real farm
• Come on count 1 cow…
• Loud
• Oh, what are they?
• How many sheep?
Development of the sequence of activities
Activity 2
Timing: 10 minutes
Aim:
• To develop logical intelligence skills
• To develop fine motor skills
• To improve Ls memory
• To reinforce Ls counting skills
• To assess Ls ability to count with one-to-one correspondence.
Counting Cups Game
The teacher will split the class into two groups. The teacher will give to
each group a collection of 55 pieces of pasta, tell them that the point of
the game is to look at the number on each cup and put in the matching
amount of objects.
The teacher will remind Ls to count out loud as they place each object in
the cup.
When they are finished, empty the cups one at a time and have Ls check
that the number of objects matches the number on the cup.
The teacher will say:
• Oh, yes
• You are doing very well
Comentario [CZ6]: Will they watch the
whole video?
Comentario [CZ7]: Trnasition to link
the previous stage with this one?

45. • Four pieces of pasta, yes
• Count them 1…2…3… and so on.
Closure
Timing: 3 minutes
Aim:
• to say good bye
• to clean the classroom
the teacher will say:
• now is time to say good bye
• let’s clean
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

46. 1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Well done, Silvia!
The only area that needs improvement is the connection between the video and the
next activity that is counting pasta. How could you connect them?
Have a great class!
Ceci