This lesson plan aims to teach students about the new shape "triangle." The teacher will greet the students, lead warmup activities reviewing colors and shapes, and present the shape triangle through a video. Students will practice the new shape by singing, dancing, and completing workbook activities. The lesson incorporates listening, speaking, and movement. Materials include shapes, glue, and technology for audiovisual learning. Assessment is through observation of student participation and responses.

1. Class 3
Fecha: 2/05/18
Hora: 9.10 a 9.50
 Teaching points: colour blue
 Aims or goals:
During this lesson, learners will be able to…
 Identify and name the colour blue.
 learn a new song.
 To say and identify things made of different colours.
 Develop their listening skills by listening to a song and a video.
 Deepen their understanding of commands/ instructions while
developing their gross motor skills as well.
 Language focus:
Lexis Function Structures Pronunciation
Revision Look!
Sit down!
Stand up!
Listen!
Colours: red,
yellow
Giving
commands or
instructions.
Let’s sing!
What colour
is it?
It’s red/
yellow
Colour
/ˈkʌl.ər/
Red
/red/
Yellow
/ˈjel.əʊ/
New Colour: blue It’s blue Blue
/bluː/
Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP

2. procedure.
Integration of skills: listening (the teacher will model the sounds, the audio of a
song), speaking (repeating, answering questions)
Materials and resources: A colourful copy of pages 27 of the students’ book of
‘Big Fun 1’ book, 14 photocopies of page 26 of the workbook, cut-outs page’s 27
objects painted in blue, paint, paintbrushes, paper towels, computer, speaker or
CD player, song file, video file.
Pedagogical use of ICT in class or at home:
In this lesson, a video will be used to support the exposure of the students to the
teaching point. Activities organised through the combination of audio and video
(audio-visual material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor or on their chairs, in order to
facilitate visual contact and interaction within the group. They will sit on their
chairs by/near the tables.
Assessment:
The teacher will check that students comprehend and identify the different parts
of the body by watching them in all the activities (touching the correct member
of the family, answering the question, repeating).
Stages in the lesson
Purpose: to start the lesson and get students into the mood for work and learning.
Timing: 2’
Activity description and instructions as they will be said to students:
The teacher gets into the classroom and greets students.
 Hello! How are you today?
 Hello!
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three

3. Now that students are sitting on the floor, the teacher suggests singing the ‘Hello’
song.
Transcript:
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 stamp your feet?
Can you say, “Hello?”
Hello, hello.
Warm-up:
Purpose: to revise the colours.
Timing: 15’
Activity description and instructions as they will be said to students:
Now the teacher gives each student a big red or yellow piece of paper. She
asks students to place it in front of them and tells them to stand up if she
calls their colour.
 Here you have! Now… look. Lolo, Gianni, Brenda, Vicki and
Valen are red… (pointing at the students with red piece of
paper) and Cinthia, Toto, Sage and Ivan are yellow (pointing at
the students with yellow piece of paper)
 If I say your colour (pointing at the coloured piece of paper)
you stand up (miming the action). But only if you have that
colour!
 Let’s try… Red!
 Lolo, Gianni, Brenda, Vicki, Valen… stand up (miming and

4. inviting the children to stand up) you are red!
 Very good! Sit down!
 Ok… yellow!
 Very good, children!
Students and teacher stand up whenever their colour is called. The teacher
repeats the words and encourages students to do the game fast.
When the game is over, the teacher asks students to help her collect the
pieces of paper.
 Well Done, children! Now… Here we have a red bag… and a
yellow bag… Let’s put the pieces of paper in the correct bag!
Stand up! (teacher mimes the action).
 When you finish, sit down!
 (the teacher opens the bags to check that everything is alright) Let’s
see… good… ohhhh…. What’s this? (she takes a blue piece of
paper) ohhhhh It’s blue!
 Let’s see… (the teacher takes a red item from the bag) what colour
is it?
 …red!
 Very good! It’s red! (the teacher takes a yellow item) what colour is
it?
 …yellow.
 Excellent it’s yellow! (the teacher takes the blue item) what colour
is it?
 … blue
 It’s blue! Repeat with me… Blue!
 …blue!
 Very good! Let me see… I have an extra bag! (teacher shows
students another empty bag). Let’s fill it (miming) with blue things.
Find blue things in the class. (the teacher points at some blue things
in the class students can pick and put in the bag).
When a student approaches the bag to put something in, the teacher
asks)
 is it red, yellow or blue?
 …blue!
 Great! It’s blue!
The aim is that all students get a blue object and have the chance to say its
colour before putting it inside the bag.

5. The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
Transition
The teacher puts the bags away and gets the computer, while the children
remain seated.
Development
Activity 1
Purpose: to present the new vocabulary.
Timing: 3’
Activity description and instructions as they will be said to students:
Now the teacher shows students a video, that presents the colour blue. In the
video, students are invited to point at all blue things they can see. So, the teacher
will stop the video, so they can all point at something blue in the video. After
some seconds, the teacher will play the video again and students will see the
results.
 Let’s watch a video!Look and listen! (miming the actions).
 Point something blue! (the teacher mimes the action)
Transcript
Blue! I see something blue.
Blue! I see something blue.
Blue, blue, blue, blue...
I see something blue.
Find something blue!
Link for the video:
https://www.youtube.com/watch?v=jYAWf8Y91hA
Activity 2

6. Purpose: to practise the new vocabulary.
Timing: 3’
Activity description and instructions as they will be said to students:
The teacher invites the students to stand up, listen to a song and dance it.
 Let’s dance! Stand up! (miming the action) Here you are (the teacher
gives each student a blue cardboard circle) now… listen and dance
(miming the actions)
The teacher plays the ‘Colour song’ track 45. Teacher and students dance and
sing.
Transcript:
Blue, blue! (show the blue circle)
This color is blue! (point to blue things)
Clap, clap, clap, clap, clap! (clap)
(repeat)
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
Transition
The teacher looks for the book while the children remain seated.
Activity 3
Purpose: to practise the new vocabulary.
Timing: 5’
Activity description and instructions as they will be said to students:
Now T takes the copy of page 30 of the students’ book. She shows it and
says:
 Look at Busy Ant. What’s this? (she points at the crayon)
 … crayon
 It’s a crayon! Perfect. What colour is it? (she points at the
crayon)

7.  …blue…
 It’s blue! Excellent.
 Look at the caterpillar’s hat! (she points at the crayon) what
colour is it?
 …blue…
 It’s blue! Look at the caterpillar’s shoes (she points at the
crayon) what colour are they?
 …blue…
 They’re blue! What colour is this? (the teacher points at the
caterpillar’s first segment)
 …red…
 It’s red! Very good! What colour is this? (the teacher points at
the caterpillar’s second segment)
 …yellow…
 It’s yellow! Very good!
 So… what colour do we need here? (the teacher points at the
caterpillar’s last segment, which is white)
 …blue…
 Yes! Excellent. Look! (the teacher has a blue segment and sticks
it to the caterpillar’s body) It’s blue!
 Look at the bird! No colour… (teacher puts a sad face) Look!
(teacher takes a blue bird and sticks it over the white bird on the
book) it’s blue!
 And now… Look at the whale! No colour… (teacher puts a sad
face) Wait! (miming) - (teacher takes a blue whale and sticks it
over the white whale on the book) it’s blue!
 Yes! The picture is ready! Look!
 What colour is the crayon?
 …blue…
 It’s blue! What colour is the bird?
 …blue…
 It’s blue! What colour is the hat?
 …blue…
 It’s blue! What colour is the whale?
 …blue…
 It’s blue! Great! Everything is blue!

8. The teacher takes a copy of page 26 of the workbook. All the pictures are
white.
 Look! No colours! (the teacher points at the drawings) there is a
crayon, a butterfly, a bird and a balloon…
 We have to paint them (the teacher mimes the action). What
colour shall we use?
 …blue…
 Excellent! Let’s paint the pictures blue.
The teacher asks students to take their chairs and sit by/ near the tables.
 Ok. Take your chairs. Let’s work on the table!

9. Transition:
While students go back to their places, the teacher helps them moving tables
or chairs when necessary.
Activity 4
Purpose: to practise the new vocabulary.
Timing: 12’
Activity description and instructions as they will be said to students:
The teacher gives each student a copy of page 26 of the activity book and a
paint brush. She places some paint in the middle of the table and asks
students to paint the objects.
Here you have! A copy and a paintbrush! Paint using blue. Paint only the
objects. (pointing at the pictures in the copy)
The teacher goes around the class, helping students and asking questions and
writing the students names on the copy.
 What colour is it?
 …blue!

10.  It’s blue! Excellent.
 What’s your name?
 Luna. (the teacher writes the name on the copy)
When students finish painting, the teacher helps them clean their hands with
paper towels or asks them to go to the toilet and wash their hands (they are
used to going to the toilet alone). If the students don’t need her help, the
teacher takes all the copies out of the classroom, cleans the tables and tidies
everything.
Transition
It’s almost time to finish the class. So, the teacher asks students to sit down in a
circle again.
 Oh, no! look at the time! (pointing at her watch) It’s time to say goodbye!
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
 Come here! Let’s sit down!
 Now, let’s sing the goodbye song!
“This is the way we say good bye, say goodbye, say good bye,
This is the way we say good bye, to you, and you, and, you”. (teacher and
students wave and point to each other)

11. 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: _25___ /30
Just have second thoughts about the colouring/painting activity. I love the idea of working with
paint, but make sure it is really worthwhile, as it is time and energy-consuming.

12. Class 4
Fecha: 7/05/18
Hora: 9.10 a 9.50
 Teaching points: colour blue
 Aims or goals:
During this lesson, learners will be able to…
 Identify and name the shape triangle.
 learn a new song.
 To say and identify different colours and shapes.
 Develop their listening skills by listening to a song and a video.
 Deepen their understanding of commands/ instructions while
developing their gross motor skills as well.
 Language focus:
Lexis Function Structures Pronunciation
Revision Look!
Sit down!
Stand up!
Listen!
Colours: red,
yellow, blue
Shapes:
circle, square
Giving
commands or
instructions.
Let’s sing!
What colour
is it?
It’s red/
yellow/ blue
What’s this?
It’s a circle/
square
Circle
/ˈsɜːkəl/
Square
/skweər/
New Shape:
triangle
It’s a triangle Triangle
/ˈtraɪ.æŋ.ɡəl/

13. Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP
procedure.
Integration of skills: listening (the teacher will model the sounds, the audio of a
song), speaking (repeating, answering questions)
Materials and resources: A colourful robot, a big poster (using white shapes),
cut-out of shapes (different colours), glue, computer, speaker or CD player, song
file, video file
Pedagogical use of ICT in class or at home:
In this lesson, a video will be used to support the exposure of the students to the
teaching point. Activities organised through the combination of audio and video
(audio-visual material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor or on their chairs, in order to
facilitate visual contact and interaction within the group. They will move around
the classroom.
Assessment:
The teacher will check that students comprehend and identify the different parts
of the body by watching them in all the activities (touching the correct member
of the family, answering the question, repeating).
Stages in the lesson
Purpose: to start the lesson and get students into the mood for work and learning.
Timing: 2’
Activity description and instructions as they will be said to students:
The teacher gets into the classroom and greets students.
 Hello! How are you today?
 Hello!
The teacher asks students to sit on the floor, singing their ‘sit down’
song.
 Let’s sit, let’s sit, let’s sit… one… two… three

14. Now that students are sitting on the floor, the teacher suggests singing the ‘Hello’
song.
Transcript:
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 stamp your feet?
Can you say, “Hello?”
Hello, hello.
Warm-up:
Purpose: to revise or practise the shapes
Timing: 10’
Activity description and instructions as they will be said to students:
The teacher shows students a robot. She asks them questions about it:
 Look at the robot! What’s this?
 …head…
 It’s the head! Very good. What colour is it?
 …yellow…
 It’s yellow, excellent! It’s a yellow head… and it’s a circle! (the
teacher mimes the shape with the hands)
 And… What are these?
 …legs…
 They are legs! Very good. What colour are they?
 …red…
 They are red, excellent! They are red legs… and they’re squares! (the
teacher mimes the shape with the hands)

15. The teacher then asks some students to touch different shapes in the robot.
 Vicki, come here. Touch a circle, please! (miming the action of
touching)
 Excellent! Sit down, please!
 Tomi, come here. Touch a square! (miming the action of touching)
 Well done, Tomi. Sit down, please!
Then the teacher asks about the new shape:
 Look! They are different! What are these?
 …Eyes…
 They’re eyes, well done! What colour are they?
 …blue…
 Well done! They’re blue. They are blue eyes. And they are triangles!
Now the teacher includes the triangle when asking the kids to touch the robot.
 Alejo, come here. Touch a triangle, please! (miming the action of
touching)
 Excellent! Sit down, please!
Transition:
The teacher asks the students to stay on their chairs while she takes the
computer.
Development
Activity 1
Purpose: to present the new vocabulary.
Timing: 3’
Activity description and instructions as they will be said to students:
Now the teacher shows students a video, that presents the triangle with a song. In
the video, students are invited to watch the circles, squares and triangles sing,
and then point at all the shapes they can see. The teacher the teacher will play the
video again and students will see the results.
 Let’s watch a video!Look and listen! (miming the actions).
 Point circles, squares and triangles! (the teacher mimes the
action)

16. Transcript:
I'm a square. I have 4 sides.
I'm a square. I have 4 sides.
We are squares. We have 4 sides.
1 2 3 4. We are squares.
I'm a circle. I go round and round.
I'm a circle. I go round and round.
We are circles. We go round and round.
Round and round, we are circles.
I'm a triangle. I have 3 sides.
I'm a triangle. I have 3 sides.
We are triangles. We have 3 sides.
1 2 3 - we are triangles.
We are shapes. You see us everywhere.
We are shapes. You see us everywhere.
We are shapes. You see us everywhere.
Just look around, we are everywhere.
Link for the video:
https://www.youtube.com/watch?v=pfRuLS-Vnjs
transition
The teacher asks the students to move their chairs near the tables, while she
sticks the following activity on the walls. They need space to move around.
Activity 2
Purpose: to practise the new vocabulary.
Timing: 10’
Activity description and instructions as they will be said to students:
The teacher asks students to look at the big poster she has stuck on the walls. The
poster has many drawings using the shapes they know. She asks them to stand in
front of the poster. When she mentions a shape, they have to touch it.
 Come here. Stand in front of the poster (teacher helps them). Touch
(miming) what you hear (miming)
 Circle! (students should touch the circles)

17.  Square!(students should touch the squares)
 Triangle! (students should touch the triangles)
 Now the teacher asks a student to mention a shape, and his/ her classmates
have to follow his/ her instructions.
 Sage, help me! Say a shape, the one you want! (The students who is
chosen to be the first, it the one whose mother tongue is English. He might
be willing to help the teacher with the activity)
 Triangle! (students should touch the triangles)
 Thanks, Sage! Well done!
 Fiama, your turn! (the teacher whispers a word on her ear – circle)
 Circle! (students should touch the circles)
 Excellent! Martin, it’s your turn! (the teacher whispers a word on her ear –
square)
 Square!(students should touch the squares)
Transition:
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
 Come here! Let’s sit down!

18. Activity 3
Purpose: to practise the new vocabulary.
Timing: 10’
Activity description and instructions as they will be said to students:
The teacher shows students that she’s got some colour pieces of paper cut in
different shapes and glue. Students have to take a shape and stick it on the poster
on the wall.
 Look! The poster has no colour… (teacher puts a sad face) Ahhh I have an
idea! (miming the action) Look what I’ve got… There are some circles…
squares… triangles… (teacher takes the pieces of paper and shows them
to the students)
 Let’s put them here. (the teacher puts the pieces of paper on a table, next
to the glue)
 Let’s take one… put some glue on it… (the teacher does it to show how it
should be done) … and then… stick it here!
 Come here and help me! (the teacher invites students to stand up and
approach the table)
While students work, the teacher goes around the classroom asking questions.
 What’s this? Is it a tringle, a square or a circle?
 …circle…
 It’s a circle! Right. And what colour is it?
 …blue!
 It’s blue! Excellent.
 What’s your name?
 Luna. (the teacher writes the name on the poster)

19. Transition
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
Now that students are sitting on the floor, the teacher suggests listening to a song
Closure
Purpose: to practise the vocabulary singing a song
Timing: 5’
Activity description and instructions as they will be said to students:
The teacher asks students to listen to the song and mime it.
 Let’s listen to a song! Stand up!

20.  Very good! Are you ready? Yes?
The teacher plays the audio (track 44). Teacher and students listen and point.
Transcript:
Triangle, triangle! (point to triangles)
It is a triangle! (hold up a triangle)
Triangle, triangle! (point to triangles)
Find the triangle! (search gesture)
A triangle is a shape that I see everywhere!
Look! I see one there! (point)
Transition
It’s almost time to finish the class. So, the teacher asks students to sit down in a
circle again.
 Oh, no! look at the time! (pointing at her watch) It’s time to say goodbye!
The teacher asks students to sit on the floor, singing their ‘sit down’ song.
 Let’s sit, let’s sit, let’s sit… one… two… three
 Come here! Let’s sit down!
 Now, let’s sing the goodbye song!
“This is the way we say good bye, say goodbye, say good bye,
This is the way we say good bye, to you, and you, and, you”. (teacher and
students wave and point to each other)
Lesson plan Excellent Very Good Good Acceptable Below Standard

21. component 5 4 3 2 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: __27__ /30
Great job, Marce! I hope my comments and suggestions are clear enough.
Have a great time!