This document provides details of a planned English lesson for 5-year-old students focusing on school supplies vocabulary. The 50-minute lesson will begin with greetings and a review of previous lessons. New vocabulary like eraser, pencil, and scissors will then be introduced through flashcards and song. Students will practice the vocabulary through puzzles and a guessing game where they ask questions to identify hidden flashcards. The lesson will conclude by singing a goodbye song with dancing and hand motions. The teacher aims to make the lesson engaging through collaborative activities and games while developing students' language skills.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Marina Anabel Soria Casas
Institución Educativa: Instituto de Vanguardia de Lima
Dirección: Calle 7 Nº 945
Cantidad de alumnos: 28
Edad: 5 years old
Unidad Temática: School supplies
Clase Nº: 3
Fecha: November 16th
Hora: 15:00 PM
Duración de la clase: 50 minutes
Fecha de entrega de la planificación: November 14th
Learning aims:
During this lesson, learners will be able to…
… learn vocabulary related to school supplies.
… review the vocabulary they have already learned (numbers,
colours, geometric shapes, and school supplies).
… play some games to integrate their knowledge.
Learning focus:
Vocabulary: eraser, crayon, scissors, glue, pencil, school bag, ruler,
book, notebook, sharpener, pencil case, numbers, colours, and
geometric shapes.
Phrases: ‘It’s…’ ‘Is it a/an…’ ‘I know! it’s a/an…’

2. Integration of skills:
The students would have the chance to develop:
• Their interpersonal skill by doing some puzzle games in group.
• Their speaking skill by listening and repeating the new words,
and singing a song.
Multiple intelligences:
Linguistic intelligence: the students will improve this intelligence by
talking between them to guess what flashcard is under the table.
Bodily-kinesthetic intelligence: students will improve this intelligence
by dancing to the final song.
Musical intelligence: the students will improve this intelligence by
listening to songs and dancing to it.
Visual-Spatial intelligence: the students will improve this intelligence
by looking at the flashcards of the school supplies and repeating the
name.
Materials and resources:
o School supplies’ flashcards
o MP3 files:
‘I see something blue’ by Super Simple Songs

3. Link: https://www.youtube.com/watch?v=jYAWf8Y91hA
‘I see something pink’ by Super Simple Songs
Link: https://www.youtube.com/watch?v=Asb8N0nz9OI
‘Bye, bye goodbye’ by Super simple songs
Link: https://www.youtube.com/watch?v=PraN5ZoSjiY
o Adhesive tape
Possible contingencies:
Contingency: The children might not reach an agreement about how
to organize the puzzle’s pieces.
Possible solution: The teacher might give the suggestion of looking at
the coloured side of the pieces and try to separate them according the
colour.
Contingency: When playing the game of guessing what flashcard is
stuck under the table, students might want to peep under the
furniture to answer.
Possible solution: The teacher should stablish the rules to follow
while playing the guessing game.
Some rules might be:
- We will accept the challenge of not peeping under the table!
- The student who do not follow the rules will lose a round in the
game.
These rules might be negotiated with students in their mother tongue
so they can grasp the concept better.
Contingency: While solving the puzzles some children might feel
tempted to grab all the pieces for him/herself.
Possible solution: The teacher might remind them that this is a group
work, if they work together they will solve it faster. Moreover, if
someone is still reluctant to cooperate, the student will be reminded
that he/she will lose a turn in the next game, since that behaviour is
unacceptable in class.
Classroom management strategies:
If students get too loud the teacher might use the tambourine to grab
Comentado [CZ1]: Excellent!

4. their attention and make them follow her making a line and marching.
This will involve everyone in the same task and bring their focus to
the teacher, so she can explain what is the next task.
Another technique, which I found by chance while watching videos
in YouTube, is ‘Palming’. Here’s is a video by a kindergarten teacher
explaining how to use it:
https://www.youtube.com/watch?v=yRKpNaVaP84
I have not tested it yet, but I will have it mind just in case the children
are a little bit hectic and I need to cool them down.
Assessment: collecting information and reporting your findings
- Asking referential questions in order to know how students
are handling the tasks.
- Observing how students work in the collaborative stage of the
class, and if they spontaneously help each other if one of them
has troubles.
- Asking referential questions at the end of the lesson, in order
to get student’s feedback on how effective and enjoyable the
class was.
Lesson stages:
Routine
§ Purpose: to greet students as usual and recall what we did last
class.
§ Timing: 5 minutes.
§ Activity description and instructions as they will be said
to students (include direct speech):
The teacher will greet the children as usual. Direct speech: ‘Hello
everyone!’ Then she will ask about the weather. Direct speech: ‘What’s
the weather like today?... Who can tell what we learned last class?’
§ Scaffolding strategies:
The teacher will pay attention to students response about what they
remember, the idea is to know how much they have retained of the
vocabulary.
Comentado [CZ2]: Remember that the past simple is used in
this case. This was corrected in the last lesson plan.

5. § Transition comment:
Direct speech: ‘Well done everyone! Let’s learn how to name some
things, shall we?’
Lead-in
§ Purpose: to review the vocabulary we have learned so far and
recall the colours’names.
§ Timing: 10 minutes.
§ Activity description and instructions as they will be said
to students (include direct speech):
The teacher will play two songs about the colours (pink, orange,
brown, green, blue, yellow, red and purple) and send students to
fetch a school supply of that colour.
§ Scaffolding strategies:
The teacher will hold up the school supply’s flashcard and say the
colour out loud. If someone does not remember what colour she
has mentioned she will have on hand a flashcard with the colour
to show students. If students do not have problems with
associating colours and school supplies, the teacher might ask
them to bring a determined amount of things
§ Transition comment to link each stage of the lesson with the
next one:
Direct speech: ‘Well done everyone! Did you have fun? Ok, now we
are going to learn some other words. Are you ready?’
Presentation
§ Purpose: to present the final set of vocabulary items about school
supplies.
Comentado [CZ3]: How to name
Eliminado: names
Comentado [CZ4]: Direct speech? Instructions?
How will you check understanding of instructions?
Eliminado: the

6. § Timing: 5 minutes
§ Activity description and instructions as they will be said
to students (include direct speech):
The teacher will show the new words to the students and
encourage them to listen and repeat the words. Direct speech:
‘This is a… repeat it with me please’.
Scaffolding strategies:
The teacher will say the word out loud and encourage children to
chant the word and move their heads touching their shoulder
with the ear while saying the word. The teacher will encourage
children to play with different kind of pitches to say the words.
§ Transition comment to link each stage of the lesson with the
next one:
Direct speech: ‘You have done it very well! Now, who wants to play
some games?
Development of the sequence of activities
Activity 1: solving a puzzle
(These will be the pictures that I’ll cut to make the puzzles)
§ Purpose: to give students an opportunity to work collaboratively
and play with pictures.
§ Timing: 5 minutes.

7. § Activity description and instructions as they will be said
to students (include direct speech):
Students will be given some puzzles with the pictures of the school
supplies they already learned. They will be given 5 minutes to
assemble the picture they have been given. Once they have
finished they will have to stand up and say what school supply
they have got.
Direct speech: ‘Ok, so now the teacher will give some puzzles to
solve. Do you know what a puzzle is? You’ll have 1 school thing from
those we have just learned. You’ll work as a team, if you fight and
take away all the pieces from your classmates you won’t get to play
the next game, alright?’
§ Scaffolding strategies:
The teacher will make sure everyone is participating and will
monitor how well the children are doing the puzzle. If any group
has a disagreement she will help them solving it.
§ Transition comment to link each stage of the lesson with the
next one: Direct speech: ‘Very good job! Now that you have finished
we can play another game. It’ll be a guessing game. I’ll tell you how
we are going to play’
Activity 2: Game ‘What’s under the table?’
§ Purpose: to review the new words students have learned so far
about school supplies.
§ Timing: 20 minutes.
§ Activity description and instructions as they will be said
to students (include direct speech):
The teacher will stick the flashcards of the school supplies under
the table and the students will have to guess what school supply
is hidden under it. Direct speech: ‘Here’s how it goes, the teacher
will ask you to close your eyes and wait while she sticks the
flashcards under your tables. Once I have finished I’ll tell you to open
your eyes. You have to make me questions to guess what school
supply is under the table. You’ll have to use questions like, for
example these: ‘Is it big or small?, Is it a ruler?, Is it red?’. You cannot
peep under the table! If you do, you’ll have to wait until all of your
classmates finish guessing all the cards in one table.’
Comentado [CZ5]: The instructions are complex (you have
devised them simple, though). Tell them slowly, repeat them, check
understanding.

8. The teacher will establish that the first try guessing will go to the
students sitting at the table she chooses to start the game and so
forth. This is helpful to let all students to participate and at the
same time playing the game in relative order.
This game was designed like this because children are not
accustomed moving the furniture and keeping their focus on the
lesson. Since tables have their number and students know what
the order is and what number each table has, I thought it was
better to leave everything in its place and use that order to play
the game.
§ Scaffolding strategies:
The teacher will use mimes to help children understand the
instructions.
She will pay attention to students not peeping under the tables.
All kids will have the chance to ask questions to guess, but not
before all the children sitting at the table we are looking at finish
asking and trying to guess.
§ Transition comment to link each stage of the lesson with the
next one:
Direct speech: ‘Well done! It’s time to say goodbye, let’s learn a super
simple song to say goodbye’
Closure
§ Purpose: to wrap up the lesson and review what the students have
done and how they have felt.
§ Timing: 5 minutes
§ Activity description and instructions as they will be said
to students (include direct speech):
The teacher will instruct children to stand up by their chairs and
follow her singing and dancing. Direct speech: ‘Before singing and
dancing to the song, I’m going to show you what to. First, when we
say bye, bye we’ll wave one hand to our classmates, when we say
goodbye we will wave with both hands. Then when you hear the
word clap you will clap and when you hear the word stomp, we’ll
stomp with our feet. Now that we know what to, let’s begin!’
§ Scaffolding strategies: The teacher will demonstrate every
action to the students so they will feel confident to do follow her.
Comentado [CZ6]: Have
Eliminado: is
Comentado [CZ7]: ok
Comentado [CZ8]: mimes
Comentado [CZ9]: This may result complex or difficult for
children as they will be willing to guess. If they do, let them but
encourage them to say the words in English.

9. § Transition comment to link each stage of the lesson with the
next one:
Direct speech: ‘Great! Now sit down again please. You have been very
good today! I’m very happy, and you? What did you like about
today’s lesson?... Next class we’ll sing and play more to keep
practicing the names of all school supplies we know’
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 Well done, Marina!
I hope you find my comments and suggestions clear. Please, answer my queries
before uploading the plan to your portfolio.
What about using a story in your next plan?
Best
Ceci
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