This lesson plan aims to teach 5-year-old students vocabulary related to toys. The lesson includes several activities: practicing toy vocabulary from the previous class using flashcards; coloring drawings of toys; and playing a toys bingo game. The plan outlines the learning objectives, materials needed, classroom management strategies, and assessment. It provides details on introducing, practicing, and assessing the new vocabulary through engaging activities while developing students' listening, speaking, and other skills.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: María Silvia Maestromey
Institución Educativa: Jardín Munduna
Dirección: 25 de Mayo y Viamonte
Cantidad de alumnos: 24
Edad: 5 años
Unidad Temática: Toys: “Let’s Play”
Clase Nº: 211
Fecha: 18/10/2017
Hora: 16.20 hs
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 16/10/2017
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Learning aims: 

During this lesson, learners will be able to…
- Practice vocabulary learnt in the previous class (toys: doll, teddy
bear, car, dinosaur, robot, computer game, ball, train, puzzle,
star)
Learning focus:

Learners will be able to:
- Recognise and name different toys.
- Develop their listening skills by listening to the teacher.
- Deepen their understanding of commands / instructions while
developing their skills.
- Learn about / explore the toys around them.
- Verify or reject ideas about their previous knowledge on the
subject.
- Language focus: What is it?
This is a car; this is a robot.
It’s a doll.
Let’s play!
Look at my new…

2. Integration of skills: 
Children will be able to integrate three of the major skills: listening with
reading and speaking.

Multiple intelligences:
Children will work with visual learning, since they will work with
flashcards and drawing. They will also work with linguistic learning,
since they will be able to read the name of the toys in the flashcards.

Materials and resources:
- A mystery box containing flashcards with toys (computer
game, train, star, puzzle, robot, ball).
- Black and white drawing to colour.
- Different tempera paint to colour the black and white
drawing.
- Plastic dishes to put the paint on.
- Several brushes (at least one per child).
Possible contingencies:
Some children might start talking and not pay attention, I will
start singing a song “Silence one, silence two, silence, silence,
silence please!”
Some children might start pushing and fighting. I would call their
attention and, if necessary, I would make one of them sit next to
me.
Some children might ask to go to the bathroom. I would give them
permission, as they are allowed to go by themselves.
A child might ask me to blow his/her nose, for that purpose I
would carry some tissue to be able to hand it immediately.
A child might hurt him/herself. I would stop and ask him/her
what happened and see if it is something serious or just a
common accident. In the first case, I would ask their teacher to
help him/her. In the second case, I would ask him/her if s/he
wants to continue playing of if s/he wants to stay with the teacher
for a while until s/he feels better.
Classroom management strategies:
At the beginning of the class the children are always very quiet and
attentive because they are with their regular teacher, so I would not
need to ask them to sit or stay still.
As the class develops, if I need to ask for silence I would ask nicely
first, and them I will sing the silence song (Silence one, silence
two, silence, silence, silence please!)
If I need to call a specific child’s attention, I would say his/her name and

3. ask him/her to be quiet and pay attention. If s/he continues with the
same attitude, I would ask him/her to sit next to me.
When they have to tidy up I would sing them the song “Time to tidy up,
tidy up. Time to tidy up, put your things away.
Scaffolding strategies:
● Use of first language
● Modeling gestures
● Repetition
● Intentionally working in small groups.
● Connect new knowledge to children’s background knowledge
Assessment: collecting information and reporting your findings
During the class, I would ask them to show me, for example, with the
flashcards, what are the names of some toys they learned during the
previous lesson.
At the end of the class, while the children are sitting in circle on the rug,
I would ask them (first using the L2 and repeating I in L1) if they can
tell me what they have learned today. If they can’t say anything, I would
help them be asking them to remember what I showed them at the
beginning of the class, what new words they learned and what they did
at the tables.
Lesson stages:
Routine
At the beginning of the class, the children are always waiting for their
English teacher sitting in circle on the rug.
While sitting there they sing a welcome song, accompanying with hand

4. gestures (Hello, hello! We say hello to you. Hello, hello! How are you
today? Welcome friends, welcome friends! It’s nice to see you again!
Welcome friends, welcome friends! It’s nice to see you again!).
Lead-in
 Purpose: recollecting information about the previous class
 Timing: 5 minutes
This activity will be carried out siting in circle on the carpet after we
finish singing the welcome song. This will help them focus on the
lesson, and avoid distractions as the teacher has a global vision of the
kids’ behaviour. This sitting arrangement also lets them see each
other’s faces as they participate, which contributes to engaging in the
class and promotes further participation.
I will ask the children if they remember what we did during the
previous lesson and I will ask them if they remember what new words
they learnt.
Presentation
Mystery box activity
 Purpose: recollecting information about the previous class;
recognizing images and linking them with the new vocabulary
 Timing: 8 minutes
After the lead-in, I will show the children my mystery box as I sing a
song: Mystery box, mystery box! What’s inside my mystery box?
I will let the learners guess what might be inside and I will move the
box trying to make it make some kind of sound and by asking them to
remember what vocabulary we worked with during the previous class.
I will take one flashcard with the drawing of a toy ad its name in block
letters. I will ask “What is it?” And I will try to elicit the name of the toy
in English by giving they options “Is it a train? Or is it a star?” Each time
before I take a new flashcard I will sing the song and elicit the name of
the toy. By the end of the activity children might be able to sing the song
with me.
Once we finished this activity I will sing a song for them to sit on the
chairs: “everybody sitting down, sitting down, sitting down. Everybody
siting down on the chairs”.
Development of the sequence of activities

5. Guess what’s missing activity
 Purpose: using the new vocabulary; exercising their memory
 Timing: 12 minutes
Once I finish showing all the flashcards, I will put them all on the floor
facing up. Then I would ask one child to turn around and another child
to hide one of the flashcards. When the first child turns around again,
s/he would have to say which flashcard is missing. I will repeat this
with different children two or three more times.
Colouring with tempera paint activity
Once we finish guessing what toy is missing, I will ask them to put the
flashcards away by singing a song (tidy up, tidy up. This is time to tidy
up).
Then I will ask them to sit on the chair also by singing a song
(Everybody sitting down, sitting down, sitting down. Everybody sitting
down on the chairs!) After they are all sitting, I will say “now we are
going to paint some toys”. I will give one black and white drawing per
child and one kind of drawing, for example, one table has robots,
another table has computer games. On each table there will have a dish
with one colour tempera paint and one brush per child. After the table
has finished with that colour, I will pass it to another table and give the
table a new colour.
Once they finish I will ask the children to put their art on the floor to let
it dry and pick up the dishes and brushes to tidy up the classroom by
singing a song (tidy up, tidy up. This is time to tidy up).
Toys Bingo
 Purpose: using a game in a learning context, using the new
vocabulary; exercising their memory, paying attention to placing
 Timing: 12 minutes
I will ask them if they have ever played bingo. I they have not, I will
explain the procedure of the game and I will deliver one card per child
and one dish with plastic yellow circles per table. I will explain the
game, telling them that I will take a flashcard out of the mystery box
and they will have to check if they have that toy in theirs cards. If they
have it, they will have to pick one of the circles and place it on top of the
drawing in order to cover it. I will also explain that they will not have to
cover the central square since it is the name of the game and I will not
pick it out of the box. Once they finish covering all the squares, they will

6. have to say “bingo!”
I will take the flashcards one by one, saying the name of the toy and
showing the image to the children. I will make sure that they take a
circle and cover the correct toy. Some of the times I will the flashcard
out and ask them to say the name of the toy.
Once I finish taking all the flashcards out of the box and they finish
covering all the squares, they will shout bingo and I will give each of
them a prize: a small bag with puffed corn.
Closure
We sing the “Put on your Jackets” song and the children will go and sit
on the carpet, since this is something they do at the end of all the
lessons. Once they are all sitting, I will ask them if they remember what
we did today What new words did you learn today? If they can’t answer,
I will remind them about the toys I showed them from my mystery box,
the flashcards and their drawings. Then we will sing the “Goodbye”
song.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement

7. 1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Dear Maria Silvia
Thissecondplanis alsofull of potential butimportantinformationhasbeenomitted.
Rememberthatthe purpose behindeachactivitymustbe explicitlyexplained.In
lessonplan1, I wrote:
The lessoncouldbe presentedwithinameaningful context,suchasa storyabout
toys,or a situationinacartoon or by a well-knowncharacter. As I saidabove,the
lessonsshouldalsofocusonintegral learning,socialandcognitive development,
interaction,play,emotionaldevelopmentandvalues.How couldthese skillsbe
promotedinyourfuture classes?
How isthat feedbackconsideredinthisclass?
What storycould youuse to teachthe targetlanguage?
What else couldyouteachapart fromthe targetlanguage?
What aboutthe use of videosandaudiosongs?
Please,include the answerstothe questionsincludedinmyfeedback,andresubmit
it.Take intoaccount that the requirementsof thiscourse includecreative teaching,
applyingthe approachesyouhave exploredinDidacticsandfocusingonintegral
learning.Besides,all lessonplansmustbe passed,soyouare expectedto take into

8. account previousfeedbackswhenplanningyourclassesandtoresubmitthe ones
under‘revision’.
Anyquery,feel free tocontactme.
Best
Ceci