This lesson plan is for a 30-minute English class for 4-year-olds focusing on modes of transportation. It includes 5 stages: a routine singing activity to greet the students, a lead-in using a puppet to review transportation vocabulary, presenting flashcards of vehicles to emphasize prepositions, watching and singing along to a song about transportation, and two follow-up activities - one involving sorting vehicles into categories of land, sea, or air, and another cutting and pasting vehicles into categories. Scaffolding strategies include modeling, direct instruction, group work, and visual aids. The plan aims to develop students' vocabulary, visual/listening skills, logical thinking, fine motor skills, and engagement through song, puppetry,

1. 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:

2. • 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]:

3. • 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]:

4. 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

5. 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.

6. • 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

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

8. 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