Moure kinder afternoon_group_lesson_plans_week4_class6-10

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur July16th, 2015
1
Alumno practicante: Regina Moure
Student consulted for peer correction: María Inés Trech
Período de práctica: Nivel Inicial.
Institución educativa: Jardín de Infantes “Cardenal Spínola”
Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)
Sala/Grado/Sección: Sala 5 años. TT
Cantidad de alumnos: 25
Nivel lingüístico del curso: Principiante
Tipo de Planificación: Clase
Unidad temática: Mi escuela/jardín.
Clase Nº: 5
Fecha: Monday, July 17th
Hora: 15:30 a 16:00
Duration of the lesson: 30’
Fecha de primera entrega: 16/07/2015
Teaching points: School objects, colours and numbers from 1-5
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify three new school items in a meaningful context.
 Develop their listening ability by listening to a song, as well as to their teacher and mates.
 Develop their speaking ability by taking part in short oral exchanges, singing songs and
taking part in the activities suggested.
 Deepentheirunderstandingof commands/instructions while developing their social skills.
 Develop their cognitive skills by recalling the order of the items in a song.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello! Bye-bye!
-Good morning.
- How are you
today? Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sit down!
-Come here! +
-Greeting.
-Counting.
-Following
commands and/or
instructions.
-Identifyingplacesin
the Kindergarten.
-Locating people.
WH questions and
answersinthe simple
present:
 Who’s….?
 Where is (Tiggy)?
In the Classroom
Correct
pronunciation of
the school items
already known.
- Recognition of
the following
sound in initial
position:
/h/
Hello

2
please.
- Line up here,
please!
-Go to ….
-Places in the
kindergarten:
classroom
-Prepositions:
IN
-Classroom
objects:
school-bag,pencil,
book, crayon,
rubber.
/w/
What…? Who?
Recognition of
the following
sounds in initial
position:
/p/ /s/
pencil
school-bag
Recognition of
the following
sound in final
position:
/ə/
ruler
rubber
teacher
New Classroom
objects:
pencil-case, ruler,
sharpener.
 Asking for
something
politely.
Can I have a
(pencil), please?
Recognition of
the following
sounds in initial
position:
/ʃ/
sharpener
Teaching approach: Natural approach - PPP
Materials and resources:
 A white board and felt pens.
 A circle- time song: “Make a circle” by The Kiboomers- from “Top 33 circle time songs”.
Collection purchased and downloaded from http://www.songsforteaching.com/
 A portable speaker
 A tablet (as an mp3 player)
 A puppet, Tiggy

3
 Flashcards “School objects” .”Your Quest 1” Macmillan Publishing.
 “My school bag”,song from“Your Quest1”. MacmillanPublishing.Cd1– Track 10.
 A handoutforeach studentanda set of blankimagesforthemto paste ontothe handout.
Both the handoutand the setof imageswill be designed/createdbythisteacheremploying
imagesfromthe Internetshe hasbeensavingonhercomputerduringthe lastyears,so she
isnot able to provide the exactsource of eachof them.
 Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT:
No instances of ICT use during this encounter
Seating arrangement:
The first stage of the lesson will take place in the circle-time area, and then Ss will move to their
tables.
Cooperative work: Childrenwillwork as a class during the first part of the lesson. The main activity
(listenandpaste/glue the items) will be carried out by Ss individually, but the fact that they will be
arranged in groups will allow their interaction and cooperative work. That is to say, they can help
each other.
Possible problems and possible solutions regarding behaviour:
I’ve learned(frompreviousencounters) thatcooperativeworkissomething new for these children.
Thus, although they are going to work in groups, each of them will have the chance to manipulate
the material. That way their engagement (and learning) will be guaranteed to some extent, since
they all will have the chance to carry out the activity.
Potential problems students may have with the language:
They still pronounce an intrusive /e/ in word starting with the /s/ sound. Futher work is necessary
here.
Assessment: What will be assessed and how:
T will pay attention to the following aspects:
 Use of language: Ss making use of the language acquired so far to take part in the oral
exchanges and carry out the “Listen and paste/glue activity”.
 Pronunciation: Accuracy in the production of the sounds mentioned in the pronunciation
section (See Language focus chart at the beginning of this document).
 Ss’ participation: In order to help shy Ss to lower their affective filter (Krashen, 1982)
Skills integration:
Listening and Speaking will be integrated during this lesson.

4
Routine (3’)
Aim: To greet the Ss and create the right learning environment.
T will be by the classroom door, welcoming individual Ss with a warm “Hello!” or “Good morning!”
T: Hello!
Once everybody has come into the room, she will greet the class and ask Ss to make a circle.
T: Hello, children!
Ss (EA): Hello!
T: How are you today? Fine?
(T puts her two thumbs up and shows a big smile)
Ss (EA): fine/ thumbs up/ a smile.
(Anyway, Ss are expected to reply by saying “Fine” along with any or both of the examples of body language)
T: That’s fantastic!
(Again, displaying a big smile)
Then she will show Ss the portable speaker and say the following:
T: Are you ready to sing our song?
Ss: Yes!!
T will play the song and perform the movements that go with it, encouraging them to join her.
Song: Make a Circle by the Kiboomers
Okay, everybody, let’s make a circle!

5
Make a circle,
Make a circle,
Big and round, big and round
Everybody hold hands
Everybody hold hands
Now sit down
Now sit down
Okay, everybody, get ready to wiggle your fingers
Wiggle your fingers,
Wiggle your fingers
up up up up
up up up up
wiggle all your fingers
wiggle all your fingers
down down down down
down down down down
Now, let’s nod our heads
Nod your head
nod your head
yes yes yes yes
nod your head
nod your head
no no no no
no no no no
All right, this time let’s clap our hands
Clap your hands
clap your hands

6
fast fast fast fast
fast fast fast fast
clap your hands
clap your hands
slow slow slow slow
slow slow slow slow
And that is the end!
Transition:
T will point to her school-bag and ask children the following:
T: I have something in here…
What do you think it is?
Warm up (5’)
Aim: To activate Ss’ prior knowledge, revise the vocabulary learned during the last encounter and
set the context to introduce the three new items.
Ss: Tiggy?
T: Mmmm, let’s see…let me open my….my….what’s this?
(T points at her school-bag and waits for Ss to provide the name. In case they do not remember, T will provide
them with options)
(Is this a book?)
Ss: (School-bag!)
T: My school-bag, thank you!
Let’s see who is here…

7
T will open her school-bag and take out Tiggy:
Ss: Hello, Tiggy.
Tiggy: Hello, children. How are you?
Ss: Fine!!
T: Tiggy, hello!
(T moves Tiggy as if he wanted something from the school-bag)
T: Do you need something from the school-bag?
(Tiggy nods his head)
T: Ok, get it.
T uses the puppet to take out the flashcards of the school-items the children learned during the
previous class. As Tiggy takes out an image, he gives it to the teacher for her to show it to the Ss.
Then she starts the following exchange with the children.
T: What’s this, Tiggy?
Children? What’s this?
Again,incase Ss do not remember the name of that item, T will provide options or simple whisper
the name very softly. That will force Ss to pay attention to her mouth as she articulates the word.
As soon Ss call out the name, T will say the following:

8
T: Ahhhh! It’s a (crayon)!
Thank you!!
Let’s leave the (crayon) here, on the floor.
(T places the flashcard on the floor, right in front of her for Ss to see)
As soon as the alreadyknownfive itemsare onthe floor,Tiggywill keep on trying to take out things
from the school-bag.
Transition:
T: There’s more? Ok, show us..
Presentation:(3’)
Aim: To introduce three new school objects.
Tiggy will take outthe flashcards,one byone,andfollowingthe same procedure from the previous
stage, she will show each image to Ss and start the following oral exchange:
T: Ah!! Look, children…what’s this?
(T shows the card to Ss)
Ss: (cartuchera/regla/sacapuntas)
T: Yes! It’s a (pencil-case/ruler/sharpener)
What’s this?
Ss: A (pencil-case/ruler/sharpener)
T: Great!! A…….
(T puts the card on the floor next to the other ones)
Transition:
T: Now, let’s see what Tiggy needs to go to the classroom.

9
Controlled practice: (3’)
Aim: To help Ss develop their listening comprehension by means of a TPR activity.
This activity has the purpose of having Ss naming and remembering the school items in a pre-set
order.
Every time T picks up a flashcard, she will say its name for Ss to repeat.
Transition:
T: Ok! Well done, children!!
Now…Let’s help Tiggy put these items back into the school bag.
Pre-listening activity (5’)
Aim: To familiarize Ss with the structure used in “My School bag” song.
This time T will nominate Ss to give her the school items.
T: T: (Santi), come here, sweetie!
Can I have the ruler and the pencil, please?
(S does as he is told. Mates can help)
A ruler, a pencil. Thank you!
All my school things go in my school-bag.
Now, (Juan)
Can I have the rubber and the crayon, please?
(S does as he is told. Mates may help)
A rubber, a crayon. Thank you!

10
All my school thing go in my….
(T elicits “school bag from Ss)
Ss: school-bag
Now, (Ainara)…can I have a sharpener and a book, please?
(S does as s/he is told. Mates may help)
A sharpener, a book. Thank you!
All my school thing go in my….
Ss: school-bag
And finally (Lucía)..
Can I have the pencil-case, please?
(S does ass/he is told. Mates may help)
Look! A YELLOW pencil-case. Thank you!
All my school things go in…
Ss: my school-bag.
T: great!! Thank you, thank you!!
Transition:
T: Hey! This reminds me of a song…
(T points to her tablet and speaker)
Do you want to listen to it?
Ss: yes!!
Listening: “My School bag” song – From “Your Quest 1” – cd 1 – track 10 (8 ‘)

11
Ss will listentothe followingsongtwice:The firsttime to get used to the rhythm and second one to
carry out a while listening activity at their tables.
Transcript:
“My school bag”
Can I have a ruler and a pencil, please?
A ruler, a pencil, here you are!
Thank you! Thank you, thank you!
All my school things…go in my school bag.
Can I have a rubber and a crayon, please?
A rubber, a crayon, here you are!
All my school things… go in my school bag.
Can I have a sharpener and a book, please?
A sharpener, a book, here you are!
All my school thigs…go in my school bag.
Can I have a yellow pencil-case, please?
A yellow pencil-case, here you are!
All my school things… go in my school bag.

12
Afterlisteningtothe songfor the firsttime,T will askSsto move to theirtables.There,theywill find
the following handouts and pictures. There will be one copy of an empty school-bag and a set of
school things1
for each child.
The worksheet must include a slot for their name, title and simple instructions, such as glue the
school objects.
1 Images arealready cut, so Ss will nothave to use scissors. Great!Otherwise, they would take too long.

13

14

15
Remember to include the source of the images.
Ss will have toidentify andputup the items as T sings each stanza of the song for them. Then, they
will have to paste/glue the items in the school bag. T will have the same material so as to show Ss
what they have to do, at least the first time.
T: There you have a school bag…can you see it?
Ss: yes!
T: you also have school things. Listen to me and find the items:
Can I have a ruler and a pencil, please?
(Ss find the items and show them to the teacher)
T: A ruler, A pencil
(T points at one of the ss’ items)
Ok, now glue/paste the ruler and the pencil in the school-bag.
The same procedure will be followedwiththe remainingobjects.Once the school-bagisready,Tand
Ss will sing the song together one more time.
Closure: (3’)
Aim: To wrap up the lesson and sing the goodbye song.
T: Oh! No…Look at the time!!
(T looks at her watch, as usual)

16
Ss: Goodbye/ canción/ ya te tenés que ir
T and Ss starts singingthe goodbye song.
T: Yes! Now it’s time to say goodbye!
Are you ready to sing the song with me?
T plays the song. Ss and T sing and perform the actions.
T congratulates Ss on their performance with a loud clap.
T: That was great, children!
Goodbye!
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswill learnand
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork


17
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?
10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar, Does the lesson plan effectively communicate to the intended 

18
Appearance,and
Language
audience? Has it gone through proof-reading for grammar and
spelling mistakes?
Observations:
Outstandingwork,Gina!The lesson planallowsformeaningful exposureandavarietyof strategiesthatcater
for differentlearningstyles.
Way to go!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:32 /32= 10

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