Moure kinder morning_group_lesson_plans_class5-9

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 27th, 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. TM
Cantidad de alumnos: 27
Nivel lingüístico del curso: Principiante
Tipo de Planificación: Clase
Unidad temática: Mi escuela/jardín.
Clase Nº: 5
Fecha: Monday, June 29th
Hora: 9:45 to 10:15
Duration of the lesson: 30’
Fecha de primera entrega: 28/ 6/2015
Teaching points: School objects
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify and name school objects.
 Developtheirlisteningabilitybylistening to a story created by the teacher to introduce the
lexical items.
 Develop their speaking ability by taking part in short oral exchanges, singing songs and
chants, as well as playing a game.
 Deepentheirunderstandingof commands/instructions while developing their social skills.
 Develop their cognitive skills by playing a memory game.
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!
-Greeting.
-Counting.
-Following
commands and/or
instructions.
-Identifyingplacesin
the Kindergarten.
-Locating people
WH questions and
answersinthe simple
present:
 Who’s….?
 Where is (Miss
Wanda)?
In the office
 Where are (the
children)?
In the classroom
Correct
pronunciation of
the different
places/rooms in
the
kindergarten.
- Recognition of
the following

2
-Come here! +
please.
- Line up here,
please!
-Go to ….
-Places in the
kindergarten:
kindergarten,
classroom, music
room, office,
toilet(s), gym,
playground.
-Prepositions:
IN
 Who’s in the
(playground)?
(Tiggy) is in the
(playground).
-
sound in initial
position:
/h/
Hanna, hurry,
/w/
Wanda
New Classroom
objects:
pencil, school
bag, rubber,
ruler, pencil-
case, book,
crayon,
sharpener.
Imperative:
Go to….
Recognition of
the following
sounds in initial
position:
/p/ /s/ /ʃ/
pencil
school-bag
sharpener
Recognition of
the following
sound in final
position:
/ə/
ruler
rubber
teacher
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)
 Images from the Internet:
Tiggy

3
Image retrieved from
https://s-media-cache-ak0.pinimg.com/236x/17/2e/65/172e6599b347b4ef283f6b07d813c073.jpg
Classroom
http://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroo
m2.gif
Mr. Brown
http://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroo
m2.gif

4
Picture created by this teacher employing the mini-flashcards available in “Your Quest 1” Macmillan Publishing
 Flashcards “School objects” .”Your Quest 1” Macmillan Publishing.
 Glue tape
 “School wordrap”, chant from “Your Quest1”. MacmillanPublishing.Cd1 – Track 9
 Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT:
Childrenwillkeeponworkingwiththe Circle-time songfromthe previouslesson,aswell as with the
usual “Good bye” song.
As regards this encounter, Ss will practise the topic vocabulary by saying the “School words rap”
fromthe firstcd of “Your Quest1”, an EnglishcoursebookfromMacmillan Publishing I used with 1st
formers two years ago.
Seating arrangement:
Since this will be mainly a presentation lesson, it will take place in the circle-time area.
Cooperative work: Children will work as a class.
Possible problems and possible solutions regarding behaviour:
The main issue I have noticed so far is related to their short period of attention. Miss Silvia (the
teacher who works as an assistant teacher in the morning and is in charge of the afternoon group)
had alreadytoldme thisduringourinterviewsbefore Istartedmypracticum period. These days she

5
also reminded me of the fact that this aspect is more likely to affect her own group, due to the
features of the group itself.
That is whyI’ll tryto keepthe activitiesbothengagingand short. In my opinion, that does not allow
me to design activities for Ss to carry out in groups: I spend a lot of time explaining rules and
procedures, as well as arranging the groups. That certainly takes away the momentum, making Ss
focus their attention on things external to the English lesson.
Apart from that, Ss at this developmental stage (concrete-operational) are very egocentric, so
expectingthemtoworkinsmall groupsfromthe verybeginningisimpossible.Perhapsafteraperiod
of training, but I will not be here for them to help them with that.
Potential problems students may have with the language:
Ss will have to deal with /s/ sound at initial position (school, school-bag) and chances are that an
intrusive /e/ appears in their rendition of the words.
Somethingsimilar may happen with /ʃ/ in sharpener, which Ss might pronounce using Spanish /y/.
The bright side of all this is that these children will not be exposed to the written form of these
lexical items. Therefore, an intensive pronunciation practice (rap – vanishing pictures game) will
serve the purpose of helping Ss to notice and acquire the target sounds accurately.
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.
 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.
Routine (5’)
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: Good morning!

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Hello!
Please, come in!
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 new song?
Ss: Sí!
T: Sorry... yes?
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!
Make a circle,
Make a circle,

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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
fast fast fast fast
fast fast fast fast

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clap your hands
clap your hands
slow slow slow slow
slow slow slow slow
And that is the end!
When T and Ss have finished singing, T will ask them to help her count how many children are in
class.
T: Great job, boys and girls!
Now, let’s count…
How many children are here today?
Let’s start counting the girls…
Ss: one, two…
T: Very good! There are ____ girls here today.
(T shows the number with her fingers, if that is possible)
(Lucía), can you come here and write that number?
(T indicates the place by pointing at the picture of the girl displayed on the board)
Ss: Now, let’s count the boys….
Same procedure will be followed here.
Transition:
T: All right! There are ___ girls and ____boys here today.
That’s great!
The more of us, the better!
We’ll have so much fun together!

9
Now… Do you remember this man? This teacher?
Who’s this?
Warm up (5’)
Aim: To activate Ss’ prior knowledge and set the context for introducing the new lexical set.
T will show Ss the following image:
Ss: (el maestro/el profesor)
T: This is the TEAcher! Good! Who’s this?
Ss: (the teacher)
T: All right! Is he
(T points at the image that is on the left side of the board now, while she places herself on the right)
Miss Hanna? Or Mr. Brown?
Ss: (Mr. Brown)
T: Mr. Brown, great!

10
Mr. Brown is a teacher, and he is in the…
T shows three different pictures:
Music room?
In the (classroom)?
(Ss may complete T’s phrases. That is expected from them since they have already seen these
pictures before.)
Or in the playground?

11
Ss: (in the) classroom.
T: Uhummmm, Mr. Brown is in the classroom.
T: But today, he leaves the classroom…
( T moves Mr. Brown’s flashcards as if he leaves the classroom)
…and meets…..
(T takes out Tiggy’s picture from her pocket, waiting for Ss to finish her phrase)
Ss: Tiggy!!
T sticksTiggy’spicture on the boardand starts dramatizingthe followingexchangebetween the two
characters. She may opt for holding both images in her hands and use the pictures as if were
puppets.

12
T: Then, Mr. Brown gives Tiggy a card, an INVITATION
( T shows Ss the card)
Hello Tiggy!
How are you?
Hello, Mr. Brown!
I’m fine, thank you!
How about you?
I’m fine, too!
Thanks for asking!

13
Just like this one:
T: “Come to our classroom, Tiggy”
( T makes gestures to convey meaning. She uses her hands to help Ss understand “come” and then
points at the classroom picture).
T: Tiggy is very HAPPY!
He really wants to go to the classroom…
“But wait a minute!” says Tiggy
“What should I take to the classroom?”
T allows Ss to make contributions or hypotheses as regards Tiggy’s concern, or the items Tiggy
should take to the classroom.
T: “Don’t worry!” -says Mr. Brown- “Look at the card!”
(T point at the big card on the board)

14
Presentation: (5’)
Aim: To introduce the school objects.
T will take out the school-objects flashcards and, without showing them to Ss, will say:
T: So, what does Tiggy need to take to the classroom?
Let’s see…
Does he need a pencil?
(T shows the card to Ss)
Ss: Yes!
T: Yes! He needs a pencil.
What’s this?
Ss: A pencil!
T: Great!! A pencil
(T puts the card on the board for Ss to see)
Does he need a school-bag?
(T shows the card)
Ss: Yes!!
T: He also needs a school-bag.
What’s this?
Ss: a school-bag.
T: All right! What about….
T continues this way with the following items:
 RUBBER
 RULER
 PENCIL CASE
 BOOK
 CRAYON

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 SHARPENER.
Transition:
T: Now, let’s check if Tiggy has everything he needs to go to the classroom.
Controlled practice: (10’)
Aim: To help Ss develop their listening comprehension by means of a TPR activity.
Activity 1: Vanishing flashcards (drilling + memory enhancement)
This activity has the purpose of having Ss naming and remembering the school items in a pre-set
order.
Ss’ memory will be helped by adding a gesture to each item, for instance:
Pencil: T moves her hand as if she is writing.
School-bag: T makes a movement as if she is putting on her school-bag on her back.
Rubber: T simulates erasing something out.
Pencil-case: T makes a movement as if she is unzipping a pencil-case (the pencil-case from the
image has a zip)
Book: T moves her hands as if she is holding a book and proceeds to open it and read.
Crayon: T colours something in the air.
Sharpener: sharpening a pencil movement.
Every time a flashcard is removed from the board, it will be handed out to one of the Ss.
By the end of the activity, there won’t be any flashcard left on the board.
Transition:
T: Ok! Well done, children!!
Now…how can we help Tiggy remember all these items?
(T makes gestures to convey meaning)

16
Ah! I know!! I have an idea!!
A RAP!!!
(T shows the speaker)
You’ll like it! Listen!
Ss will listen to “The School-Word rap” three times:
1st
time: They will only listen, as T performs the movements.
2nd
time: Ss holding the cards will raise them as those items are mentioned in the rap.
3rd
time: Ss will listen, repeat and perform the movements learned in the previous activity.
Transition:
T: Well done, children!!
Great job, everybody!
Closure: (5’)
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)
Ss: Goodbye/ canción/ ya te tenés que ir1
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?
1 Renata said this atthe end of our lastencounter. The look in her facewas absolutely lovely! 

17
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 learnerswilllearnand
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
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 Doesthissectionexplainpossible difficultiesaccordingtoprevious 

18
classroom
management
problemsand their
possible solutions
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,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Congratulationsonyourverygoodwork,Gina!The lessonplanisbasedona meaningful context,andit
includesvarietyof resourcesandteachingstrategies.
Your commentsimplyyouhave builtverygoodrapportwiththese learners. 
Hope my commentsonthe side helpyoufurtherdevelopthisverygoodplan.

19
Have a greatclass!
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:29 /32= 9

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