Moure kinder morning_group_lesson_plans_week1

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Alumnopracticante: ReginaMoure
Studentconsultedfor peer correction: María InésTrech
Períodode práctica: Nivel Inicial.
Institucióneducativa: Jardín de Infantes“Cardenal Spínola”
Dirección:Don Bosco 193 – CaletaOlivia(SantaCruz)
Sala/Grado/Sección: Sala5 años.TM
Cantidad de alumnos: 27
Nivel lingüísticodel curso:Principiante
Tipo de Planificación:Clase
Unidadtemática: Saludosy presentaciones.
Clase Nº: 3
Fecha : Monday, June 22nd
Hora: 9:45 – 10:15
Duration of the lesson:30’
Fecha de primera entrega: 19/ 6/2015
Teaching points:Greetingsandintroductions –Placesinthe Kindergarten.
Lesson Aims:
By the endof the lesson, Sswill:
 Be able toidentifyandname the placesinthe kindergarten.
 Developtheirlisteningskill byfollowingastoryinEnglish.
 Develop their speaking ability by taking part in short oral exchanges, playing a game and
singingagoodbye song.
 Deepentheirunderstandingof commands/instructionswhiledevelopingtheirsocial skill.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
today?Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sitdown!
-Come here! +
please.
-Greeting.
-Counting.
-Following
commands and/or
instructions.
-Introducing
oneself.
WH questions and
answers in the simple
present:
- Who’s….?
- I am!
Recognition of
the following
sounds in initial
position:
/h/
hello,how
/w/
Who
New

2015
Teaching approach: Natural approach.
Materialsand resources:
 A white boardandfeltpens.
 Ss’ name tags provided by the main teachers (those which Ss use every morning when T
takesattendance.
 A chant foropeningthe lesson.
 Two picture cardsto helpSs know the difference betweenBoyandGirl.
 A chant for taking attendance, although T will be using a variation of the one found in, so as
to familiarizeSswiththe routine.
 K-5 main and assistant teachers (they will be helping T to introduce and model the oral
exchange).
 Goodbye song(retrievedfrom https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: There are not any instancesof ICTuse duringthisfirstencounter
Seatingarrangement:
Monday lessons make the first activities the children have when they start their routine at the
kindergarten. Therefore, there will always be a set routine, in which taking attendance will be
mandatory. Variations will be made in order to integrate the content covered/taught on
Wednesdays, when the 30 minutes of the English class are entirely devoted either to teach
vocabulary or to provide Sswithpractice.
This set routine of Mondays requires the teacher of English to follow the headmistress’ suggestion at
the time of arrange Ss on the circle-time spot. So, instead of sitting in a circle (as they usually do
with Miss Regi), they’ll sit making a semi-circle so that they are not caught into camera. This semi-
circle will be facingthe white board,place inwhich Twill be conductingthe lesson

2015
T
S
S
S
S
S
S
S
S
S S S S S S S S S S
Cooperative work: Children will work as a class and then individually while interacting with the
Teacher.
Possible problemsandpossible solutionsregardingbehaviour:
Chances are that Ss get anxious or bored during the morning routine, and want to move to the play-
zone.
T will be payingattentiontothisandhave some strategiespreparedbeforehand:
 NominatingdisruptiveSstocome to the board and interactwiththe teacher.
 Sayinga chant to ask Ssto be quietsoeverybodycandohis/herpart:

2015
 Another way of preventing disruptive behaviour may be by allowing children to move their
bodiesalittle before startingthe lesson.
Potential problems students may have with the language: Students this age (especially if they have
not had any contact with the language before) may experience a silent period. Therefore, chances
are that they refuse to answer to the Teacher’s greeting in English, and prefer doing it in their L1 or
simplyusingtheirbodylanguage.
T will take that as a signal of comprehension and keep on trying to communicate in the target
language. That is to say, it is ok for children to make use of their mother tongue to achieve
communication,butthe teachershouldkeeponusingthe targetlanguage.
Assessment: What will be assessed and how: Basically, the teacher will monitor that Ss enjoy this
first encounter, which will serve the purpose of providing her with a better idea as regards the
group’sinterestsandneedsaboutthe language.
Routine (10’)
Aim: To introduce Ss to the “goodmorning” routine in English.
T will be bythe classroomdoor, welcomingSswithawarm“Hello!”or “Good morning!”.
As she does so, she will also invite Ss to sit in a semi-circle in front of the board, just like they do with
theirmainteachers.
T: Good morning!
Mr. Silence, Mr. Silence, he says shhhh!, he says
shhhhh!
Evebody quiet, just like Mr. Silence..
Silence, please. Silence, shhhhh!
(to the tuneof “La lechuza”.)
Flying, flying little clip! It goes quickly to my lips!

2015
Hello!
Please, come in!
Once theyare all sat on the floor,T will startthe lessonbysaying:
T: Hello, children!
Ss (EA): Hola/hello/(silence)
T: How are you today? Fine?
(T puts her two thumbs up and shows a big smile)
Ss (EA): sí/fine/ thumbs up/ a smile.
T: That’s fantastic!
(again, displaying a big smile)
Then, T will check that Ss are sitting following the pattern suggested by Regina and Silvia (main and
assistantteachers),thatis:boy,girl,boy,girl.
If Ss are not sittingthatway,T will askindividualstudentstochange place withsomeone else.
T: Let’s sit on the floor this way:
Boy – girl – boy – girl
T may use flashcardsto helpSsunderstandthe meaningof Boyandgirl.For instance:

2015
BOY GIRL
As she does so, she’ll introduce the chant, which will also serve the purpose of checking the seating
arrangement.
1
1 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.
Everybody sitting down,
sitting down,
sitting down.
Everybody sitting down
on the floor!
Boy and girl sitting down
sitting down, sitting down
boy and girl sitting down
on the floor.
To the tune of “Mary had a little lamb”

2015
The chant is a modifiedversionof the one introducedinthe mocklessonplan.
Warm-up(5’)
Aim: To get Ss to know their Englishteacher and also allow T to know herSs’ names.
Once Ss are arrangedon the floor,T will say:
T: Well, Hello again! My name’s Gina
(T writes her name on the board, paying attention to avoid giving her back to Ss)
See? Gina, What’s my name?
(T puts her hand on her ear as a signal for Ss to repeat her name)
Ss (EA): Gina
T: My name’s Gina, and I’ll be your English teacher.
Now, I’d like to know YOUR names.
(T points at the group of students)
Transition:
T takes out the set of name tags the main teachers employs during the morning routine and shows
themto the students.
T: Look, I have your name tags here
Presentation(5’)
Aim: To teach Ss to introduce themselvesbyanswering to the question“Who’s……?”
T: Listen, please…I’ll say a name
(T points at one of the name tags)
…and if it’s yours, put your hand up
(T shows the corresponding movement)
And say “I am!”…ok?

2015
What do you have to say?
(T waits for Ss to repeat the answer “I am!”)
Great! Let’s try!
T firstcalls out one of the mainteacher´snamesso as to model the activity:
T: Mmmm, Who’s Regi?
Miss Regi: I am!
T: Hello, Miss Regi! Can you come here and write your name on the board?
Transition:
T: Thank you, Miss Regi! Now, let’s try with another name!
Controlledpractice: (10’- 15’, dependingonthe number ofSs inclass)
Aim: To allowchildrentointeractwiththe Englishteachinginthe targetlanguage.
At this stage, T will be checking attendance, but including an extra: Ss will have to write their names
underthe correspondingpicture:Boyorgirl.
T: Who’s (Martín)?
S1: I am!
T: Hello, (Martín)! Nice to meet you!
Come here, please, and write your name.
Where are you going to write it? Are you a boy or a girl?
(T points at the pictures as she names them)
S1: (Boy!)
T: Ok! Write your name here, please!
T will continue that way with all the students, paying attention to her rendition of the phonemes /h/
and /w/ so that Ss do not confuse them with Spanish /j/ (jellou) and /g/ (guats). It will be their turn
to ask the question in the future, and it is important to provide them with the right pronunciation
fromthe verybeginning.

2015
As soon as all the Ss have written their names, T will proceeds as the main teachers usually do,
drawinga house andaskingSS:
T: Very good job, everyone!
Now, tell me: Who’s not here? Who’s at home?
(T usesgestures:conveying negativeby using her index finger and then pointing at the house on the
board)
Even though T already knows the answer (She keeps the name tags which haven’t been used), this
activity is a good way to check Ss’ comprehension and provide them with an extra instance of oral
interaction.
Then,T will askSs to helphercountthe boys andgirlsin the room:
Transition:
T: All right! Now, let me see…
How many boys are there here today? Can you count with me?
(T makes a gesture with her fingers)
Practice II: Aim: To evaluate Ss’ prior knowledge on numbersand counting.
There are some Sswho can countup to ten,therefore theywill be helpingtheirmateswiththe task.
T and Ss count the childrenandwrite the numbernexttothe picturesof Boyand Girl.
Transition:
T: Well, I’m so glad to have met you all. You did really good today! Thank
you!
Closure : (5’)
Aim: To wrap up the lessonand teach Ss a goodbye song.
ThenT glancesather watch andsays:
T: Oh! Look at the time! Now it’s time to say goodbye!

2015
(T starts singing the goodbye song very slowly and making the necessary gestures)
Now it’s time to say goodbye, say goodbye, say goodbye,
Now it’s time to say goodbye
Goodbye, everyone!2
Can you sing with me?
(T invites the children to join her singing the song and making the gestures)
Later on,T tellsSstheyhave a little time togoto the play-zone andsaygoodbye!
Clase Nº: 2
Fecha : Wednesday,June 17th
Hora: 10:30 a 11:00
Duration of the lesson:30’
Fecha de primera entrega: 14/ 6/2015
Teaching points:Greetingsandintroductions.
Lesson Aims:
By the endof the lesson,Sswill:
 Be able tointroduce themselves inEnglish.
 Developtheirlisteningabilitybylisteningtoachant and shortdialogues.
 Develop their speaking ability by taking part in short oral exchanges and singing a goodbye
song.
 Deepentheirunderstandingof commands/instructionswhiledevelopingtheirsocial skill.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REV Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
-Greeting.
-Counting.
-Following commands
and/orinstructions.
WH questions and
present:
- Who’s….?
Recognition of
the following
phonemes in
initial position;
2 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

2015
today?Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sitdown!
-Come here! +
please.
- How many..? /h/
hello,how
/w/
Who,what
NEW Tiggy,the tiger - Introducing
oneself.
WH questions and
present:
- What’s your
name?
- My name’s
Questioning
intonation.
Teaching approach: Natural approach.
Materialsand resources:
 A white boardandfeltpens.
 A puppet,Tiggy.
 A backpack.
 A chant foropeningthe lesson.
 K-5 main and assistant teachers (they will be helping T and Tiggy to introduce and model the
oral exchange).
 Goodbye song(retrievedfrom https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: There are not any instancesof ICTuse duringthisfirstencounter
Seatingarrangement:
The same as the one employedinthe priorlesson.
Cooperative work: Children will work as a class and then individually while interacting with the
puppet.

2015
Possible problems and possible solutions regarding behaviour: Ss may get very excited at the sight
of Tiggy. It is possible that some of them want to touch it and stand up in order to do so, disrupting
the class andhamperingtheirmates’vision.
One way to avoid this from happening could be to have Tiggy greeting each and every children
individually, and letting Ss know that they all will be able to see the puppet at a closer distance.
What ismore,they(Ss) evencantalk to him!
Potential problems students may have with the language: It is expected that Ss feel more
confidentandparticipate inthe oral exchangesmakinguse of the language theyhave sofar.
Nevertheless, there may be a few shy Ss still reluctant to speak in the target language. Since this is
their first week of exposure to English, T will consider their body language and their use of L1 as a
signof comprehension.
Assessment: What will be assessed and how: During this second encounter T will monitor, besides
that Ss enjoythe lesson,theirlevel of participationandcomprehension.
Routine (5’)
Aim: To get Ss’ attentionand arrange them to start the lesson.
T will enterthe roomand greetthe Ss witha warm“Hello!”.
Depending on how the main teacher has decided to arrange the children during the activity prior to
this teacher’s intervention. T may call learners’ attention towards her and invite them to move to
the circle-time spot:
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): sí/fine/ thumbs up/ a smile.
T: That’s fantastic!
(again, displaying a big smile)
Now, can you come here, please?
(T uses gestures to convey meaning)

2015
While they are moving towards the place indicated by T, she starts saying/singing the chant making
use of the boyand girl picturesusedinthe priorencounter.
T encouragesSsto joinher:
3
Warm-up(5’)
Aim: To set the contextfor introducingTiggy, the tiger puppet.
Once Ss are arranged on the floor, T will say:
T: I’m so happy to see you all again!
(T puts a big smile on her face while she makes eye-contact with Ss)
Do you remember my name?
My name is……? I am ……?
3 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.
Everybody sitting down,
sitting down,
sitting down.
Everybody sitting down
on the floor!
Boy and girl sitting down
sitting down, sitting down
boy and girl sitting down
on the floor.
To the tune of “Mary had a little lamb”

2015
In case Ss do not understandthe questions,Twill provide themwithsome clues:
T: Silvia? Sole?
Ss: Gina!!
T: My name’s Gina. Very good!! And today….
At that very moment, T will look at her backpack (see materials and resources), and make a gesture
for Ssto wait andpay attention:
Transition:
T: Wait…let me see this…
T will open her bag and, with a huge expression of amazement in her face, she will take out a
puppet.
Presentation(5’)
Aim: To teach Ss to introduce themselvesbyanswering to the question“What’syourname?”
T: Wow! Look at this!
Hello! What’s your name?
(T asks the puppet, looking at him and the children intermittently)
(The puppet lowers his head, as if he was very shy)
T: Come on! Tell us, please! What’s your name?
(The puppet looks at the teacher, then at the children and says)
P: My name’s TIGGY
T: Well, Hello Tiggy!
Children, say hello to Tiggy, please!
Ss (EA): Hello, Tiggy!

2015
(then Tiggy looks at the teacher and asks her)
P: What’s your name?
T: My name’s Gina. Nice to meet you!
P: And them?
(Tiggy turns his head towards the children and the teachers sat in front of him)
T: Oh! They are the teachers and the children. Do you want to meet them?
(The puppet nods his head)
Later on,T will move towardsthe teachersinordertoallow Tiggy to askthemtheirnames.
P: Hello, What’s your name?
Miss Sylvia: My name’s Sylvia.
P: Hello, Miss Sylvia!
Miss Sylvia: Hello Tiggy!
Transition:
Once Tiggy have greetedthe teachers,Twill say
T: Let’s go and meet the children now. Kids, are you ready to tell Tiggy your
names? Yes? Great!
T has two options:
a) She moves among the children and have Tiggy asking the question to each and every of
them,or
b) First,she asksfor volunteers.
The decisionwill be made onthe spot,consideringthe general moodof the groupof students.
Controlledpractice: (10’)
Aim: To allowchildrentopractise introducingthemselves.

2015
Depending on the decision made by the T, she will invite volunteers or approach Ss so that they can
start the following exchange with the puppet. Even though Ss are expected to answer “My name’s
….”, it will also be accepted that they only provide their names. The structure will be reinforced
duringupcomingencounters.
P: Hello!
S1: Hello!
P: What’s your name?
S1: My name’s (Carla).
P: Hello (Carla)!
T will continue with the work on pronunciation started in the first encounter, focusing on providing
Ss withenough input so that they notice the difference between Spanish /j/ and English /h/, Spanish
/g/ andEnglish/w/.
As this stage is getting over, Ss may have lost their interest in listening to their mates talk to Tiggy.
When this happens, it will time for the T to wrap up the lesson by putting Tiggy back into her
backpack.
Transition:
T: Wow, Tiggy! You have met a lot of new friends! That’s fantastic!
Closure : (5’)
Aim: To wrap up the lessonand singthe goodbye song.
(The puppet nods with his head and approaches the teacher’s ear, as if he was about to tell her
something)
T: Oh! You’re tired!
(the puppet puts his head down while T makes a gesture to the children and says, with a low voice)
T: He’s tired! Shhhh! He wants to sleep.
(T puts her head on her free hand so Ss understand the meaning of sleep)

2015
T: Let’s say goodbye to Tiggy…Goodbye Tiggy!
Ss: (Goodbye Tiggy)!
T puts Tiggyback intoher backpackand thenturnsto the childrenagaintosay:
T: Well, we all met a new friend today. We met…
Ss: Tiggy!
T: We met Tiggy!!
(at that moment, T glances at her watch and says)
T: Oh! Look at the time! Miss……..is coming!
(T starts singing the goodbye song very slowly and making the necessary gestures)
Now it’s time to say goodbye, say goodbye, say goodbye,
Now it’s time to say goodbye
Goodbye, everyone!4
Can you sing with me?
(T invites the children to join her singing the song and making the gestures)
Later on, T lines up the children for the next class or simply leaves the room saying: See you!!
Goodbye!
4 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

Moure kinder morning_group_lesson_plans_week1

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Similar to Moure kinder morning_group_lesson_plans_week1

Similar to Moure kinder morning_group_lesson_plans_week1 (20)

Recently uploaded

Recently uploaded (20)

Moure kinder morning_group_lesson_plans_week1