Moure kinder morning_group_lesson_plans_week2

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015
1
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, saying a
chant 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 -Places in the
kindergarten:
-Identifying places
in the
- Wh questions and
-Correct
pronunciation of

2
kindergarten,
classroom, music
room, office,
toilet(s),gym.
-Commands:
Line up here,
please..
-Prepositions:
IN
Kindergarten.
-Locatingpeople.
present:
 Where is (Miss
Wanda)?
In the office
 Where are (the
children)?
In the classroom
 Who’s in the
(playground)
(Tiggy) is in the
(playground).
the different
places/rooms in
the
kindergarten.
- Recognition of
the following
sound in initial
position:
/h/
Hanna, hurry,
/w/
Wanda
Teaching approach: Natural approach - PPP
Materialsand resources:
 A white boardandfeltpens.
 A circle-timechant.
 A portable speaker.
 A LCD screenand a remote.
 A pendrive.
 A videostorycreatedbythe teacherto introduce the places/roomsinthe kindergarten.
 MES flashcards “School building”–downloadedfrom
http://www.mes-english.com/flashcards/school.php
 Imagesfromthe Internettocreate the storyand printas flashcards:
Tiggy
Image retrieved from
https://s-media-cache-ak0.pinimg.com/236x/17/2e/65/172e6599b347b4ef283f6b07d813c073.jpg

3
http://www.spreadshirt.co.uk/blue-white-cute-merry-cartoon-tiger-by-c-C4408A12674756
Kindergarten
Image retrieved and adapted from
http://previews.123rf.com/images/iimages/iimages1205/iimages120500723/13695126-Illustration-of-a-modern-
school-Stock-Vector-school-building-cartoon.jpg

4
Classroom
http://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroo
m2.gif
Miss Hanna andchildren(PeterandSally)
http://3.bp.blogspot.com/-AeEvrsV4boY/UaJ8jP0ZrlI/AAAAAAAAOU4/WDTJutf_S6M/s1600/maestra.png

5
Miss Wanda andchildren
http://www.silvitablanco.com.ar/escuela/dia-de-la-maestra/20090827132040.jpg
Miss Ninaandchildren
http://1.bp.blogspot.com/-
9ZDvIsD4t0I/TdmX_8XAPsI/AAAAAAAACU4/tr177jQk2hg/s1600/maestra_jardinera%255B1%255D.jpg
 Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)
Pedagogical use of ICT: Ss will watch a video made by the teacher in which Tiggy (the puppet) shows
themhiskindergarten,histeachers andmates.
Seatingarrangement:
During the first part of the lesson, Ss will be sitting in a semi-circle in front of the teacher for the
“Good morning”routine.
Later, they will move to the video-room (accompanied by the main and assistant teachers) in order
to watch the video(presentationstage of the lesson).
In that room,theywill be sittingonthe floorfacingthe T.V.screen.

6
Cooperative work:
Childrenwillworkasa class.
Possible problemsandpossible solutionsregardingbehaviour:
Since Ss will have to move from their classroom to the video-room and viceversa, it is possible that
they want to get to that room immediately; forgetting about the rules regarding lining up, hand in
handwiththeirdesignatedmate.
T will remember Ss about those rules, checking that they line up properly, avoiding the waste of
time.
As soon as they arrive in the video room, children will be arranged in the same way as they are in
theirroom:boy – girl – boy.
During the prior encounters, several students were absent. Therefore, there were more girls than
boys, which altered the established pattern. In cases like that, the main teachers hint this teacher
aboutwhichgirlsshouldandshouldnotsittogether.
Potential problemsstudentsmay have with the language:
Even though Ss mightfeel more confident with the language, the teacher and themselves (as regards
their ability to use the language), there are still a few shy Ss (Nicol, Joel, Monserrat) who need more
encouragement. T will nominate them to answer the comprehension questions on the story, or to
elicitkeyvocabulary.
It is important to give Ss some “Thinking time” before they voice an answer, but without making it
last for too long. That would contribute, on the one hand, to losing the momentum and, on the
other hand, to put a lot of pressure on these Ss. If they are still feeling reluctant to speak, then T will
ask a mate to eitherhelphim/heroranswerthe questionhim/herself.
Assessment:Whatwill be assessedand how:
As usual, T will monitor that Ss enjoy the lesson. Besides that, she will pay attention to their level of
participation, they use they make of the language they have so far and the way they assimilate the
newlanguage items.
Integrationof Skills:
Listeningandspeakingwill be integratedduringthisclass.
Routine (5’)
Aim: To greet the SS and create the right learningenvironment.
T will be bythe classroomdoor,welcomingSswithawarm“Hello!”or “Good morning!”.

7
As she does so, she will also invite Ss to sit in a semi-circle in front of the board, justlike they usually
do everymorningwhentheyenterthe classroom.
T: Good morning!
Hello!
Please, come in!
Once theyare all sitting onthe floor,T will startthe lessonbysaying:
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.
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 they are not sittingthatway,T will askindividualstudentstochange placeswitha mate.
T: Let’s sit on the floor this way:
Boy – girl – boy – girl
If necessary, T may employ the flashcards from the previous lesson and start saying the chant
introducedinthe firstencounter:

8
BOY GIRL
1
Afterthat,T will askstudentstohelphercounthow manygirlsand boysthere are inclassthat day.
T: Ok, now let’s count.
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”

9
How many girls are there here today?
Ss: one- two- three ….
Last week, this T noticed that most of the Ss were able to count to 10, hence the only difficulty that
may arise at this stage is that either boys or girls exceed that number. If this happens, T will provide
the numbers above tem, not with the aim of teaching them to Ss, but to familiarize children with the
soundof these teennumbers(incidental learning).
T: (eleven/ten) girls…
There are (eleven/ten) girls here today.
(Nicole) can you come here and write the number?
Same procedure will be followedwithboys.
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!
Now, tell me …Do you remember Tiggy, the tiger?
Warm-up(5’)
Aim: To set the contextfor the story .
After T has asked Ss whether they remember Tiggy, she will put a picture of him on the board. Ss
may ask T about him and, since the puppet will not be part of this lesson, T will proceed to explain
hisabsense:
T: Well, Tiggy is sleeping at home now.
(T puts her head on one of her hands and draw a house on the board)
But… he sent a video for you!!

10
(T shows a pen drive to Ss)
He wants you to know his kindergarten
(T puts the image on the board)
T: This is the Kindergarten. What is it?
(T points at the picture)
Ss: (This is) (the) (kindergarten)
T: This is the kindergarten. It is a kindergarten like this one.
(T uses her index finger to point at the whole classroom)
Transition:
T: Are you ready to watch the video?
Ss: yes!!
T: Ok, please stand up!
(T makes gesture so as to convey meaning)
And line up here!
Presentation(10’)

11
Aim: To introduce the lexical set related to the places/ rooms in the kindergarten by means of a
video,integratingbothlisteningandspeakingskillsin a single activity.
Once Ss are arranged in the video-room, T will ask them to pay attention to the TV, because they are
goingto see Tiggy’sKindergartenandmeethisteachersandfriends.
T will describe each scene in the video, pausing it from time to time to allow for children’s
participation(drilling/comprehensionquestions)
Scene 1
T: Look! Who can you see here? Who’s this?
(T points at the TV)
Ss: Tiggy!
T: It’s Tiggy!! ..and this? What’s this?
Ss (EA): (Kindergarten)
T: It’s the kindergarten! What’s this?
Ss: It’s the kindergarten.
T: Tiggy goes to the kindergarten…just like YOU!
(T points at the children in the room)
Scene 2
T: So, this is Tiggy’s kindergarten…and these? Who are these?
Ss: la seño, los chicos!
T: Yes! This is the teacher, and these are the children.
(T points at each of them and elicit the names)
Ss: The teacher
The children
T: Look at the children…a (boy) and a( girl)!

12
(T will elicit the words in red from Ss since they have already worked with them)
T: The teacher says hello to the boy and the girl
“Hello children! I’m Miss Hanna
What’s your name?”
“My name’s Peter.”
“My name’s Sally.”
“Hello Peter and Sally!
Welcome to the kindergarten.
Come in!”
Before moving to the next scene, T will ask Ss the names of the teacher and the children, by pointing
at them:
T: Who’s this?
Ss: (Miss Hanna, Peter, Sally)
Scene 3
T: Well, NOW we are In the kindergarten
(T makes a gesture to convey meaning)
T:What place is this? Anyone?
Ss: Sala/Salita/
T: Yes! This is the CLASSROOM
(T puts a hand on her ear to show children that she wants them to repeat the phrase)
Ss (EA): This is the classroom.
T: Look at the children working together…
Oh! Is this Miss Hanna?
Ss: No!

13
T: No, this is Mr. Brown, the teacher…Who’s this?
Ss: Mr. Brown.
T: Mr. Brown! Right..Let’s keep on watching.
Scene 4
T: Now we are in the…..mmmm. What place is this?
Ss: sala de música!
T: Oh! This is the MUSIC ROOM.
What place is this?
Ss: This is the music room.
T: Oh! Look, who’s coming? Who’s this?
Ss: La seño de música.
T: The Music Teacher, right!
Miss Wanda is the music teacher in this kindergarten.
Look! Miss Wanda and the children are singing…Lallalalalal!
Goodbye, Miss Wanda!
Goodbye, boys and girls!
Scene 5
T: All right! And this? What place is this?
Ss: el gimnasio
T. Uhumm, the Gym.
This is the gym..can you repeat?
Ss: This is the Gym!

14
T: Great! And…Who’s in the Gym? Who’s this?
Ss: Tiggy!!
T: Tiggy is in the Gym. Who’s in the gym?
Ss: Tiggy is in the gym.
T: Tiggy likes playing..
(T points at the football and waits for Ss to complete her phrase)
T: Football..
T: Tiggy likes playing football and
Ss: Basket..
T: Basketball, very good!!
Scene 6
T: Wow! Tiggy did a lot of exercise in the gym, and now he’s in a hurry!
(T moves her hand quickly so as to convey meaning)
He needs to go to the ….
Ss: baño!
T: Yes! He needs to go to the TOILET.
This is the toilet.
What place is this?
Ss: This is the toilet!
T: yes! But wait a minute! Is this the toilet for Tiggy?
(T points at the image of the girls’ room door)
Ss: No!! (es de las nenas!)

15
T: Ahh! This is the girls’ toilet and Tiggy is a boy.
Then, Tiggy goes to the boy’s toilet.
(T points at the boys’ room door)
Scene 7
T: Let’s keep on moving…
Oh! What place is this?
Ss: (una/la) (oficina)
T: This is THE OFFICE, right.
The office, what place is this?
Ss: The office.
T: Oh…Who’s in the office? Miss Nina is in the office.
Who’s in the office?
Ss: Miss Nina!
T: She’s talking to these children..
Shhhh! Bye Miss Nina.
Scene 8
T: Wow! Look at Tiggy! He’s very happy!
Where is he?
Ss: parque(cito)
T: Tiggy is in THE PLAYGROUND.
Where is he?

16
Ss: Playground.
T: Tiggy is in the playground
Ss. (repeat)
Chancesare thatSs ask aboutthe gamesinthe playground.Twill introduce
The slide
The swings
The carrousel
Scene 9
T: Oh, now it’s time to say goodbye!
But not for us..but for Tiggy!
Good bye, Tiggy!!
Transition:
T: Well,Doyou like Tiggy’s kindergarten.It’s nice!
Now, are you ready to play a game?
Controlledpractice (5 ‘)
Aim: To have Ss practice the lexical setintroducedbymeansof agame:Disappearingflashcards
T will show the flashcards one by one, eliciting the names from Ss and inviting individual Ss to stick
themon the board.
T: Look at this picture..What’s this?
Ss: The (kindergarten)
T: This is the kindergarten!
(Nicole), can you put this picture on the board? Thanks.

17
Once all the cards are displayed on the board T will proceed with Choral drilling, taking away the last
flashcard every time the children name the whole series. The idea is that they end up naming all the
rooms/placeswithoutthe helpof the pictures.
Transitions:
Great job,everyone!!Congratulations!
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!
(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:
2 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE

18
By the endof the lesson,Sswill:
 Be able tointroduce themselves inEnglish.
 Developtheirlisteningabilitybylisteningtoa chant 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
today?Fine!
Numbers:
1-10
-Boy - Girl
Commands:
-Sitdown!
-Come here! +
please.
-Greeting.
-Counting.
-Following commands
and/orinstructions.
WH questions and
present:
- Who’s….?
- How many..?
Recognition of
the following
phonemes in
initial position;
/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.

19
 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.
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’)

20
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)
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
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!

21
Warm-up(5’)
Aim: To set the contextfor introducingTiggy, the tiger puppet.
Once Ss are arrangedon 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 ……?
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:

22
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!
(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 Tiggyto askthemtheirnames.

23
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.
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).

24
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)
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)

25
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

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