Kinder -lesson plans

1. TALLER DE PRÁCTICA DOCENTE
Alumno Residente: Báez María José
Periodo de práctica: Nivel inicial
Institución Educativa: Prism institute
Dirección: Av. Del trabajador 1100
Sala/Grado/Año-sección: Starter . TT
Cantidad de alumnos: 18
Nivel lingüístico del curso del curso: principiante
Tipo de Planificación: clase
Unidad Temática: animales, colores
Clase N°: 1
Fecha: 2/5/2017
Hora: 14:30-15:45
Duración de la clase: 75´
Fecha de primera entrega: 28/4/2017
• Teaching points: The animals (this is a lion, this is a giraffe) , colors
(the lion is brown)
• Aims: During this lesson, learners will be able to…
- Identify and name 7 animals.
- Identify and name 5 colours.
- Be able to greet their mates and teacher in English.
- Develop their listening skills by listening to a song.
- Identify and use the structures: this is the lion, the lion is
brown, are you a lion?
- To deepen their understanding of commands/instructions
while developing their skills.
- Write with help the name of the animals.
• Language focus:
Lexis Function Structure Pronunciation
Revision Hello-goodbye-
good
afternoon-My
name is Miss
Maria-sit
down- silence,
please-what’s
your name?-
are you…?-
listen to me-
stand up-sing-
good- great.
Songs: clap,
hands, touch,
toes, turn
around, step,
feet,
wonderful,
tired, hungry,
Greeting-
introducing
oneself-giving
commands and
instructions
Wh questions
and answers in
the present
simple: what’s
your name?-
My name is …-
this is…
Sing songs
Correct
pronunciations
of I’m…- My
name is…

2. in, out, shake,
foot, hokey
pokey, head,
put, backside-
be quiet
Animals:
elephant,
parrot,
monkey, lion.
Colors: blue,
red, green
yellow, brown.
New Hippo, giraffe,
bee
Identify
animals and
colors
Are you… Correct
pronunciations
of animals and
colors.
• Teaching approach: Natural approach- Presentation, practice, production.
• Materials and resources: flashcards, hello and goodbye songs, coloured pencils,
photocopies, a white board, notebook, glue.
• Pedagogical use of ICT in class: Audio material enriches language learning and
acquisition. There is no instance of ICT in the lesson.
• Seating arrangement: At the beginning of the lesson students listen to the song and
use body movements. Then, students work in their seats.
• Cooperative work: Students work as a class and then individually. There is no instance
of cooperative work.
• Possible problems/difficulties and their possible solutions during the class: students
may get excited because everyone wants to participate so the teacher will say a chant
to ask students to be quiet so that everybody can participate:
“Put your finger on your lip like this shhhhhh!
Put your finger on your lip like this shhhhhhh!
Put your finger on your lip close your mouth with a zip, put your finger on your lip like
this shhhh! shhhh!
https://www.youtube.com/watch?v=uEHCyoJQ_Ew&list=RDuEHCyoJQ_Ew#t=0
• Potential problems students may have with the language: They confuse the colours
because they do not recognize them yet. So I will point at the correct picture so that
they can self-check and correct. Students do not understand all the instructions
because they started with the language course in April.
• Assessment what will be assessed and how: I will pay attention to students’
participation asking questions to all them. Also, the use of the language is important. I
will repeat the correct intonation, instructions and the structure with the aim they
repeat and pay special attention to these.
• Skills integration: listening, speaking and writing will be integrated in this lesson.
Presentation 8’:
Aim: To know the students and create the right environment.
I will get into the classroom and greet students: “Hello! Good afternoon!
EA: Hello!
Comentado [A1]: Any sound you think you should focus on?
Comentado [A2]: Which classroom dynamics are you planning
to use?
Comentado [A3]: They might need more exposure.

3. As it is my first time with them, I am going to introduce myself and then I will give
them papers where they will write their names. After that I will put all the papers into
a box and I try to guess their names.
T: My name is Maria Jose. I’m Miss Maria! Now I think you are…
Routine 12’:
I will ask students to stand up and we will sing the usual welcome songs. Here students
use body language and miming as the song asks them.
T: “Stand up and sing our songs!” are you ready?
EA: yes!
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?
Hello, hello.
Can you stamp your feet?
Link :https://www.youtube.com/watch?v=fN1Cyr0ZK9M
Hello! Lyrics and Actions
♫ Come on, let's sing.
Okay!

4. Hello! [Wave your right hand.]
Hello! [Wave your left hand.]
Hello, how are you? [Wave your right hand, then gesture towards someone else, placing
your arms in front of you in an "And you?" kind of gesture.]
(Repeat)
I'm good! [One thumb up!]
I'm great! [Two thumbs up!]
I'm wonderful! [Jump in the air!]
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm tired. [Slouch your shoulders and sigh.]
I'm hungry. [Rub your tummy.]
I'm not so good. [One thumb down!]
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat 3x) ♫
http://supersimplelearning.com/songs/original-series/two/hello/
The Hokey Pokey Shake (Sing It) Lyrics and Actions
♫ Hey, everybody. It's time to do the Hokey Pokey!
Make a BIIIIIG circle. Here we go.
You put one hand in. [Put one hand in the circle.]
You put one hand out. [Put that hand out of the circle.]
You put one hand in. [Put the hand back into the circle.]
And you shake, shake, shake, shake, shake. [Shake your hand.]
You do the Hokey Pokey [Spin and dance] and turn around.
Everybody turn around. [Turn around in a circle.]
You put two hands in.
You put two hands out.
You put two hands in.
And you shake, shake, shake, shake, shake.

5. You do the Hokey Pokey and clap your hands.
Everybody clap your hands.
You put one foot in.
You put one foot out.
You put one foot in.
And you shake, shake, shake, shake, shake.
You do the Hokey Pokey and sit down.
Everybody please sit down.
You put two feet in.
You put two feet out.
You put two feet in.
And you shake, shake, shake, shake, shake.
You do the Hokey Pokey and stand up.
Everybody please stand up.
You put your head in.
You put your head out.
You put your head in.
And you shake, shake, shake, shake, shake.
You do the Hokey Pokey and sing a song.
La, la, la, la, la, la!
You put your backside in.
You put your backside out.
You put your backside in.
And you shake, shake, shake, shake, shake.
You do the Hokey Pokey and be quiet.
Everybody please be quiet. Shh!
You put your whole self in.
You put your whole self out.
You put your whole self in.
And you shake, shake, shake, shake, shake.
You do the Hokey Pokey and take a bow.
Everybody take a bow.
http://supersimplelearning.com/songs/original-series/two/the-hokey-pokey-shake-
sing-it/
After finishing singing the songs, I will ask students to count how many children there are
in the classroom.
T: The songs are fantastic! Now can you help me to count how many children there are
in the classroom?
Let’s count how many girls are here today? girls raise your hands.

6. Very good!
How many boys are here today? boys raise your hands.
Great! There are… boys and … girls.
Warm up 6’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the
last lesson and set the context to introduce the new vocabulary.
I will show learners the following pictures:
I will ask them. What is it?
EA: lion!
T: very good! Is the lion red?
EA: NO, it is brown and yellow!
T: Great!
T: What is it?
EA: monkey!
T: what color is it?
EA: it is brown.
T: is it a monkey?
EA: No, it is a parrot!
T: very good, what color is it?
EA: it is red, blue and yellow!
T: great!
Comentado [A4]: Remember that it is very important you
provide a clear context. You may tell students that on April 29 we
celebrated Animals` Day, so you`ll be working with animals, for
example. You may show a picture of the habitat where these
animals live, so as to activate their schemata as well.

7. T: is it a monkey?
EA: No, it is an elephant
T: is it yellow?
EA: No! it is blue!
T: very good!
Presentation 5’:
Aim: to introduce three new animals.
I will show the students pictures and I will follow the same procedure from the previous
stage.
T: look, children. This is a giraffe! What color is it?
EA: it is yellow and brown.
T: great!

8. T: this is the hippo! What color is it?
EA: it is green!
T: look at this! This is a bee! What color is it?
EA: it is brown and yellow!
T: Excellent!

9. Development:
Activity 1- 12’:
Aim: to students recognize and use the target language
I will hand out the same flashcards I have used in the previous activity and they shouldn’t show
these. Students will ask their mates and guess which animals they have.
T: Take your card and do not show to anyone. I start! Is it a lion?
EA: No. Is it a giraffe? (Ask another mate)
EA: No, is it the elephant? (Ask another mate)
EA: yes! It is
Everyone will ask and participate until all the animals are discovered.
Activity 2-14’:
Aim: identify and practice animals and colors.
I’ll hand out students some different flashcards to play bingo using the animals and colours we
have used. I will take a slip of paper out of the box and I will say it aloud.
T: Now, let’s play bingo! I will say an animal or colour aloud, if you have this in your card
you will put a piece of paper on it.
To check understanding I will practise with an example, also I use miming and gestures Finally,
if they don’t understand, I will use their mother tongue.
T: are you ready? Ok, what is this?
EA: it is a lion!
T: who has the lion?
EA: I

10. Activity 3 -4’:
After active participation and games I do more quiet tasks.
Aim: To students write the names of the animals, their names and describe the day.
I will write on the board: Today is Tuesday 2nd
May.
My name is …
T: Open your notebook. We will write: Today is Tuesday 2nd
May. Look outside, look at the
window! Is today windy? (I will show students images of clouds, sun, rain and they only
answers yes or no)
EA: No or Yes
Activity 4- 5’:
I will give each a learner a copy where they will write and recognize the names of the animals.
T: You will paste this copy in your notebook. Look at this! You can see the animals and how
you write them. Follow the lines to write the animal. - - - - - -
If I note they do not understand the activity I will use mimes, gestures or use their mother
tongue.
Follow the lines to write the word.
Comentado [A5]: I don`t understand what they are expected to
do. As far as I see, the words are already written, Majo.
Comentado [A6]: You can always demonstrate the task, or have
a student do so or explain.

11. LION BEE HIPPO
MONKEY
GIRAFFE ELEPHANT
PARROT
T: Did you finish? It was great!
Activity 5-6’:
Aim: To assess students what they learned in class.
I will give learners a copy. I will name aloud the animal and its color so learners will recognize
the animal I name and colour it with the color I say.
T: After completing the task you will stick this copy in your notebook . Can you see all the
animals? You will listen to me and paint the animals.
Listen to the teacher and color the animals.
T: The lion is brown, the hippo is green, the elephant is blue, the monkey is red, the giraffe is
yellow and brown, the Parrot is green, blue and red.

12. T: Let’s see! Your paintings are beautiful! Very good work!
Closure 4’:
I’ll invite students to sing a goodbye song and use body movements and mimes when the song
asks them.
T: Let’s go sing the goodbye song children. See you the next Tuesday.
Bye Bye Goodbye Lyrics and Actions
♫ Bye bye. Goodbye. [Wave with one hand, then the other hand, then with both hands.]
Bye, bye, bye, bye. Goodbye.
I can clap my hands. [Clap your hands.]
I can stamp my feet. [Stamp your feet.]
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
https://www.youtube.com/watch?v=PraN5ZoSjiY
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1

13. Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Good job, Majo! You have chosen very attractive visual aids, and you have also
respected the group`s routines. ☺
Pay attention to the comments I have made. Try to provide a cohesive context.
Reflect upon the writing task – I wonder if there is something I could not grasp
from the image you included here, but I cannot find there is much for them to do
there. Remember to use L2 as much as possible.
Hope my feedback is useful. If you have any queries, let me know.
Enjoy the lesson!
Aure