This document provides details of a lesson plan for a class of 5-year-olds focusing on transportation. The lesson plan includes introducing new vocabulary related to boats through reading a story called "Row, Row, Row Your Boat". The plan has three main parts: a warm-up activity matching puzzle pieces to discover a hidden picture of boats; presenting the story while encouraging participation; and practicing vocabulary through counting and matching activities as well as miming. The goal is for students to learn new transportation vocabulary and develop listening and speaking skills.

1. TALLER DE PRÁCTICA
DOCENTE
Planificación n°3
CELESTE CORTÉS
11 de Mayo de 2018

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I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 16 de Abril al 18 de Mayo
Institución Educativa: jardín de infantes Pastorcitos de Don
Bosco
Dirección: J.M. Rosas 40
Sala / Grado / Año - sección: Sala Azul (5 años)
Cantidad de alumnos: 25
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Transportes en mi ciudad.
Clase Nº: 3
Fecha: 11 de Mayo
Hora: 10, 10 a 10, 50 hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 05/05/18
Teaching points: Means of transport in my city.
Aims or goals:
During this lesson, learners will be able to…
-Recycle numbers and colors.
-Identify and name the new vocabulary and the new action: “Row”.
-Develop listening skills by listening to a story and new vocabulary
sounds.
-Improve their oral skills by answering questions (games/activities).
-To deepen their understanding of instructions while developing their
gross motor skills.
Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings:
A: Hello, how
are you?
B: Fine.
Colors.
Numbers.
Weather:
(Sunny,
snowy, rainy,
windy,
cloudy)
What color is
the…?
It´s…
Imperatives:
Point to…
Look!
Listen!
Pay attention!
Silence!

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New -Identifying
new lexis
related to the
story.
-Performing
the new action.
Boat, bird,
rabbit, water,
frog.
Action: row
What´s this?
It´s a…
How many…?
“Three.”
/bəʊt/, /bɜːd/, /frɒɡ/,
/ˈw ɔːtə/,
/ˈræbɪt/
Teaching approach:
-PPP.
-TPR.
-Communicative Approach.
Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be integrated in the present class
through the use of a story, a puzzle game and a counting and
matching activity. These activities will encourage children to
produce the language and mime it as well to develop a math
activity.
Materials and resources:
-Flashcards (weather).
-Picture book (Row, row, row your boat.)
-Copies to count and match.
-Poster to explain activity “A” during the practice period.
Pedagogical use of ICT in class or at home:
ICT resources won´t be used during this lesson.
Seating arrangement:
-Learners will sit in a circle during the routine period and activity
practice “B”.
-In the warm up period children will sit on their usual places in order
to match the pieces of the puzzle.
-They will sit in a semi-circle during the presentation of the story
while they interact with me.
-They will sit on their usual places to develop the counting and
matching activity.
-I´ll sit in the circle or walk around the class depending on the stage
of the lesson.
Assessment: what will be assessed and how:
1) I´ll assess learner´s knowledge of the greeting by singing
the “Hello and Good-bye” songs by singing and miming them.
2) I´ll check learners´ comprehension and identification of the
new vocabulary by asking them to mime, repeat or match
the words/chunk.
3) I´ll assess learner´s pronunciation while interacting with
them along the presentation and practice stages.

4. 3
Cooperative work: Children will work cooperatively in small
groups of 5 or 6 kids while playing the game in the warm- up period.
Some tasks will be done together as a whole group for instance,
during the presentation as well as the practice “B” period.
Potential problems students may have with the language:
 As learners may not comprehend some new lexis, I
will use a poster, pictures, gestures, miming and
pointing to aid comprehension.
 Some students may understand it quickly and others
might find it hard to retain new words and they will
need more input. I`ll prepare different kinds of
activities with the purpose to help students encounter
the new language, such as visual images, actions,
listening to the words and sounds or counting and
matching.

5. 4
Children are coming from physical education.
Consequently, they´ll ask to drink water and go to the
toilet as usual.
Routine: (3´)
I´ll sing the Mr. Owl song to ask children for silence to start the class.
Lyrics: “Mr. Owl song”
Mr. Owl, Mr. Owl says sh, says sh.
Everybody silence, everybody silence like Mr. Owl who
says sh, who says sh, who says shhh.
T: “Hello, how are you?”
Ch: “Fine”.
(This is how their teacher greets them. I´ll give children time to answer
and help them if necessary.)
Next, I´ll start singing the “Hello song” to greet them.
(I´ll sing it twice in order to encourage them to join in.)
Lyrics: “Hello song”
“This is the way we say hello, say hello, say
hello,
This is the way we say hello, to you, and you,
and you”
(Waving my hands and pointing to different
children).
Then, I´ll show them an open window with the following picture and ask:
What´s the weather like today? (While I point to the window).

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(As children don´t generally talk about the weather in class, I´ll point to
the pictures and ask them: “Is it cloudy?, Is it sunny?” And I´ll
encourage children to answer: Yes/No (While miming Yes/No).
Transition: Brilliant job! You are weather experts!
Warm-up: (8´)
First, I´ll ask children to sit on their usual places.
Then, I´ll explain them that they have to work together in order to
discover the hidden picture. Next, I´ll give each group the pieces to start
working. (I´ll show them matching the puzzle by using a big poster on
the board pieces and matching them.)
T: My helpers will be: (I´ll name 4 kids to spread the puzzles.)
T: “Take! (I´ll give the pieces of the puzzle to the helpers in order to be

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spread. The other 2 kids will spread the black pencils.) Let´s discover
what the drawing is about.
(I´ll walk around the groups to observe how they cooperate with each
other.)
When groups finish I´ll give a piece of paper to paste de pieces. Then,
I´ll ask them: “What´s this?” (Children will answer in Spanish.)
T: “Yes, it´s a boat! A boat, a boat, boat, boat, boat. (While clapping
and encouraging children to do so). What color is this boat?”
Ch: (Children will answer depending on the boat I show them.)
T: “Excellent! The boat is red, orange and yellow. Red, orange and
yellow. Orange and yellow. Yellow. Look! What color is this boat?”
Ch: (Children will answer depending on the boat I show them.)
T: “Great! How many boat can you see?”
Ch: (I´ll start counting and pointing to the boats in case children don´t
understand the question.)
T: “Excellent! 1 boat, 2 boats, 3 boats, 4 boats, 5 boats and 6 boats!
Transition:
T: Wow! Many boats! Do you like boats? (Showing them my thumbs up.)
Ch: Yes/No.
T: “Today we are going to talk about boats.”
Presentation: (13´)
I´ll ask children to sit on a circle.
I´ll hide the book and push the bottoms to make children hear the
different sounds the book contains.
Then, I´ll ask them: “What´s this?” (Children will make some guesses.)
After listening to their guesses, I´ll show them the book and let each
child to push a bottom. While the child pushes the bottom he/she has
just chosen, I´ll say the name of the drawing and I´ll encourage the
group to say: “It´s …”water, rabbit, frog, bird, boat.”
Then, I´ll tell them the story is called: “Row, row, row your boat”
I´ll read the story while I show them the pictures and ask them to join
in.
T: “Ok, let´s make a circle on the floor, please. Sit down!
T: “Listen! (Push the bottoms) What´s this? (I´ll let children make their
guesses.)
T: “Surprise! It´s story! It is a story about a boat? (While I point to the

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boat.)
T: “Sofi, come! Push the bottom, please.” (While I mime pushing.) “It´s
a rabbit” (I´ll invite each child to push the bottom and make them repeat
the name of the vocabulary contained in the story.)
T: “The name of the story is: “Row, row, row your boat.” (While I mime
it.)
T: “Ok, silence please.” I´ll start telling them the story and invite them
to join in.
T: (Sound of water first). Hello chidren! I´m Mr frog! (I´ll use a different
voice).
Ch: “Hello!”
T: “How are you?”
Ch: “Fine.”
T: “This is my boat!”. I´ll push the sound of the song while I sing: “Row,
row, row your boat gently down the stream. Merrily, merrily, merrily life
is but a dream.”

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T: I´ll push the bottom to make the sound of the rabbit. I´ll: “What´s
this?
Ch: “A rabbit.” (I´ll help them if necessary.)
T: “Let´s see… Yes, it´s a rabbit!”. I´ll use a different voice and say:
“Hello children.”
Ch: “Hello.”
T: “Hey, Mr frog! Row, row, row your boat gently down the stream.
Merrily, merrily, merrily life is but a dream.”
T: I´ll push the bottom to make de sound of the bird and ask: “What´s
this?
Ch: “A bird.” (A bird.)
T: Let´s see. Yes, it´s a bird! I´ll use a different voice and say: “Hello
children.”
Ch: “Hello.”

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T: “Hey, Mr frog! Row, row, row your boat gently down the stream.
Merrily, merrily, merrily life is but a dream.” (I´ll push the bottom of
the song and I´ll encourage children to join in singing and miming.)
T: “Now, say bye-by to Mr. Frog.”
Ch: “Bye.”
T: “Row, row, row your boat gently down the stream. Merrily, merrily,
merrily, merrily life is but a dream.” (I´ll invite children singing and
miming.)
Transition: Great job! Continue rowing your nice boats!
Practice: (14´)
a)
Then, I´ll spread children copies and ask them to count the pictures and
match with the corresponding numbers.
First, I´ll draw an example on the board and explain them what to do in
order to be sure that children understand.
Then, I´ll ask them: “How many frogs?, How many boats?, etc.
T: “Ok, look! Let´s count the frogs (on the board). Now, where is number
five? (I´ll ask a child to match them).
(Then, I´ll continue asking them match the other pictures with the
corresponding numbers on the board.)
MATCH:
7

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2
3
5
b)
I´ll ask children to sit on a circle. In order to make children practice the
vocabulary presented, I´ll mime the words in order to make them guess.
Then, I´ll invite some children to mime the words while others guess
them.
T: “Ok, look! What am I? (While I mime being a rabbit.)
Ch: “Rabbit.”(I´ll help children if necessary and make them repeat after
me.)
T: “Excellent job, I´m a rabbit! Now, Eva, Stefi and Yani come here. (I´ll
tell them to mime a new word: “Frogs. You are frogs.”
Ch: “Frogs.”
T: “Perfect! They are frogs.
(I´ll continue asking other children to mime vocabulary/phrases of the
story: boat, bird, row your boat.)
Transition: I love how nice you are working! But, it´s time to say good-
bye!
Closure: (2´)
Bye-bye song: “If you are happy and you know it say bye-bye”

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Lyrics:
If you are happy and you know it say bye- bye.
If you are happy and you know it say bye- bye.
If you are happy and you know it and you really want to show it,
If you are happy and you know it say bye-bye-
Bye-bye!
T: “Now! Let´s sleep to wait the teacher Mati! Sh, sh… Silence!”
Homework: I´ll spread children the copies we were working the class
before and ask them to color their buses.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X

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Observations Minimumscore:18 / 30
Score:__30__ /30
Great job! Justkeepan eye ontimingsoas to accomplishyourgoals.
Have a greattime!:)