This document is a lesson plan for a Spanish language class at a kindergarten. It includes details about the class such as the date, location, number of students, and language level. The lesson plan aims to teach students about means of transportation in the city through activities that develop listening, speaking, and motor skills. Students will review colors and vocabulary from previous classes, learn new vocabulary like boat and bird, count objects, and mime actions. The teacher will use songs, flashcards, posters and a toy frog to engage students and assess their comprehension and pronunciation.

1. TALLER DE PRÁCTICA
DOCENTE
Planificación n°4
CELESTE CORTÉS
14/05/18

2. 1
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: 4
Fecha: 18 de Mayo
Hora: 10, 10 a 10, 50 hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 14/05/18
Teaching points: Means of transport in my city.
Aims or goals:
During this lesson, learners will be able to…
-Recycle colors, vocabulary and songs presented before.
-Identify and name the vocabulary.
-Develop listening skills by listening songs.
-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.
-Performing the
action:”Row”.
-Identifying
vocabulary
presented the
-Colors.
-Numbers.
-Weather:
-Boat, bird,
rabbit, water,
frog.
-Action: row
What color is
the…?
It´s…
What´s this?
It´s a…
Imperatives:
Point to…
Look!
Listen!
Pay attention!
Silence!
/bəʊt/, /bɜːd/,
/frɒɡ/, /ˈwɔːtə/,
/ˈræbɪt/

3. 2
class before.
-Following
instructions.
New -Identifying the
quantities with
the
corresponding
numbers and
lexis.
A: How
many….?
B: Five
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 a memory game. Besides, they´ll play a sensory
motor game at the end of the class. These activities will
encourage children to produce the language and mime it as
well to develop their math skill.
Materials and resources:
-Flashcards (weather).
-Copies.
-Flashcards (warm up and presentation period.)
-Poster (Practice period.)
-Frog (toy)
-Dice.
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.
-In the warm up period children will stay in the same circle
but looking at the board so as to play the memory game.
-During the presentation they will keep on the circle to
interact with me.
-They will sit on theirusual places to develop the counting and
matching activity.

4. 3
-During activity “B” in the practice period, they will sit on a
circle and stand up in order to mime the vocabulary.
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 vocabulary presented the class before 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.
Cooperative work: Children will work cooperatively all along
the class since most of the activities involve working as a
whole group.
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: (2´)
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).

6. 5
.
Transition: Excellent! You´re weather experts!
Warm-up: (8´)
I´ll invite children to play a memory game in order to recycle
vocabulary presented the class before.
I´ll ask a child to help me paste the cards on the board.
T: “Eva come, please! Give me the flashcards, please.
T: “Ok, look here! (Pointing to the flashcards).
T: “What´s this? (While pointing to one of the cards)
Ch: “Boat” (I´ll help children if necessary.)
T: “Yes, it´s a boat. Repeat: “A boat, a boat, it´s a boat.”
I´ll ask children about all the pictures.
Then, I´ll paste all the flashcards face down and I´ll write a number
below each card.
So, I´ll ask: “Where is the boat?”
Ch: “In number 1.”
T: “Sure? Let´s see. (I´ll create some suspense.)
I´ll ask about the different flashcards several times in order to help
children recycle the vocabulary.
1 2 3

7. 6
4 5
Transition: Excellent memory! Now, I have a surprise!
Presentation: (7´)
I´ll ask children to sit in a semicircle: “Let´s sit in a semicircle, please!”
(I´ll help children organize.)
T: “Hey look! What do I have here? Touch! What is this? (I´ll show
children a bag and ask them to touch it.)
Ch: Children´s guesses.
I´ll create suspense to take the frog out of the bag.
T: “What´s this? Is this a baby? Is this a rabbit? Or a frog?
Ch: Children´s answers.
T: “Look! It´s Mr Frog! (While I show them the toy). Say “Hello” to Mr
Frog!
Ch: “Hello.”
T: “Pay attention! Mr Frog has a…. boat! (I´ll show children the
picture.)

8. 7
T: “Look! What´s this? (I´ll show children the picture.)
Ch: “Boat” (I´ll help them if necessary.)
T: “A boat, a boat, he has a boat!” (While I point to the boat.)
Then, I´ll start signing: “Row, row, row your boat gently down the
stream. Merrily, merrily, merrily, merrily. Life is but a dream.” (While
I mime rowing with the toy frog.)
T: “Hey, who´s coming? I´ll (While I point to the rabbit.)
Ch: “Rabbit.”
T: “Yes, it a rabbit! A rabbit, a rabbit, it´s a rabbit! (While I point to
the rabbit.) Say “Hello” to the rabbit.”
Ch: “Hello.”
I´ll mime as the rabbit´s voice and say: “Mr frog, row, row, row your
boat gently down the stream. Merrily, merrily, merrily. Life is but a
dream.” (While I mime rowing with the toy frog.)
T: “ Shhhh, silence please! Who´s coming? (I´ll whistle) Who´s this?”
Ch: “ A bird”
T: “Let´s see! Yes, it is a bird! A bird, a bird, it´s a bird!

9. 8
T: Changing my voice: “Row, row, row your boat gently down the
stream. Merrily, merrily, merrily, merrily. Life is but a dream.”
Transition: “Now, you are birds.” (I´ll encourage children to whistle.)
Practice: ( 20´)
A)First, I´ll give an example on the board with a poster 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.)
Then, I´ll spread children copies and ask them to count the pictures
and match with the corresponding numbers.

10. 9
MATCH:
7
2
3
5
Transition: You are excellent counting! Congratulations!
B) Miming game:
I´ll throw the dice and ask children: “What´s this?”
Ch: A boat! (I´ll help children if necessary.)
T: “Yes, a boat, a boat, it´s a boat!” So, I´ll start singing: “row, row,
row, your boat gently down the stream. Merrily, merrily, merrily life is
but a dream”. (I´ll encourage children to mime the action.)
I´ll throw the dice again and ask children: “What´s this?”
Ch: “ A rabbit.”

11. 10
T: “Very good! A rabbit, a rabbit, it´s a rabbit! (While I´ll encourage
children to repeat the chunk.)
Then, I´ll say: “Now, you are rabbits.” (I´ll mime the action and I´ll
encourage children to do so.)
I´ll invite children to throw the dice and continue miming the actions
to recycle the vocabulary.
Closure: (3´)
Bye-bye song: “If you are happy and you know it say bye-bye”
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!”
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

12. 11
Language accuracy x
Observations Minimumscore:18 / 30
30/30
Great job!Enjoyyour lesson!