Lesson plan 9

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: García Morena
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: Profesiones
Clase Nº: 9
Fecha: 29/11/19
Hora: 14:50-15:10
Duración de la clase: 20 minutos
Fecha de entrega de la planificación: 31/10/19
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Learning aims: 
During this lesson, learners will be able to
-To foster the use the language during a free play activity
-To recognize different objects related to professions such as hats, pots,
hoses, stethoscopes.
-To recognize different places related to the professions such as
kitchen, airport, building on fire and hospital.
-To develop their interpersonal skills while playing together.
-To develop their speaking, motor and listening skills.
Learning focus:
The activities will focus on:
Vocabulary: pilot, pilot’s hat, airport, doctor, hospital, stethoscope, chef,
kitchen, chef’s hat, pots, fireman, hose, fire station and fireman’s hat.
-Creativity while pretending to be professionals
-Free play activity
-Singing and dancing
Integration of skills: 
They will develop their:
-Interpersonal skills by playing together
-Motor skills by dancing and playing.
-Speaking skills by singing and naming the professions and objects.
-Listening skills by listening the song and the teacher.
-Creativity by pretending to be a professional.
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2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Multiple intelligences:
-Interpersonal intelligence by playing together
-Musical intelligence by singing and dancing
-Linguistic intelligence by using the language during the free play
activity and singing the songs.
- Bodily-kinaesthetic intelligence while dancing and playing
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Materials and resources:
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
-Goodbye song: https://www.youtube.com/watch?v=PraN5ZoSjiY
-Quiet please song: https://www.youtube.com/watch?v=uEHCyoJQ_Ew
-Adaptation of the song “What do you want to be?”
https://www.youtube.com/watch?v=DA8DF6VdX3E
Adapted lyrics:
When you grow big and tall, big and tall, big and tall
What do you want to be?
I want to be a doctor, I want to be a doctor, I want to be a doctor
Let me check your temperature
When you grow big and tall, big and tall, big and tall
What do you want to be?
I want to be a pilot, I want to be a pilot, I want to be a pilot
Let us fly up in the air
When you grow big and tall, big and tall, big and tall
What do you want to be?
I want to be a chef , I want to be a chef, I want to be a chef
Let me cook a meal.
When you grow big and tall, big and tall, big and tall
What do you want to be?
I want to be a fireman, I want to be a fireman, I want to be a
fireman
Let me
-Places made of cardboard

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Illustrative pictures
-Elements for the places including children’s art work.
Illustrative pictures
-Present for each child (candy bag) special candy for Valentino,
who is insulin dependent.
Possible contingencies:
-Children may get distracted by all the elements on the classroom.
-Children may want to touch the elements before the class
started.
-Children may fight for one element.
-Children may not follow the instructions appropriately.
Classroom management strategies:
-In order to ask silence, sing the song: “Quiet please”
(https://www.youtube.com/watch?v=uEHCyoJQ_Ew)
-In order to catch their attention, say “everybody with looking eyes,
listening ears and quiet voices” while doing gestures.
-While giving the instructions show them what they must not do with

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
the elements, like hit a classmate.
-While giving the instructions always use an element as an example.
Assessment: collecting information and reporting your findings
-Ask the children about the topic/vocabulary.
- Observe them while doing the activities.
-Observe if they can follow the instructions appropriately.
-Observe if they are paying attention.
-Observe if what activities they like the most.
Lesson stages:
Routine
-Warm up
-Introduction
-Activity
-Closure
Lead-in and presentation
 Purpose:
-To present the different places to the children.
-To show them they are going to work.
-To foster the use of the language.
-To consolidate the vocabulary learnt during the last 8 lessons.
-To foster team work.
 Timing: 5 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
Within the classroom there are going to be 4 different places,
such as a kitchen, an airplane cabin, building on fire and a
hospital.
Within those places, there are going to be children’s art work
(like their hats, their steer wheels, stethoscopes, draws) and
different elements related to each profession (like hoses, medical
prescriptions, injections, etc.)
-Before the children go inside the classroom, ask them to
form a train.
-Tell them that they are going to see different places. “We
are going to see different places today”

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Tell them that they are going to be professionals for one
day “And you are going to be professionals for one day”
- Let’s make a train and see all the places together, are you
ready?”
-The train is going to pass for each station, where I am
going to show them the different elements. “Look at this,
what is it? Yes, great It is a stethoscope, Who use it, a
doctor or a fireman? Yes great”
-Do this in each place.
-At the end of the last place ask the children to form a
circle and ask them about their costumes. “Can you tell me
who you are? Are you a doctor? Yes! Great
 Scaffolding strategies
-Use gestures while giving them the instructions.
-Tell the children that they are not allow touching the
elements right now, that we are going to see them only.
-ask them about their costumes.
-Ask them about the places “Who is working here, doctor
or a fireman?
-Repeat the instructions if it is necessary.
 Transition comment to link each stage of the lesson with the next
one
Ok búhos, let’s sing a song!
Development of the sequence of activities
Activity 1: sing and dance
 Purpose:
-To consolidate the vocabulary related to professions.
- To develop their motor skills.
-To develop their listening and speaking skills.
 Timing: 3 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Ask the children to form a circle.
-Tell them “Do you remember the song we learn yesterday?
-Sing a little bit of the song and then ask again.
-“ok, let’s sing the song”

6. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Sing the song and dance with the children.
 Scaffolding strategies
-Use gestures while giving them the instructions.
-Sing the song slowly and dance.
 Transition comment to link each stage of the lesson with the next
one
Well done Búhos! Now, let’s form a train again.
Activity 2: Free play activity
 Purpose:
-To Foster the use of the language within the free play activity.
-To foster creativity.
-To develop interpersonal skills.
-To develop listening and speaking skills.
 Timing: 10 mintues
 Activity description and instructions as they will be said to
 students (include direct speech)
-Ask them to form a train.
-Go to the different places again, and tell them “Now you
are going to be the professionals”
-Give them different elements and start playing with them.
-Encourage them to use all the element of the different
places.
 Scaffolding strategies
-Use gestures while giving the instructions.
-show them what they can do with the elements as an
example.
-Explain them that they cannot run or hit a classmate
using gestures and an element.
 Transition comment to link each stage of the lesson with the next
one
“Ok Búhos, it’s time to say goodbye”
Closure
 Purpose:
-To say goodbye.
 Timing: 2 minutes.

7. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Activity description and instructions as they will be said to
students (include direct speech)
-Tell them to sit down on the floor and be ready to sing the
goodbye song.
-Play the goodbye song on the radio, sing and dance the
goodbye song.
-Then give them a present (candy bag for each one).
-Explain them that today is the last they I am going to be
the teacher.
 Scaffolding strategies
-Use gestures while explaining.
-Repeat the instructions if it is necessary.
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources

8. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations