This document provides a lesson plan for a class teaching school objects vocabulary to 4-year-olds in Spanish. The 30 minute lesson includes routines, warm-up activities identifying objects, presenting new vocabulary like crayons and scissors, checking comprehension with a video, following commands in a Teddy Bear video, and closing with a goodbye song. New words are taught through flashcards, modeling actions, and questions. Students are encouraged to answer questions to practice the vocabulary. The plan aims to help students identify, remember, and use school object vocabulary.

1. ALUMNO PRACTICANTE: Asencio Nadia
Período de Práctica: Primer período
Institución Educativa: Jardín Colorín Colorado
Dirección postal: 8400 - Quaglia 625 - Bariloche
Sala/Grado y sección: Sala de 4 años
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Objetos escolares
Clase Nº5
Fecha: 19/05/2014
Hora: 10:05 hs
Duración de la clase: 30 minutos
Fecha de primera entrega: 13/05/2014
 Teaching points: School objects.
 Aims:
 Ss will be able to identify the new vocabulary presented.
 Ss will remember the vocabulary presented the previous classes.
 Students will follow certain commands by watching a fun video.
 Students will identify what they can do with certain school objects.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Follow
commands.
Recognizing
school objects,
colours, numbers
and sizes.
Greetings,
actions, boy, girl,
numbers (1-8),
fine, happy/sad,
school, school
bag, pencil case,
pencil, rubber,
glue, paper and
colours (blue,
yellow, red,
green and pink),
big, small.
Hello! How are
you today? Are
you happy/sad?
Yes-No. What
colour is it?
Is it big or small?
It is big/small.
/g/, /r/, /p/, /
New Identify new
school objects
and what we can
do with them.
Crayons,
scissors.
Is this glue? Yes,
it is/ No, it isn’t.
Can we cut with
glue? Can we
stick with glue?
Yes, we can/No,
we can’t.
/b/ /s/ /l/ /t/ /k/

2.  Teaching approach: Communicative approach.
 Materials and resources: flashcards, paper, copies, laptop.
 Seating arrangement: We will work on a circle on the floor.
 Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, the T will have flashcards to show them.
 Assessment: The new vocabulary will be assessed trough a cooperative game.
Procedure:
Routine (4 minutes)
(The students are always sitting on the floor waiting for the teacher) The teacher will
greet the students: “Hello children! And she will encourage students to answer: “Hello Miss
Nadia!” Then, she will ask them, “How are you today? Are you happy? Are you sad?” And
she’ll encourage them to answer YES or NO. (While the T asks these questions, she will
show them two flashcards and mime the moods).
The T will teach them a new “hello song”. She will tell them: “Today we will sing a
new song”. She will ask ss to stand up and to copy the teacher. She will tell them: “Now,
you have to copy me. Let’s try” And she will encourage them to follow her. The new song
is: “Get up on your feet”
The T will ask them: “So, how are you today?” She will encourage them to answer:
“Very well, thank you”.
The T will tell them: “I am very well too. Now, please sit down on your chairs please”
Warm – up (5 minutes)
The T will show them a box and say to them: “Look at my fantastic box! I’ll show you
what objects I have inside my box.” The T will pick up a real school object (pencil) and
show it to them, she will tell them: “Look! What is this? Is this glue? Is this a pencil?” and
she will encourage them to answer: “Yes, it is / No, it isn’t”. Then, she will ask them: “What
can we do with a pencil? Can we cut with it? Can we draw with it?” While the T asks these
questions she will show ss the different actions with concrete material and mime all the
different actions for students to comprehend the modal verb: can. She will encourage them
to answer: “Yes, we can / No, we can’t” We will follow the same procedure with the glue
too.
The T will tell them: “Excellent children! Now, let’s find my favourite school objects”
Presentation (6 minutes)
The T will tell them: “Look! This is a crayon. What colour is my crayon?” and she will
encourage them to answer: “It is a blue crayon”. Then, she will show (miming and using
concrete material) them what we can do with a crayon while she asks them some
questions: “Can we cut with a crayon? Can we colour with a crayon?” the teacher will

3. encourage them to answer: “Yes, we can / No, we can’t”. We will follow the same
procedure with the scissors.
The T will tell them: “Very good children. Now, let’s sit on the floor to watch a video
about these school objects”
Development
Activity 1 (7 minutes) – checking comprehension with a video.
First, the T will hand out school object flashcards and real school objects for each
student and we will watch the following video: https://www.youtube.com/watch?v=pZWBLOVariE .
While we watch the video, the T will pause it when a school object is mentioned and she
will say to ss: “What is this? Is it a pencil? Who has got a pencil? Show me your pencils!”
Before the ss show the school object, the T will encourage ss to answer “Yes, it is / No, it
isn’t”. We will follow the same procedure with: pencil, crayon, glue and scissors.
The T will tell them: “Excellent! You are fantastic! Now, I have a surprise for you”
Activity 2 (5 minutes)
The T will tell ss: “I have a video about a friend of ours, He is Teddy.....” and she will
encourage ss to complete the name: Teddy Bear. First, we will watch the video and say
the rhyme, and then we will follow its commands. The T will tell them: “Let’s watch the
video and say the rhyme!” she will encourage them to say it (the T will start saying the
rhyme and encourage them to do it too using some gestures). Then, she will tell them:
“Stand up and let’s copy Teddy Bear!”
Teddy Bear rhyme: Teddy bear, Teddy bear,
Turn around.
Teddy bear, Teddy bear,
Touch the ground.
Teddy bear, Teddy bear,
show your shoes.
Teddy bear, Teddy bear,
off the school.
Teddy bear, Teddy bear,
jump up high.
Teddy bear, Teddy bear,
touch the sky.
Teddy bear, Teddy bear,
touch your toes.
Teddy bear, Teddy bear,
turn off the lights.
Teddy bear, Teddy bear,
say goodnight.

4. (Video: https://www.youtube.com/watch?v=oHHqO9tAPG4)
The T will tell them: “Did you like Teddy Bear’s video?” and she will encourage them
to answer: “Yes, we did”
Closure (3 minutes)
The T will ask ss to sit down on a circle. She will tell them: “Thank you very much for
being so great and for allowed me and for allowing me to be here with you! I will miss you!”
She will tell them in Spanish too. Then, she will tell them “I have a poster for you and for
your classroom” and she will show them the following poster:
The T will read them the message in both languages. Then, we will sing and mime
the rhyme to say goodbye: Bye! It’s time to say goodbye (finger pointing to the watch), see
you next class- bye, bye, bye, bye (we will blow some kisses).