Lesson Plan 4

1. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
ALUMNO PRACTICANTE: Laura Natalia Rodrigues
Período de Práctica: Nivel Inicial
Institución Educativa: Instituto de Nivel Inicial N° 1467 “Hakuna Matata”
Dirección: Fragata 25 de Mayo 588, Rada Tilly, Chubut
Sala / Grado / Año - sección: Jardín (Sala de 5)
Cantidad de alumnos: 16
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Objetos del aula
Clase Nº: 4
Fecha: 19/05/2015
Hora: 10:00 - 10:30 hs.
Duración de la clase: 30’
Fecha de primera entrega: 13/05/2015
 Teaching points: Shapes: Circle and Square
 Aims: During this lesson, learners will be able to…
- Identify and name different school objects in a meaningful context.
- Identify and say the shapes Circle and Square.
- Recognise new vocabulary by answering questions.
- Use vocabulary related to the school objects and adjectives learnt the previous class in a
meaningful context.

2. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands and
instructions
Answering
questions
related to
school objects
The imperative:
Look!
Listen!
Sit down
School objects:
Pencil, paper,
book, crayon,
glue, bag, chair,
table
Adjectives:
big and small
Recognition and use of
Wh- questions in the
simple present:
What is this? It is a…
Let´s:
Let´s make a circle
Recognition and use of
questions in the simple
present:
Is it (big) or (small)?
Recognition and
use of the sound
of diphthong:
/ eə/ (chair)
New Answering
questions
related to
school objects
and shapes
identification
Shapes:
Circle, square
Recognition and use of
Wh- questions in the
simple present:
What is this? It is a
(circle)
Recognition and
use of the sound
of diphthong:
/ eə/ (square)
 Teaching approach: Communicative Approach
 Materials and resources: school objects flashcards – shapes flashcards – cardboard
shapes - computer.
 Pedagogical use of ICT in class: In this lesson I have chosen not to use ICT as I will use
them the following class. I will play all the “Hello” and “Goodbye” songs from the computer
and I will also take them in a pen drive in case technology does not work.

3. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Seating arrangement: Students will be sitting in a semi circle on the floor board in order
to facilitate visual contact and interaction with the teacher and classmates. Besides, they
will be sitting in a circle on the floor for the last activity.
• Cooperative work: as learners are still very young, they can play together as they will do
in this class, but they are still not aware of their classmates’ feelings or thoughts, so it is
difficult to carry out cooperative work activities.
 Possible problems / difficulties and their possible solutions during the class:
- Students may have problems to understand some instructions or games or that they
cannot understand what the teacher says. I will paraphrase the instruction using gestures
and mimic.
- Students may get too excited. I will provide support.
- Some students may misbehave in class. I will talk to them and try to see why they
behave in that way, trying to calm them down.
- Some students may not accept to participate in games. I will tell them that they will
have fun if they participate, but I will not insist if they do not like to play.
 Potential problems students may have with the language:
- Students may not understand a question, so I will guide them pointing to pictures and
modelling the answer first.
- Some students may have problems to pronounce certain words or sounds. I will ask them
to repeat the words several times and to listen carefully to the way I pronounce them (how I
use my lips, teeth or tongue).
 Assessment: I will check that students comprehend and identify the different school
objects and shapes by listening to them say the objects and shapes or perform an action
with the word involved.

4. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
LESSON PROCEDURE:
ROUTINE: 3’
Purpose: To start the lesson, get students into the right atmosphere for work, establish a
connection with students.
Interaction patterns:
Teacher-Student
Teacher-Class
Skills / Skills Integration:
Listening and speaking (every day greeting)
Speaking (singing the Hello song)
Learning styles:
Auditory, visual and kinaesthetic
I will greet my students and we will sing and dance their daily “Hello” song:
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm good!
I'm great!
I'm wonderful!
(Repeat)

5. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm tired.
I'm hungry.
I'm not so good.
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat 3x)
Source: http://supersimplelearning.com/songs/original-series/two/hello/
WARM-UP: 8´
Purpose: To revise vocabulary and get the students engaged with the topic of school
objects.
Interaction patterns:
Teacher-Class
Teacher-Student
Skills:
Listening
Speaking
Learning styles:
Visual, auditory and kinesthetic

6. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
I will invite students to play a game.
“Would you like to play a game? Yes? Great! Look at the cards on the board. Close your eyes
and I take one card away. Then, open your eyes and say what is missing”. Ok?
I will display the school objects flashcards on the boards including the ones that we learnt
the previous class. Before sticking them, I will elicit their names by asking:
“What’s this? It is a…”
Kids: “table!”
I will say: “Well done! What is it?”
Students: “It is a chair”
I will ask students to close their eyes and I will take a flashcard away. Then, I will ask them
to open their eyes and I will ask: “What´s missing?”. Students will look at the objects left
and they will say which the missing one is.
Source: “Our World” flashcards - National Geographic Learning, 2014.
“English Adventure 1”, picture cards, Pearson Education, 2006
Transition: “Well done!

7. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
PRESENTATION (5 minutes)
Purpose: To introduce the new items of vocabulary which are circle and square and revise
vocabulary learnt the previous class in a meaningful context.
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening
Speaking (repeating)
Learning styles:
Visual, auditory
I will show students the following flashcards in order to introduce the shapes: circle and
square.
Source: “English Adventure 1”, picture cards, Pearson Education, 2006

8. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
I will say:
“Look at this. It is a circle. A circle. What is this?” I will encourage them to repeat.
Students: “It is a circle”.
“And look at this! It is a square. A square. I will put special attention to the pronunciation of
the word “square”, emphasizing the sound of diphthong / eə/, as I did the previous class
with the word “chair”. I will ask them to repeat the word several times and to listen
carefully to the way I pronounce it and how I use my lips.
Then, I will show them the circle again and I will ask them: “Is it BIG or SMALL?” Then, I
will show them the following circle and I will ask the same question. I will do the same with
the square. In this way we revise the adjectives learnt the previous class.
Source: “English Adventure 1”, picture cards, Pearson Education, 2006
Transition:“Very good kids! Let´s make a BIG circle and sit on the floor!
- DEVELOPMENT
 Activity 1 (12 minutes)
Purpose: To practise new vocabulary about shapes, to develop motivation, and revise school
objects learnt in previous classes in a meaningful context.
Interaction patterns:
Teacher-Class

9. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Skills / Skills Integration:
Speaking
Learning styles:
Visual, auditory and kinesthetic
I will place a big circle and a big square made of cardboard on the floor. Kids will be
surrounding the circle and I will sit with them. I will put some school objects flashcards on
the floor and I will say a kid to stand up and to put a school object in the circle or the
square. (I will not use realia because I want to include the words chair and table that they
learnt the previous class).
“Look kids, I will say an object and you have to put it in the circle or in the square. For
example: Put the pencil in the circle. So you come and take the card and put it in the circle.
Ok?” I will show by taking the pencil flashcard and placing it in the circle. I will say
sentences until all the kids have had a turn.
Transition: Well done kids!!
- CLOSURE (2 minutes)
Interaction patterns:
Teacher-Class

10. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Skills:
Listening
Speaking (singing a song)
Learning styles:
Visual, auditory and kinesthetic
I will tell the students that our lesson is over and that we have to say goodbye. We will sing
the “Goodbye Song”:
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye! Goodbye!
GOODBYE, everyone.
Source: “English Adventure Starter A”, Pearson Education, 2005.
Students wave goodbye while they sing.
- HOMEWORK:
In this class learners will not take any homework home. In the following lesson I will ask for
permission to send a note to the families inviting students to watch a video about shapes. In
this way, children will have the possibility to share with their family what they have learned.