This lesson plan describes a 40-minute English class for 3 young students ages 4-5. The lesson focuses on consolidating vocabulary about colors and farm animals through various engaging activities. The activities include a dice game to review colors, watching an educational video about farm animals while singing along, a memory game matching farm animal cards, and coloring a worksheet of farm animals. Scaffolding strategies such as using visual aids and modeling are incorporated to support student learning. The plan aims to develop students' language, motor, visual, and social skills through an interactive and multi-sensory lesson.

1. 1I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Mariela Gisela Iannaci
Institución Educativa: Escuela hogar n° 16 “Granaderos Puntanos”
Provincia : San Luis
Localidad: Martín de Loyola (zona rural)
Cantidad de alumnos: 3
Edad: 4 y 5 años
Unidad Temática: “ Colours” and “ Farm animals”
Clase Nº: 2
Fecha: 11/10/18
Hora: 1: 30 a 14: 10
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 1029/10/09/18
Learning aims:
During thislesson, learners will be able to:
- Consolidate vocabulary about “Colours” and “Farm animals”.
- Develop listening skills;
- Develop motor skills;
- Develop visual skills;
- Interact with peers.
Learning focus:
The activities will focus on:
- Vocabulary about:
“Colours” (red, blue, yellow , pink,green, white and black)
“Farm animals” (cows, chickens, pigs, sheep and horses)
Integration of skills:
They will develop their:
- Speaking skills by talking about given topics;
- Sense-motor skills by dancimitating the songs;
- Listening skills bytalking about “Colours” and “Farm animals”.
- Creative skills by drawing;
- Interpersonal skills.
Comentado [CZ1]: completar
Comentado [CZ2]: 10/10
Comentado [CZ3]: dancing
Comentado [CZ4]: by?

2. Multiple intelligences:
- Linguistic intelligence;
- Body-kinesthetic intelligence (imitating the movement of the videos)
- Emotional intelligences;
Materials and resources:
- Notebook;
- Video:
https://www.youtube.com/watch?time_continue=139&v=8JQoRR96n5s
- A dice;
- Cards,
- Flashcards;
- Worksheets.
Possible contingencies:
- Setting rules;
- Children talking at the same time when the teacher explains or
asks;
- Children getting distracted during the activities;
- Children exhibiting misbehavior during the activities.
Classroom management strategies:
- Start each activity explaining what it is or what they have to do;
- Ask students to raise their hands to participate;
- Call their attention bymaking gestures and using body language such
as “be quiet, please”, “Listen up, please”, “sit down, please” and “stand
up, please”.
Assessment: collecting information and reporting your findings
- Asking questions about the activity to check if they understood;
- Making comments on their work;
- Giving feedback.
Comentado [CZ5]: In your next plans explain what activities or
resources will reflect these intelligences.
Comentado [CZ6]:
Comentado [CZ7]:

3. Lesson stages:
Routine
 Starting the lesson with:
- “Greetings”
- “The weather”
 Activity 1: “Colours”
 Activity 2: “Farm animals” (Video )
 Activity 3: “Memory game”with farm animals cards”
 Activity 4: “Colour the farm animals”
 Saying goodbye.
Lead-in and Presentation
 Purpose:
- To review and consolidate vocabulary about “Greetings” and “the
weather” from previous classes.
 Timing: 5 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- Greet the children by saying: Hello! How are you?
- To consolidate the vocabulary which they learnt the previous class,
ask them: How do you say “hola” in English? and then how are you? .
Make gestures, mimesicry and use visual aids.
- Ask how are you feeling today? Say: “I´m happy” and show the
corresponding flashcard. After that, ask : “How are you ?”
-
Comentado [CZ8]: I suggest saying hello yourself and waving.
And asking them to say hello. Translation is very difficult at this
stage.
Comentado [CZ9]: mimes
Comentado [CZ10]: As I asked in my previous feedback, lesson
plans must include examples of the materials that will be used.
Omission of materials may fail next lesson plans.
Con formato: Sangría: Izquierda: 1.27 cm, Sin viñetas ni
numeración

4. - Then, invite them to look through the window and ask: What´s the
weather like today?. Show them the flashcards: “It´s sunny”, “It´s
rainy”, “It´s cloudy” or “It´s windy”. Elicit the correct sentence. Comentado [CZ11]: Please, include

5. - Invites them to sing the welcome song.
- Ask: “What day is today?” and tell today is: “Monday”, “Tuesday”,
“Wednesday”, “Thursday” or “Friday”.
 Scaffolding strategies.
- Show flashcards to help them the vocabulary;
- Provide aid to them when theydon´t remember the vocabulary in L2.
 Transition comments to link each stage of the lesson with the next
one:
- Very good!. Now, let´s go to play with “the dice”.
Development of the sequence of activities

6. First activity:
● Purpose:
- To consolidate vocabulary: “Colours” from previous class. (red, blue,
yellow, green, pink ) (add orange)
● Timing: 8 minutes
● Activity description and instructions as they will be said to students
(include direct speech):
- Invite the children to sit in a circle and explain them we are going to
play a dice game. Tell them that the faces of the dice have different
colours.
- Give them instructions on how to play the game. Roll the dice and if it
falls on the white face, ask: what colour is it?, Do you know it?. They
will probably tell the colour in L1 . If they don´t remember it, tell it in
L2: “It is white” and encourage them repeat the colour.
- Tell them “Now, it is your turn to do it”.
- Request one of them to roll the dice. If the dice falls on the pink face.
ask: Do you know it?, What colour is it?. In the case that the child
doesn´t know the answer say it in L2 and then encourage him/her to
repeat the colour to recall it.
 Scaffolding strategies:
- Show the dice;
- Model them what they have to do.
- Reinforce the vocabulary which they learnt the previous class.
- Encourage them to repeat the colour
 Transition comment to link each stage of the lesson with the next one:
 It was a funny game. Now, we are going to watch a video about farm
animals. Are you ready?
Comentado [CZ12]: Why don’tyou revisit the colours with them
before playing? Elicitation of vocabulary in L1 does not promote
effectiveL2 learning.
Comentado [CZ13]: And what is the connection between
colours and farm animals? How can you link both stages?
How will children know what farm animals are?

7. Second activity:
 Purpose:
- To work on visual and listening skills and to learn and consolidate
knowledge about the farm animals. (Cows, chickens, pigs, sheep and
horses)
 Timing: 8 minutes
 Activity description and instructions as they will be said to students:
(include direct speech)
- Tell them “we are going to watch a video about farm animals”.
- Invite them to sit down in front of the notebook;
- Play the video:
https://www.youtube.com/watch?time_continue=139&v=8JQoRR96n5s
- While they are watching the video song, act out each animal ;
- Lead them to sing during the video song to help them to recognize
each animal by making gestures;
- After watching the video, ask: Do you like it? To elicit “Yes” or “No” by
making gesture to express their answer.
- After that, shows a flashcard and ask: What animal is it?. Do you
remember it?. If their answer is in L1, tell it in L2 and encourage them
to repeat the selected animal. The same will be done with each
animal.
 Scaffolding strategies:
- Encourage to sing the song;
- Encourage them to repeat the new vocabulary.
Comentado [CZ14]: Why don’t you introduce Old MacDonald as
well?
Comentado [CZ15]: They have just encountered the words. I
don’t think they will be able to retrieve them unless they are known
by the children. You may play the song again, ask them to sing, and
after that, through a game, for example, you can revisit the animals.
It could be a guessing game, for example.

8.  Transition comments to link each stage of the lesson with the next
one.
- Very good! Now, let´s move on. Let´sgo to play with cards!!!
Third activity.
 Purpose:
- To consolidate the vocabulary about “Farm animals”. . (Cows,
chickens, pigs, sheep and horses)
 Timing: 8 minutes
 Activity description and instruction as they will be said to students.
(include direct speech):
- Tell them “we are going to play with the animals”.
- Show them farm animals cards and say: “What animal is it?, Do you
remember it?
- Explain “Now, each animal has their peer and you have to find it.” The
winner will be the student who finds out the highest numbers of peers
- Shuffle the cards and lay them on the table, facing down.
- Explain what theyhave to do. For example: Turn a card over and look
at it then turn other card over. If it is not the animal´s peer so the two
cards are turned face down.
Comentado [CZ16]: Please, include sample cards.

9. - After that, invite the children to play and say. “Now, it is your turn to
find out its peer.”
- Encourage a child to turn a card over then he/she has to turn other
cards over. For instance, if he / she turns over a pig, ask her/him:
“what animal is it? if he/ she answers in L1 so say the animal in L2. “It
is a pig” and encourages him/her to repeat it in l2. If the cards don´t
match, turn them down. Another child will be the next player.
- The game finishes when they have found all the matches of each
animal.
- Scaffolding strategies:
- Showsthem the cards;
- Explain to them what they have to do;
- Lead them with questions to teach and reinforce the vocabulary.
 Transition comment to link each stage of the lesson with the next one.
- Tell them the animals have escaped from the farm so “We are going to
help Old McDonald to find the animals. Are you ready? (Make gestures
and show flashcards)

10. Fourth activity:
Activity “Farm animals”.
 Purpose:
- To develop listening skills, to consolidate vocabulary and learn about
farm animals. (Cows, chickens, pigs, sheep and horses)
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
- The teacher shows them a worksheet then tell the children: “the farm
animals have escaped from the farm” so can you help old Macdonald
to find them?

11. - Distribute the photocopies to each one about containing farm
animals;
- Explain to them they will make small circles of paper and then they
will glue it into their work;
- Show them crepe papers;
- Exemplify and show learners a pig flashcard and ask them: What is it?
And what colour is it?, what sound does this animal make,? Can you
imitate it ?;
- Tell them for example: “The pig is pink” and show them the pink paper.
- Elicit the keywords in this case: “Pig” and “Pink”.
- Invite them to glue papers into the animal;
- Encourage them to be creative with each animal.
 Scalffolding strategies:
- Exemplify what theyhave to do;
- Show them farm animals flashcards;
- Ask questions about the animals and their sounds;
- Make sounds to imitate animals.
 Transition comments to link each stage of the lesson with the next
one:
- “It´s time to say goodbye”
Closure
 Purpose:
- To say goodbye.
 Activity description and instructions as they will be said to students.
(include direct speech):

12. - Tell : “I feel happy for your job today”. The teacher makes a gesture of
my heart and show a flashcard with a happy face. “I like to play with
you.”
- The teacher gives a sweet and a sticker to each child and says: “You
did an excellent job work today”.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Mariela,
Nice variety of resources and activities!
Remember that every time you sit to plan you must consider previous feedbacks.
Please, take this into account for the next ones, and include all the materials in the
plans to come.
Cheers!
Ceci