This lesson plan is for a first English class with 5-year-olds focusing on greetings and introductions. The teacher will use a teddy bear puppet to model greeting behaviors and asking for names. Students will practice greetings with the puppet and each other in pairs. To conclude, students will complete a worksheet writing their own name. The teacher provides thorough explanations of classroom management strategies and potential issues. An evaluator scores the lesson plan positively and offers encouragement and suggestions for future lessons.

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I.F.D.C LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
Alumno residente: Trech, María Inés
Periodo de práctica: Jardín de infantes
Institución Educativa: Jardín de Infantes Nº 901 Paula Albarracín.
Dirección: Maciel 14 00 – Coronel Dorrego – Pcia Buenos Aires
Sala/ grado/ año/ sección: 3er sección sala de 5 años pura – sala Amarilla
Cantidad de alumnos: 17 ( 8 nenas y 9 nenes)
Nivel lingüístico del curso: Principiantes
Tipo de planificación: clase
Unidad temática: Saludos y Presentaciones
Clase nº: 1
Fecha: Lunes 2 de noviembre 2015
Hora: 14: 30 a 15: 00 hs
Duración de la clase: 30 minutos
Fecha de la primera entrega: 29 de octubre 2015
Antes de empezar quisiera dejar informado que durante la práctica docente, los alumnos
irán haciendo pequeños trabajitos en hojas A 4 - al final de la práctica, les regalare a
cada uno de ellos una carpeta de cartulina amarilla , para que puedan guardar los
trabajitos como sub proyecto, ya que son la sala de egresados y un día de la última
semana de clase, se organiza un picnic como institución en el cual, se les entrega la
carpeta de los trabajos , anuales. A mí me encantaría incluir en ese día, la carpeta de
Ingles.
Teaching points: Greetings and introductions.
Lesson Aims:
By the end of the lesson, Ss will:

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 Be able to greet their mates and teachers in English.
 Develop their listening ability by listening to the teddy bear and the teacher.
 Develop their speaking ability by asking their classmates their names
 Deepen their understanding of commands/instructions while developing their
social skill.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
New Greetings:
-Hello!Bye-bye!
- How are you
today? Fine!
Commands:
-Sit down!
-Stand up!
-Come here! +
please.
-Greeting.
-Following
commands
and/or
instructions.
-Introducing
oneself.
WH questions
and answers in
the simple
present:
What’s your
name? My name
is …
/h/
hello, how
/w/
What’s
Teaching approach: Natural approach.
Materials and resources:
 A teddy bear puppet .
 A box

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Worksheet for girls:
Jardín de Infantes Nº 901 – Paula Albarracin – Coronel Dorrego
Proyecto de Ingles – Sala de 4y 5 años.
Año 2015
HELLO! MY NAME IS TEDDY
WHAT’S YOUR NAME?
HELLO!
MY NAME IS
…………… …………………….

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Worksheet for boys :
Jardín de Infantes Nº 901 – Paula Albarracín – Coronel Dorrego
Proyecto de Ingles – Sala de 4y 5 años.
Año 2015
Five year olds are not expected to read in L1 or L2, if they can read in L1, they will
still find it difficult to do so in English.
You should focus on speaking
And listening. HELLO! MY NAME IS TEDDY
WHAT’S YOUR NAME?
HELLO!
MY NAME IS
…………… …………………….

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Pedagogical use of ICT:
Seating arrangement:
Students will be sat on the floor in a circle. Teacher will be sit on a chair conduction the
activity.
In the controlled practice stage, they will be sat on the floor but they will ask and answer in
pairs.
Then in the closure stage, they will be sat at their tables.
Cooperative work: Children will work as a class / in pairs.
Possible problems and possible solutions regarding behaviour: Ss may get very
excited at the sight of the puppet . It is possible that some of them want to touch it and
stand up in order to do so, disrupting the class .
One way to avoid this from happening could be to have the puppet greeting each and
every child individually, and letting Ss know that they all will be able to see the puppet at a
closer distance. What is more, they (Ss) even can talk to him!
Potential problems students may have with the language: Students this age
(especially as they have not had any contact with the language before) may experience a
silent period. Therefore, chances are that they refuse to answer to either the Teacher or
the puppet’s greeting in English, and prefer doing it in their L1 or simply using their body
language.
T will take that as a signal of comprehension and keep on trying to communicate in the
target language. That is to say, it is ok for children to draw to their mother tongue to
achieve communication, but the teacher should keep on using the target language.
Assessment: What will be assessed and how: I will monitor that Ss enjoy this first
class , which will serve the purpose establishing rapport with the students, and getting to
know one other

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Routine (5’)
Aim: To get Student’s s’ attention and arrange them to start the lesson. To establish
rapport.
T will enter the room and greet the Ss with a warm “Hello!”.
I will ask the children to sit in a semi circle on the floor. I will speak in English, but I will
use my body language and mime to try to arrange them. The last resource I will use is L
1. Students already know that I will be here during 5 days to teach them English. They
have a lot of expectations (the teacher told me during the observation period).
Perhaps some students will kiss and embrace me I will respond kindly to them.
Transition: Teacher : Hello, children!
Ss (EA): Hola/hello/(silence)
T: How are you today? Fine?
(T puts her two thumbs up and show a smile)
Ss (EA): sí/fine/ thumbs up/ a smile.
T: That’s great!
(smiling)
Warm-up (5’)
Aim: To get Ss to know their English teacher and set the context for introducing the
puppet .
Once students are arranged on the floor I will say:
T: I’m happy to be here today…with all of you!
(I makes gestures so as to help Ss understand meaning)
My name is Maria Ines.
What’s my name?
(I will put her hand on her ear as a signal for Ss to repeat my name)
Ss (EA): Maria Ines

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T: My name’s Maria Ines and I’ll be your English teacher.
Now, I’d like to know YOUR names.
(I will point at the students)
At that moment, T will look at a box (see materials and resources), and make a gesture
for children to pay attention to it as well:
T: Shhh! Can you hear that? There’s something in my box …let me see
T will open her bag and, with a huge expression of amazement in her face, she will take
out a puppet.
PRESENTATION
Timing: (5’ minutes )
Aim: To teach Ss to introduce themselves by answering to the question “What’s
your name?”
Transition: OH!!! Here in my bag there is a ….
( I will open and then I will close it in order to catch students’ attention)
Wow! Look at this!
Hello! What’s your name?
(T I will open the box again and then I will take the teddy bear puppet out of it)
Hello!!!, Tell us, please! What’s your name?
(The puppet looks at the teacher, then at the children and says)
Puppet: My name’s Teddy.
T: Well, Hello Teddy!
Children, say hello to Teddy please!
(Students, answer “Hello” o may be Hola)
(Then teddy looks at me and asks)
P: What’s your name?

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T: My name’s Maria Inés . Nice to meet you!
(I will shake hands with the puppet and kiss it)
Look, here are some friends. Say hello to them!
(I will turn the puppet towards the children and one by one , I will say “Hello” to the
children and ask their names.
Teddy bear: Hello! I’m Teddy.
Ss Hello Teddy.
I suppose that the children will answer the teddy bear.
I will move among the children and have the puppet ask the question to each and
every of them.
CONTROLLED PRACTICE:
Timing (10’ minutes )
Aim: To allow children to practice introducing themselves.
I will move around the circle and I will make the puppet shake hands or kiss each of the
students and ask their names.
Puppet: Hello! What’s your name?
Ss : Hello! My name is ……………
Even though Ss are expected to answer “My name’s ….”, it will also be accepted that
they only provide their names.( some could possibly be shy) The structure will be
reinforced during upcoming encounters.
I will go on that way with all the students, paying attention to their pronunciation. Next
lesson it will be their turn to ask the question and it is important to provide them with the
right pronunciation from the very beginning.
Then I will make the students try to practice among themselves the structure.
I will suggest them to greet and ask to the friend who is sat next to them ( pair activity)
After this stage is over it will time for me to say goodbye to the puppet.
Transition:
T: Wow, Teddy ! You have met a lot of new friends! That’s fantastic!

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Teddy: Yes!!! Goodbye children .
(I will make the puppet wave goodbye, and I will put her into the box)
CLOSURE :
Timing: (7 minutes)
Aim: To round up the lesson and develop students’ writing skills by means of
writing their names.
Seating arrangement: students will be sitting at their tables.
I will give the students a worksheet with a printed teddy bear on it saying hello and
what’s your name)
I will take into account to provide the necessary worksheets for girls (9) and for boys (8)
The transition will be in English, but I guess that I will have to re frame it , I will make the
necessary mimes in order to be understood.
Transition: Ok, Up! Up!
( I will mime up with my hands)
Let’s sit on the chair and write our names.
Here you have ….
( I will give each of the students a worksheet (photocopy) in black and white for
them to write their names and colour.
After they finish I will collect the worksheets. Then I will say Goodbye to the
children, waving to them.

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Student’s worksheets:
Worksheet for girls:
Jardín de Infantes Nº 901 – Paula Albarracin – Coronel Dorrego
Proyecto de Ingles – Sala de 4y 5 años.
Año 2015
I would just leave the boy and the girl, and omit the Teddy’s text. Too many written
words for a first encounted in L2.
HELLO! MY NAME IS TEDDY
WHAT’S YOUR NAME?
HELLO!
MY NAME IS
…………… …………………….

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Worksheet for boys :
Jardín de Infantes Nº 901 – Paula Albarracín – Coronel Dorrego
Proyecto de Ingles – Sala de 4y 5 años.
Año 2015
HELLO! MY NAME IS TEDDY
WHAT’S YOUR NAME?

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Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
HELLO!
MY NAME IS
…………… …………………….

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Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score:24/32= 7.5
Dear Ma. Inés
Verygoodstart! Great use of the puppettointroduce the targetlanguage!
Please,considermysuggestionsforthisandnextlessonplans.
Way to go!
Cecilia