TPD - KINDERGARTEN - LESSON 1 & 2

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Carolina Anticev
Período de Práctica: Nivel Inicial
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40
Sala / Grado / Año - sección: 1er grado “Lions”
Cantidad de alumnos: 15
Nivel lingüístico del curso: beginners
Tipo de Planificación: clase
Unidad Temática: family/rooms of the house
Clase Nº: 1
Fecha: 04/09/18
Hora: 14:10 hs
Clase Nº: 2
Fecha 05/09/18
Hora: 8:00 am
Duración de la clase: 60 minutos
Fecha de primera entrega: 03/09/18
 Teaching points: Family members (mother/mom, father/dad,
sister, brother, grandmother, grandfather) and rooms of the house
(Kitchen, living room, bedroom, bathroom, dining room, garden).


 Aims or goals: 
During this lesson, learners will be able to recognize all the basic
members of the family and they will start learning the different
spaces of the house.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Responding to
instructions,
naming family
members,
identifying
colours.
-Hello!
-Sit down please!
-Pay attention!
Concentration!
- mother/mom,
father/dad, sister,
brother,
grandmother,
grandfather
-How are
you today?
- What’s the
weather like
today?
- What
colour is
this?
Orange
/ˈɒr.ɪndʒ/

New Naming parts of
the house
Kitchen, living
room, bedroom,
bathroom/toilet,
garage.
-Who is this?
/This is..
-What is
this?/This is..
Bathroom
/ˈbɑːθ.ruːm/
 Teaching approach: Natural approach, using the PPP procedure
(presentation, production and practice).

 Integration of skills: What skills will be integrated and how? The
skills that will be integrated are listening (as I give the instructions
and teach them all the new vocabulary. Also everytime I speak to
them), speaking (since they will have to repeat the new vocabulary
as I say it and whenever they have to speak to me) and reading
(when I show them the flashcards, the words on the copies and
everything I write on the board). 
They will be integrated in a very dynamic way. As I speak, I will
write down the new word I’m teaching and they will have to copy,
that way the skills are integrated at the same time.

 Materials and resources: Flashcards, copies and a CD player.
 Pedagogical use of ICT in class or at home: The only tech tool I will
be using is the CD player. Which makes them practice their
listening and speaking skills (since they have to repeat).
On the second class, I will use my computer to show them a
youtube video of the “bye bye song”

 Seating arrangement: Students have their own seats already
arranged, so they will be seated the same way as always, facing the
blackboard.

 Assessment: what will be assessed and how: I will make sure
everybody participates and also that they understand what I’m
teaching them. Some of the students get easily distracted so I’ll
make sure that the activities are dynamic enough for them not to
get easily bored.
Stages in the lesson
Each stage or activity must be described in terms of the following
items:

- Purpose
- Timing
- Activity description and instructions as they will be said to
students (include direct speech, and students’ possible
answers).
- Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
- Strategies to check understanding of instructions
- Strategies to check new language comprehension
- Interaction patterns
- Skills
- Resources
- Transition comment to link each stage of the lesson with the next
one
Mandatory lessonstages:
- Lead-in or Warm-up
- Presentation
- Development
- Closure
- Homework
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.
You must always include this chart, which will be completed by your
tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X

Language accuracy X
Observations Minimumscore:18 / 30
Score:_17___ /30
You have not includedthe resources. YoushouldcaterforVYLs` needs.
Work on contextandorganization.
CLASS Nº1
Rutine(5 minutes)
Purpose: To start the lesson, breaking the ice and put them in the mood
for work.
I will greet my students as they walk into the classroom by saying
“Hello! How are you?”.
I will tell them “Everybody make a circle! Come on! Remember! Boy,
girl, boy, girl, boy, girl!” and I will help them sit that way in a circle, as I
repeat it. “Very good!”
I will ask generally “How are you today?” and then point at three or four
random students asking them the same questions so they can answer
me.
I will give each student a piece of paper (that will work as a name tag)
and ask them to write their names so I can call them by it later on the
class. As they finish, I will paste them on their clothes.
Warm-up (5 – 10 minutes)
Purpose: To make students practise a little bit of what they’ve been
seeing and practise their speaking skills.
I will start singing alone “What’s the weather… what’s the weather…” at
that point students recognize the song and start singing along “what’s
the weather like today?” I’ll ask them to sing it one more time “what’s
the weather, what’s the weather like today?” and I will ask them,
without singing and pointing at the window “what’s the weather like
today?” I will listen to their responses and correct them if needed.

“Ok now everybody get up! Come on!” I will put in the CD player the
“hello” song that goes like this:
“Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you stamp your feet?
Hello, hello.
Hello, hello.
Hello, hello.
Can you stamp your feet?”
Students know the lyrics and we will dance to it as we sing it in a circle.
Transition: I will tell them “Ok now everybody grab your activity book
and sit down! Come on! Hurry, hurry!”
Presentation (5 minutes)
Purpose: To practise what they’ve been working on and refresh
the memory.
I will write the date on the board and say it out loud so everybody can
hear. (I do not expect them to repeat it or learn it since it’s a bit
advanced for them) “Please write the date on your activity books! Come
on! Open them (mime) and write the date (I will mimic writing and
point at the date written on the board).

I will paste the flashcards of the family members (without their names)
on the blackboard so they can look at them.
I will ask the students “who is this?” as I point at each member of the
family. The flashcards are the “Incredibles” family so they might say
“Elastic girl!” when I point at the mother so I will say “Elastic girl, yes!
She is the…..” so they say mother and realize that that’s the family
position, not the name.
Transition: I will congratulate them on their good work and ask two
random students to come forward.
Development
Activity N*1 (20 minutes)
Purpose: For students to keep on working on the recognition of family
members, colours and to keep on developing their instruction-
understanding.
I will pick two students and give each one a set of copies. They will
handle one to each classmate. At the end, every student will have two
copies.
This are the copies that they will be working with:

After everybody got their copies, I will first explain them “Okay! Pay
attention! This (holding the copy where the family members are) are
family members! Mother (pointing to the mothers’ area) Father
(pointing to the father’s area) – and so on with the others – what you
have to do is cut (I’ll mime cutting) YOUR (I will say it louder and I will
point at them) family members! YOUR mom, YOUR dad, YOUR sister
and brother ok? Come on! Cut them!”
I will help them through the process and re- explain to those who didn’t
get the instructions for the first time.
As they are finished, I will tell them to paste the family members on the
window of the car “You have to paste them here!” I will say as I hold the
copy with the car in the air.
“Very good! Now paint the family with the colours you want!”
Transition: I will give them some positive reinforcement comments
such as “Very good!”/”Well done”/”Look how beautiful”/”Great!” as I go
through their tables. “Ok now, paste that in your activity book please!
And come for your new copy!”
Purpose: To start learning the main parts of the house.
I will give a copy to each student:

I will, then, proceed to draw a really simple house on the blackboard
and I will point at it and ask “What is this?” I’m not sure they know how
to say house or the word itself but I will try. Anyway, I will say it out
loud and make them repeat it. “Ok! This (pointing at the copy) is what’s
inside (mime) a house, bedroom, what is a bedroom? It is where you
sleep (miming sleeping and making sleeping noises)” they will probably
say “Cuarto”, “yes, but say bedroom!”. I will follow that explanation and
practice for the four rooms presented. I will make sure that they
pronounce words well, especially “bathroom”. After that, I will tell them
“Ok now, follow the lines and draw them! (Pointing at the dotted lines
so they can understand).
Transition: As they finish, I will tell them to pack their things and they
can go to the back of the classroom and play with each other (that’s how
the teacher of the class manages things) and the ones who aren’t
finished can continue working.
Closure (5 minutes)
For closure, I will make them put all their things away (to those who
didn’t) and I will ask them to give me their name tags so I can save them
for next class. As they give me their name tag, they have to say “My
name is…” and I will ask each of them “What’s your favourite colour?” I
will not force them to say “My favourite colour is…” perhaps with the
colour alone is enough, I will of course encourage them to try.

[the teacher doesn’t normally do a closure activity,so I think that
practicing a bit of their speaking skills is a nice idea to wrap things up]
Homework
The teacher told me that she never gives them homework and I could
see that both times I went to observe. They are too young and some of
them can’t write well yet so giving them homework wouldn’t be an
option especially considering that they are not used to, they simply just
wouldn’t do it. If a student didn’t finish things in class, she tells them to
finish them next class, not at home.
CLASS Nº2
Routine (5 minutes)
Purpose: To start the lesson, breaking the ice and put them in the mood
for work.
I will greet my students as they walk into the classroom by saying
“Hello! How are you?”.
I will tell them “Everybody make a circle! Come on! Remember! Boy,
girl, boy, girl, boy, girl!” and I will help them sit that way in a circle, as I
repeat it. “Very good!”
“Ok now everybody get up! Come on!”
This time I will not put the song on the CD player, we’re all going to sing
without its help.
“Hello, hello.
Hello, hello.

Hello, hello.
Hello, hello.
Hello, hello.
Hello, hello.
Can you stamp your feet?”
Students know the lyrics and we will dance to it as we sing it in a circle.
Warm-up (5 minutes)
Purpose: To make students practise a little bit of what they’ve been
seeing and practise their speaking skills.
I will start singing alone “What’s the weather… what’s the weather…” at
that point students recognize the song and start singing along “what’s
the weather like today?” I’ll ask them to sing it one more time “what’s
the weather, what’s the weather like today?” and I will ask them,
without singing and pointing at the window “what’s the weather like
today?” I will listen to their responses and correct them if needed.
“Ok now everybody get up! Come on!”
I will give them their name tags (the ones I used last class) one by one
and tell them to go and sit down as I do so.
Transition: I will take their activity books from the shelf and give it to
them, going to their tables.

Presentation (10 minutes)
Purpose: To practice what they’ve been working on and refresh
the memory.
The family flashcards will be already pasted on the board. So will the
flashcards of the parts of the house. (They will be separated, family on
the left side of the board and parts of the house at the right side of the
board). At the beginning, each flashcard will not have the name tag or
anything to help them.
First, we will practice each family member as we did the previous class,
as I point at them one by one and paste each name to each picture.
When we go to the parts of the house, I will let them help themselves
with their activity books “In this room I go to sleep (mimic sleeping and
making sleeping noises)”. I will do the same for the different parts of the
house.
Transition: “Very good! Now look at this!” I will hold the following
copy in the air.
Development
Purpose: To practise both topics (family and parts of the house) at the
same time, as well as their listening skills.

I will tell them “Ok listen well!” (mimic listening)”You have to listen and
cut! Listen (mimic listening) and cut! (mimic cutting)”
I will hand the copies over to each student and then I will say (using the
flashcards that are pasted to the blackboard)
“Cut (miming cutting) the mother! Which one is the mother? Is this one?
(pointing at the grandfather)” They will say “no!!” and point at the
mother. “Very good! (now pointing at the mother) this is the mother!
Cut it! (miming cutting)”
“The mother is in the bathroom!, where is the bathroom?” (Now
pointing at the different parts of the house). “Is this the bathroom?”
(Pointing at the kitchen) again, the idea is that they correct me and
show me where the bathroom is.
“Very good! The mother is in the bathroom! Paste the mother in the
bathroom!”.
I will do this with the following members of the family.
Transition: “Very good! Now, (I will chose a random student), come
and pick this copies!” I will make the student hand a copy to each
classmate:

Purpose: To make them practice their writing and reading skills as well
as the new vocabulary in a didactic way.
Once every student has a copy, I will pick six random students, one at a
time and tell them “what does it say?” pointing at the words at the
bottom of the copy. I will help them and once they get it, I will make the
whole classroom repeat it.
Then, I will go picture by picture asking them, which part of the house is
this one? As we went through all of them, I will tell them to find which
word fits in each space. I will tell them “each space is for a letter!
(showing them the blank spaces) and we will do the first one together,
so they understand what to do.
After they are finished writing, I will ask them to show it to me, so I can
correct them.
“Very good now, match the word (point at the words) to the picture of
the room! (point at the pictures) match! (mimic the match by running
my finger from the words list to the pictures list)”
Transition: “Very good! Now give me your activity books! Activity books
here please! And put your things away!”
Closure (5 minutes)
To make a change, I will make everybody go to the back of the class and
I will say “This is a new song! Ok? Everybody look at the computer!
(point at the computer)”. I will play the following video:
https://www.youtube.com/watch?v=PraN5ZoSjiY
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.

Bye bye. Goodbye.
Bye bye. Goodbye.
GOODBYE!
I will encourage them to copy the dance of the video and I will of course,
do it as well while I sing the song. They will probably catch some songs
since “stamp my feet”, “clap my hands” are concepts they are
familiarized with.
I chose this song because it is very simple and they can learn it, perhaps
the teacher likes it and can add it to her classes.
When we’re finished with the video I will say “Ok bye bye everybody!
And wave my hand at them”
Homework
As the teacher doesn’t give them Homework, I won’t either. She says
that they won’t do it and she prefers them to finish whatever they
couldn’t finish in class, the next time. I will respect her way of teaching.

TPD - KINDERGARTEN - LESSON 1 & 2

More Related Content

What's hot

Similar to TPD - KINDERGARTEN - LESSON 1 & 2

More from Caro Anticev

Recently uploaded

TPD - KINDERGARTEN - LESSON 1 & 2