Gilda planned a 50-minute lesson for a class of 18 4-year-olds focusing on family members. The lesson included songs, videos, and activities to introduce vocabulary like mum, dad, brother, and sister. Students would identify family photos, practice writing names on a family tree project, and be assigned homework of introducing their own families. The lesson was well-organized across introduction, presentation, practice, and closing and effectively integrated different skills, resources, and classroom management strategies.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Gilda Silvana Nora Bosso
Período de Práctica: Nivel Inicial
Institución Educativa: Colegio Laico Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: sala de 4 años – Libélulas
Cantidad de alumnos: 18
Nivel lingüístico del curso: true beginners
Tipo de Planificación: clase
Unidad Temática: Mi familia
Clase Nº: 1
Fecha: 19 de Mayo de 2017
Hora: 8.00 a.m.
Duración de la clase: 50 minutos
Fecha de entrega: 12 de Mayo de 2017
 Teaching points: My family (brother/sister/mum/dad/baby)
 Aims: During this lesson, learners will be able to…
 Identify and name some family members.
 Introduce their family.
 Practise listening and speaking through a song.
 Deepen their understanding of commands/instructions while developing their social and gross
motor skills.
 Language focus:
Revision Lexis Functions Structures /
Pronunciation
-Hello! Bye-bye!
-Look!
-Listen!
-Sit down!
-Stand up!
-Come here,
please!
Greetings
Giving / following
instructions.
Wh-question
(Who are you?)
Answer questions /
Introduce family
members
(This is my brother)
New Family members
Dad
Mum
Brother
Introducing members of
the family
Instruction
Who’s this?
This is (my) …
/ð/ sound

2. Sister
Baby
This /ðɪs/
Pick up (the photo)
Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP
procedure (Harmer, 2010) in a CLIL set of lessons.
Integration of skills: Listening and speaking skills will be integrated in all the stages of this lesson.
Fine motor writing skills are also integrated.
Materials and resources:
Puppet (Mrs. Owl)
Hello and good-bye songs from Super Single Songs
(https://www.youtube.com/watch?v=fN1Cyr0ZK9M)
(https://www.youtube.com/watch?v=PraN5ZoSjiY)
Flashcards made by me.
Worksheets to colour.
Invitation to the family.
Tape
Laptop to watch the videos or to listen to the songs.
iSLcollective printables.
Pedagogical use of ICT:
In this lesson, a video will be used to support the presentation and exposure of the students to
the teaching point. Activities organised through the combination of audio and video (audiovisual
material) enhance language learning and acquisition.
Seating arrangement:
Students will be sitting in a circle on the floor in order to facilitate visual contact and interaction within
the group. At some points in the lesson, they’ll move around the class or will be sitting in a horseshoe
arrangement to watch the videos.
Assessment: what will be assessed and how
I’ll check that students comprehend and identify the members of the family by watching them pick up
the flashcard and say who is on that picture, or stand next to the corresponding picture. Even when in
the PPP method elicitation is expected, they are very little to do so, so I’ll provide them with the
necessary input, and I’ll encourage them to produce the chunks of language I’m teaching.
Possible problems / difficulties and their possible solutions during the class:
Some of the difficulties can be related to technology. I’ll be ready to deal with a possible Internet
connection disrupted, so I’ll download the videos and also an mp3 version of all the songs. Also, some

3. of the students might not understand some instructions, using body language to help them understand
what I am asking or saying. As regards behaviour problems, I hope not to have but if this happens I´ll
take some ideas from “Aula Afectiva” by Laura Lewin, pages 36 and 37 How to manage a crisis? – How
to help an angry student.
Classroom management strategies:
Creating an encouraging classroom atmosphere with songs and chants.
Paying attention to all the students during the class, assigning roles to those who are most
demanding of my attention (Fiorella – Catalina – Fabricio)
Being flexible if any activity doesn’t go in the way I planned it.
Routine 10’
Purpose: To start the lesson, get students into the mood for working and establish rapport.
I’ll get into the classroom to wait and greet students:
“Hello! How are you today?”
Expected answer
“Hello!”
I’ll ask students to make a circle to sing the usual welcome song. I’ve chosen a song to do this
introduction, as they are usually very noisy and don’t go easily to make a circle when the teacher calls
them. Another detail to bear in mind is that it is really early in the morning for a 4-year-old child. I’ve
chosen this hello song because it helps me introduce students to an activity with TPR (Total Physical
Response) as children are always keen on miming and performing some activity with their bodies. That
also helps me control their energy at the beginning of the lesson.
Taken from: https://www.youtube.com/watch?v=ALcL3MuU4xQ
Time to make a circle.
Make a circle, big big big.
Small small small.
Big big big.
Make a circle, small small small.
Hello hello hello.
Make a circle, round and round.
Round and round.
Round and round.
Make a circle, round and round.
Hello hello hello.
Make a circle, up up up.

4. Down down down.
Up up up.
Make a circle, down down down.
Now sit down.
Then, let’s sing the “Hello song”
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you clap your hands?
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.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?
Taken from: https://www.youtube.com/watch?v=fN1Cyr0ZK9M

5. Their daily routine starts with “Mrs. Owl” which is their puppet. She always asks them their names and
gives each of them an apple with their names on it to stick on the attendance tree on the wall. So, I’ll
stick my routine to theirs.
1
Tch: Let’s invite Mrs. Owl to say hello!
Sts: Yes!!!! (shouting and screaming!)
Tch: Hellooooo children! (Mrs. Owl’s voice)
Sts: Hellooooooooo
Tch Hoo hoo Who are you??
Repeating these questions with some students but not many because they’ll get out of control quickly!
Then, I’ll start with the “apples ritual” as our Mrs Owl eats apples… so children have to put them in the
tree where Mrs. Owl lives.
1 Photos taken in the observation period.

6. Tch: Let’s see… whose apple is it? The name starts with… AM (Amelia)
Amelia: Amelia!!! (She’ll take the apple to put it on the tree)
Tch: Let’s count together! One, two, three, four, five! Yes, Well done!
Their teacher usually counts with them to limit the time they take to go to the tree.
Tch: Now, whose apple is it? The name starts with… JU (Juan Pablo)
Amelia: It`s me (He’ll take the apple to put it on the tree)
This activity might take a bit longer, but in the teacher’s interview, she stated the importance of this.
Lead-in or Warm-up
Purpose To introduce the topic (family) and the teaching points.
Timing 5’
Before the lesson starts, I’ll post some photos of my family on the board to show my family to the
students.
The Teacher (T) tells the students that today she will introduce her family:
Pointing to the board, T says:
Children, this is my family!
Now the Teacher (T) points to the board, and says:
“Who’s that?” Oh, this is my Dad! (with a big exclamation)
Look! This is my dad (pointing to the poster).”
This is my mum / brother / sister / me.
Pictures to be shown to my students:
https://www.dropbox.com/s/pl8aaesncj1sbms/My%20family%20pictures.docx?dl=0
Transition: Now, I’ll show Steve’s family!!!
Presentation
Purpose to further expose the learners to the target language.
Timing 10’
Now, I’ll ask students to sit on the floor (horseshoe position) to watch a video or they might take
their chairs as they are used to do it. To introduce them to the video I’ll tell them about my friend
Steve.
I have a friend. This is Steve. And this is his family.

7. https://www.youtube.com/watch?v=HUX4HqUcrOE
After watching the first part of this video (0:00 – 0:42) I’ll show them the pictures of Steve’s
family (flashcards) repeating the words (mum, dad, brother, sister). I’ll show the pictures (one
each time) and I’ll ask them: Who’s this?
EA: (This is) dad / mum / sister / brother
I’ll elicit the answer in chorus, focusing on the pronunciation of the sound /ð/ showing them how
to produce it, with the tip of the tongue pressing on the front upper teeth. I’ll use the showing
technique to explain this sound.
Then, I’ll perform the action “Pick up the photo” to let students understand what Maggie – Steve’s
pet – is going to do. Later, I’ll have the chance to practise this new structure with them.
Also, the video will introduce the rhythm “Eeny, Meeny, Miny, Moe” which will be used to play a
game in future lessons.
Transition:
Now, let’s help Maggie pick up Steve’s photos and say who they are.

8. Development
Activity #1
Purpose To check students’ comprehension on new words.
Timing 10’
This video will be played up to minute 4:00. After it finishes, students will have to perform the
instruction “pick up…” and one of the photos. So, I’ll be checking their understanding on new
vocabulary. They will be asked to pick up the photos and say who is on that pic. I’ll have enough
copies of Steve’s pictures on a pile. They will form a row and each of them will have a chance to
pick up one and say who is on the photo.
T: Ok, now everybody will stand in a row (they are supposed to be familiarized
with this routine)
Come on (Fiorella), pick up one photo and tell me who is on it.
S1 EA: (This is) DAD
T: Yes, great job! Well done!
S2 EA: (This is) DAD
T: (This time it is not right) Mmm, let’s see… Is this dad? Or Is this sister?
S2 EA: oh, (This is) SISTER
T: Yes, Well done!
Activity #2
Purpose To practise students’ writing on new words.
Timing 10’
Taking into account my observation notes, I’ll let this group paint drawings related to the topic to
complete a project by the end of my practicum period. This is a family tree on a DIY Cardboard
frame 2 . That idea was agreed with their teacher during the second meeting. I’ll have already
made the cardboard frames for them as a gift for being my practicum group. 
First, I’ll give them dad and mum’s pictures. Next lesson they’ll be working with brother, sister
and baby’s pictures. Those pictures will be stuck on the tree and then put in the cardboard frame.
2 https://www.youtube.com/watch?v=HpGwolUNkJ4

9. 3
3 Pictures adapted from iSLcollective
Family Tree
MUM DAD
BROTHER
SISTER
ME
BABY

10. Next lesson worksheet:
Transition: Well done children, “Oh, no! Look at the time” (pointing to the clock on the wall).
It’s time to say goodbye! Let’s sing the good bye song:
Closure
Purpose To finish the lesson singing the good bye song
Timing 5’
Taken from: https://www.youtube.com/watch?v=PraN5ZoSjiY
This song is similar to the hello song, from the same website. Again, I’ve chosen it because it
allows us to finish the lesson in the same way they start ed it. They can sing, and also dance
performing the actions described by the song.
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, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
Homework: The teacher will upload the video to the course padlet created for this group and will send
a note to the families, inviting students to watch the video at home and prepare photos for next
lesson. They’ll have the time to introduce their family members to the class.

11. Estimada Familia:
Hoy estuvimos aprendiendo cómo referirnos a los miembros de la familia. Los invitamos a ingresar a nuestro padlet en el link
adjunto, y ver el video junto a sus pequeños, para que ellos continúen aprendiendo y disfrutando de este material junto a Uds.
En nuestra próxima clase los esperamos con fotos de los miembros de sus familias para presentarlas enclase. Los esperamos.
https://padlet.com/gilda_bosso_22/um9186jvq3f6
Miss Gilda
• To be completed by your tutors:
Lesson
plan
componen
t
Excelle
nt
5
Very
Good
4
Good
3
Accepta
ble
2
Below
Standa
rd
1
Visual
organizati
on
X
Coherenc
e and
sequencin
g
X
Variety of
resources
–
Learning
styles
X
Stages
and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observati
ons
Excellent job, Gilda! It is a cohesive and dynamic lesson.
Have a lovely time!
Aure