Kindergarten practicum lesson plans, from an inexperienced teacher.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López Luciana Carolina
Período de Práctica: Nivel inicial
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40, Bariloche, Río Negro
Sala / Grado / Año - sección: Primer grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Rizitos de oro y los tres osos
Clase Nº: 1
Fecha: 19-05-15
Hora: 12:55
Duración de la clase: 80 minutos
Fecha de primera entrega: 16-05-15
CLASE N°1
 Teaching points: Family and house related to “Goldilocks and the Three Bears”
 Aims or goals: During this lesson, learners will be able to…
 Identify basic family members
 Practice weather and mood routines.
 Identify basic house rooms
 Locate characters in specific places
 Language focus:
Functions Lexis Structures Pronunciation
Revision
Identifying
family
members
Expressing
moods
Weather
Moods
Lexis related to
“Goldilocks…”
Family
(mama/mummy,
papa/daddy,
baby, sister,
brother)
House
(house,
bedroom,
kitchen,
bathroom, living
“What’s the
weather like
today? – It’s a
** day”
“My name is
**”
“Are you
feeling **?”
/b/ as in “bear”
“bed” “baby”
“brother” and
“book”

2. room, bed,
chair, bowl)
Adjectives
(hot, cold, hard,
soft, just
right/perfect)
New
 Teaching approach: Natural approach organized through PPP procedure
 Integration of skills: Listening and speaking through routine conversation and lesson
work. Questions, listen and repeat.
 Materials and resources: CD with kindergarten songs, ”David” labels, helpers chart,
“How I feel today” print, weather cards, mood cards, bag with toys from the story
“Goldilocks…”, “Bears’ House” board and characters, “Rooms and characters” cards,
“password” print, “Linking” print, “My family” print, colorful pens, chalk.
 Pedagogical use of ICT in class or at home: None
 Seating arrangement: In a circle on the floor at the beginning, then sat according to
the designated seat arrangement at the end (this is in rows facing the blackboard)
 Possible problems / difficulties and their possible solutions during the class: Children
might get too excited, so I’ll pronounce either of these rhymes for them to get quiet:
“Magic Finger”
Magic finger in the air  Waves around the index finger
Magic finger in my hair  Waves the index finger on the hair
Magic finger on my hips  Touches hips with the index finger
Magic finger on my lips  Put the index finger on the lips for silence
“1,2,3…. Silence please!”
If students are distracted, I will make them change sits with another pupil.
If any student finishes early, I will play a song of their choice from the CD or a print
of “My Family” for them to draw their own family as a free activity.

3. Google images: house outline icon  Clipart + Dotted font
Two prints per A4 sheet. Title is dotted so students can practice writing.
 Classroom management strategies: mime, songs
 Potential problems students may have with the language: students might have
strong difficulties differentiating “bathroom” from “bedroom”, so I will exaggerate the
/ɑː/ and /e/ sounds, making them longer, in order to help students link the
/ɑː/ sound with the toilet and the /e/ sound with the dormitory.
 Assessment: what will be assessed and how. Students will be assessed recognizing
basic family roles and common houserooms. This will be assessed with the last
activity of the day.
Routine (20’)
First part
Purpose: To start the lesson
Greeting
I’ll enter the room and greet students: “Hello!” EA: “Hello!”, T: “How are you?” EA: “Good”.
I’ll ask students to sit in a circle on the floor and we’ll sing “1,2,3 and 4…”
Lyrics
1,2,3 and 4 let’s make a circle
and sit on the floor touch the ground with the hands
5 and 6, let’s play tricks Cheeky face and point repeatedly with index fingers
7 and 8, don’t be late Do “no, no” with the fingers
9 and 10, are you ready my friends? Open palms as invitation and hug onself
Right away, we’ll sing the “This is the way we say hello” song. The first time, I will do a
basic hand wave to show “the way we say hello”, and then, I will ask four students in turn to
show “the way we say hello” and so everybody can imitate them. We will sing this son five
times in total.
Lyrics
This is the way we say hello wave hello or do any other action
We say hello, we say hello Continue with the action
This is the way we say hello Continue with the action
We say hello to you Continue with the action

4. (Re) Introduction
Since I have only met these children twice, I would like to refresh their names in order to be
able to address them the rest of the lesson. So I will say T: “Hello! (waving) Today I am
going to be your teacher. Do you remember my name? My name is Caro!” and then I will
provide queues so the student next to me introduces himself/herself and so on around the
circle.
Helpers
Then, I will take out the “David” labels to name the two helpers of the day (this is done in
alphabetical order, so helpers are already designated).
After they have the “David” labels on, I will point at one of them and ask the class if “Is it a
boy or a girl?” and I’ll do the same with the other helper. T: ”Good, now Helper 1 count all
the boys” Helper 1 walks around the circle counting the boys as we all help him to count
aloud. When Helper 1 finishes counting and reports how many boys are there today I will
say “There are ** boys” clapping my hands so the students will repeat it. We will do the
same with Helper 2 counting the girls.
Weather
I will start singing the weather song and let students complete the missing part of the song.
Lyrics
What’s the weather like today?
…like today? …like today?
What’s the weather like today?
It’s a …. Day”
I will take out the weather cards and while showing one by one ask them “Is today a cloudy
day?” and so on.
The weather cards this class uses is pretty similar to these ones. This is only illustrative.
When all the class have decided what’s the weather like today, the helpers will write their
names on the weather chart where I will write the corresponding date.

5. The weather chart this class uses is pretty similar to this one. This is only illustrative.
Moods
We will sing “How are you today?”
Lyrics
Hello, Hello  Waving hello
How are you today?  Cross arms to shake classmate’s hands
I’m very well, I’m very well  Thumbs up
Thank you very much ch ch ch  Slides hands back and forth while smiling
I will take one of the mood cards out and ask “Who is feeling happy?” and mimic a happy
face while looking at the students. I will also raise my hand so students who are feeling
happy, would raise their hands, too. T: “And who is feeling -----?” I would repeat the same
with each card while mimicking and asking students to raise their hands.
The mood cards this class uses are pretty similar to these ones. This is only illustrative.

6. Then, I will ask students to do a “happy” face, “sad”, “tired/sleepy” (they have already learnt
these terms as synonyms), etc, while showing them each card.
I will ask the helpers to draw their mood on the “How I feel today” we always hang on the
class board.
The “How I feel today” sheets this class uses are pretty similar to this one. This is only
illustrative.
When finished, I’ll leave aside the sheets to hang later and ask everybody to stand up. The
idea with this activity is to bring the entire group together again.
Teacher: Ok, everybody ready? Show me your hands! (Mime shaking hands to the front,
students copy)
Teacher: Hands!
Students: Hands!
Teacher: Hands!
Students: Hands!
Teacher: Hands.. up! (claps hands up, students mimic)
Teacher: Hands.. up! (or down, clapping where corresponds, students mimic, repeats a few
times increasing speed)
Teacher: And… shake! (shakes all the body) Shake, shake shake!
Students: Shake, shake shake!
Teacher: And Go! ….. Let’s sit down!
If students are unresponsive, I would start singing again the “1,2,3 and 4…” song.
Warm up (15’)
Purpose: to introduce the topic and the teaching points
I will take out a bag full of things. These things are representative toys from the story
“Goldilocks…” which include wooden beds and chairs in three different sizes, and figures of
a “bear” family (figures are actually bunnies). Children have already explored the bag once,
so they are expected to remember it. T: “Do you remember this? (showing the bag) What is
inside? Can you guess?” Students are expected to start mentioning the items they saw last

7. time, but if it doesn’t happen, I will encourage it by pronouncing the initial letter and adding
other one by one if students can not remember with the previous clues. I will invite a
student by his name to pick an item with his eyes closed. T: ”What is it?” I will of course
provide the answer if students can’t mention it, but either said in Spanish or English I will
congratulate them and reaffirm the answer: T: “Good! It is a **!”
I will keep calling students to pick an item. As similar items come up, I will start asking
questions as: “Is this a big bed, a medium bed or a small bed?”, using also opposite
adjectives as hard/soft and hot/cold as they appeared on the story. “Just right” is also a
phrase to be used to describe Baby Bear’s properties.
Transition: T: “Very good everyone! Now, do you remember the poem Miss Julie taught
you?” I will take the doll of Mama Bear and start saying:
“This is my mother …” If students can’t rhyme along, I will continue with the rhyme and take
each corresponding character when the time arrives:
this is my father
this is my brother John
this is my sister
this is my baby
oh how I love them all!” (hugging myself)
Presentation (5’)
Purpose: To activate previous knowledge and present the materials for the activity.
I will take out the house board and the figures of the bears’ family. Each bear is cut
separately and each figure is attached to a carton with a piece of tape behind it. I will also
prepare cards with the target language. T: “What is this?” EA: “House” T: “That’s right! It’s
the Bears’ house. What room is this? (pointing at the bathroom)” If students can’t remember
I will provide the corresponding room, but in all cases I will take the card with the
corresponding word and help them read. I will review the four rooms only once: bathroom,
bedroom, living room and kitchen.

8. Materials build through: HOUSE AND BEARS
1) Google "house cutaways" on images, large  link to Pinterest
2) Google "family bears" on images, any size baby Cut out and color edited to match the selected family
3) Googled for "Adventure Time font"
4) Googled for "vintage ribbon", large  link to DepositPhotos Cut, edited and colorized
Transition: T: “Good job! now (putting the cards facing down on the floor in two piles:
characters and rooms) I need a volunteer (rising my hand)” I will then call a student.
Activity 1 (15’)
Purpose: To practice vocabulary by identifying spaces and characters and placing them at
the correct location.
T: “Student 1, choose one card and one card (pointing at both sets of cards each time)”.
If “Baby” and “Bedroom” comes out, I will show the cards to the rest of the students and we
will all read them. Then, the volunteer student will be indicated to take that character and
place it in the correct room.
I will call about eight students to take cards and change the characters from one room to
another.
After every placing I will formulate a simple sentence as “Baby Bear is in the bedroom” and
queue the children to repeat the sentence.
Transition: T: “Very good! Now, Stand up! How was that rhyme again?
“This is my mother (points at mama)

9. this is my father (points at papa)
this is my brother John (points at brother)
this is my sister (points at sister)
this is my baby (points at baby)
oh how I love them all!” (circle the house and hug myself)
T: “Ok, everybody to your sits”
For this class it is routine to sit on their desks while the helpers deliver the notebooks.
Routine – 2nd
part (10’)
While the notebooks are delivered I will ask the students “What day is today?” and I will
write on the blackboard the date “Tuesday, 19th
of May” using both capitals and lower case
letters. Then, I will ask, “What’s the weather like today?” and will draw and write the
corresponding weather.
Then, I will sing
Lyrics
“Password, password, what is the password?”
And show students the picture of a sun
T: “What is it?” EA: “sun” (although it probably be “sol”) T: “Yes, is the sun! Today’s
password is “SUN””
I will distribute the print to the students. As a routine, they paint the password, glue
is on their notebooks and search it on another print they already have at the back of
their notebooks.
I will walk around the classroom to help them.
Activity 2 (10’)
I will distribute this worksheet:

10. Same materials build through: HOUSE AND BEARS + Dotted font
There is a bear (or two) in each room and the words are dotted so students can
write on them.
I will use the bottom image to illustrate the activity. T: “What do you see here? Who
is this? (pointing at the sister bear). And, where do we read “sister”? Which is the
first letter of SSSSSSSister?” I will write the letter “S” on the blackboard if
necessary. T: “Here! (pointing at the word “Sister”)” and I will help students read it. I
will take a marker and draw a line from the word towards the picture. T:” And where
is sister bear? In which room?” (moving my finger around the sister bear) in the…
KKKKKKKKitchen” I will write the letter “K” on the blackboard if necessary. T: “Here!
(pointing at the word “Kitchen”)” and I will help students read it. I will take a marker
and draw a line from the word towards the picture.
T: “Link (moving my index finger back and forth from the words towards the
pictures) the pictures with the words”
I will walk around to help students. If students are quick, I will ask them to write on
the dotted words as practice, or to color the images.
Closure (5’)
I will walk around saying it is time to finish for today, and I’ll help students glueing
their prints to their notebooks, and letting them know that it is ok if they are not
finished, that we can continue next class.

11. Homework:
Students have no English homework.
CLASE N°2
 Teaching points: Family and house related to “Goldilocks and the Three Bears”
 Aims or goals: During this lesson, learners will be able to…
 Identify basic family members
 Practice weather and mood routines.
 Identify basic house rooms
 Locate characters in specific places
 Language focus:
Functions Lexis Structures Pronunciation
Revision
Identifying
family
members
Expressing
moods
Weather
Moods
Lexis related to
“Goldilocks…”
Family
(mama/mummy,
papa/daddy,
baby, sister,
brother)
House
(house,
bedroom,
kitchen,
bathroom, living
room, bed,
chair, bowl)
Adjectives
(hot, cold, hard,
soft, just
right/perfect)
“What’s the
weather like
today? – It’s a
** day”
“My name is
**”
“Are you
feeling **?”
/b/ as in “bear”
“bed” “baby”
“brother” and
“book”
New
 Teaching approach: Natural approach organized through PPP procedure
 Integration of skills: Listening and speaking through routine conversation and lesson
work. Questions, listen and repeat.

12. 
 Materials and resources: CD with kindergarten songs, ”David” labels, helpers chart,
“How I feel today” print, weather cards, mood cards, bag with toys from the story
“Goldilocks…”, “Bears’ House” board and characters, “Rooms and characters” cards,
“password” print, “Linking” print, “My family” print, colorful pens, chalk.
 Pedagogical use of ICT in class or at home: None
 Seating arrangement: In a circle on the floor at the beginning, then sat according to
the designated seating arrangement at the end (this is in rows facing the
blackboard)
 Possible problems / difficulties and their possible solutions during the class: Children
might get too excited, so I’ll pronounce either of these rhymes for them to get quiet:
“Magic Finger”
Magic finger in the air  Waves around the index finger
Magic finger in my hair  Waves the index finger on the hair
Magic finger on my hips  Touches hips with the index finger
Magic finger on my lips  Put the index finger on the lips for silence
“1,2,3…. Silence please!”
If students are distracted, I will make them change sits with another pupil.
If any student finishes early, I will play a song of their choice from the CD.
.
 Classroom management strategies: mime, songs
 Potential problems students may have with the language: -
 Assessment: what will be assessed and how. Students will be assessed recognizing
basic family roles and common houserooms. This will be assessed with the last
activity of the day.
Routine (20’)
First part
Purpose: To start the lesson
Greeting
I’ll enter the room and greet students: “Hello!” EA: “Hello!”, T: “How are you?” EA: “Good”.
I’ll ask students to sit in a circle on the floor and we’ll sing “1,2,3 and 4…”

13. Lyrics
1,2,3 and 4 let’s make a circle
and sit on the floor touch the ground with the hands
5 and 6, let’s play tricks Cheeky face and point repeatedly with index fingers
7 and 8, don’t be late Do “no, no” with the fingers
9 and 10, are you ready my friends? Open palms as invitation and hug onself
Right away, we’ll sing the “This is the way we say hello” song. The first time, I will do a
basic hand wave to show “the way we say hello”, and then, I will ask four students in turn to
show “the way we say hello” and so everybody can imitate them. We will sing this son five
times in total.
Lyrics
This is the way we say hello wave hello or do any other action
We say hello, we say hello Continue with the action
This is the way we say hello Continue with the action
We say hello to you Continue with the action
Helpers
Then, I will take out the “David” labels to name the two helpers of the day (this is done in
alphabetical order, so helpers are already designated).
After they have the “David” labels on, I will point at one of them and ask the class if “Is a
boy or a girl?” and I’ll do the same with the other helper. T: ”Good, now Helper 1 count all
the boys” Helper 1 walks around the circle counting the boys as we all help him to count
aloud. When Helper 1 finishes counting and reports how many boys are there today I will
say “There are ** boys” clapping my hands so the students will repeat it. We will do the
same with Helper 2 counting the girls.
Weather
I will start singing the weather song and let students complete the missing part of the song.
Lyrics
What’s the weather like today?
…like today? …like today?
What’s the weather like today?

14. It’s a …. Day”
I will take out the weather cards and while showing one by one ask them “Is today a cloudy
day?” and so on.
The weather cards this class uses is pretty similar to these ones. This is only illustrative.
When all the class have decided what’s the weather like today, the helpers will write their
names on the weather chart where I will write the corresponding date.
The weather chart this class uses is pretty similar to this one. This is only illustrative.
Moods
We will sing “How are you today?”
Lyrics
Hello, Hello  Waving hello
How are you today?  Cross arms to shake classmate’s hands
I’m very well, I’m very well  Thumbs up
Thank you very much ch ch ch  Slides hands back and forth while smiling

15. I will take one of the mood cards out and ask “Who is feeling happy?” and mimic a happy
face while looking at the students. I will also raise my hand so students who are feeling
happy, would raise their hands, too. T: “And who is feeling -----?” I would repeat the same
with each card while mimicking and asking students to raise their hands.
The mood cards this class uses are pretty similar to these ones. This is only illustrative.
Then, we will sing the song “If you are happy and you know it…”
Lyrics
If you are happy and you know it
Clap your hands (claps twice)
If you are happy and you know it
Clap your hands (claps twice)
If you are happy and you know it
And you really want to show it
If you are happy and you know it
Clap your hands (claps twice)
And I will substitute the “Clap your hands (claps twice)” for:
Sad  Cry boo hoo (mime crying)
Tired  Go to sleep (lean head to one side and put your hands on the cheek facing the
floor as you close your eyes)
Angry  Say “Oh, no!” (hands on the hips, angry face)
Surprised  Say “Wooow!” (hands on the head, mouth wide open, happy face)
I will ask the helpers to draw their mood on the “How I feel today” we always hang on the
class board.

16. The “How I feel today” sheets this class uses are pretty similar to this one. This is only
illustrative.
When finished, I’ll leave aside the sheets to hang later.
Warm up (5’)
Purpose: to introduce the topic and the teaching points
I will take out the “Bears’ House” board and ask students if they remember the board. We’ll
go through the room’s names once.
I will show them the characters of the bears and we will name each once.
Then, I will distribute little cartons with one room in each to every student.

17. T: “Who has the kitchen? Show it!” I will hold the house board up so the students with the
kitchen show it up, I will also point at the kitchen on the board. T: “Great! And who has the
**?” I will repeat once with each room, then just saying “kitchen/living
room/bedroom/bathroom” and every time faster.
Activity 1 (15’)
I will then hide the board and stick one character on a room. T: ”Ok, now, we are going to
play a little game called “where is Mama Bear”. Ready? Show me the room if you have it!”
I will turn the board and say “Mama bear is in the bedroom”, and see how many students
raise their cards. I will change Mama bear a couple of times, and then to make it harder, I
will do two or three rounds with two or three characters, and finally I will place one character
in each room so all students raise the cards.
Transition
I will ask everybody to stand up.
Teacher: Ok, everybody ready? Show me your hands! (Mime shaking hands to the front,
students copy)
Teacher: Hands!
Students: Hands!
Teacher: Hands!
Students: Hands!
Teacher: Hands.. up! (claps hands up, students mimic)
Teacher: Hands.. up! (or down, clapping where corresponds, students mimic, repeats a few
times increasing speed)
Teacher: And… shake! (shakes all the body) Shake, shake shake!
Students: Shake, shake shake!
Teacher: And Go! ….. Let’s sit down!
For this class it is routine to sit on their desks while the helpers deliver the notebooks.
Routine – 2nd
part (10’)
While the notebooks are delivered I will ask the students “What day is today?” and I will
write on the blackboard the date “Wednesday, 20th
of May” using both capitals and lower
case letters. Then, I will ask, “What’s the weather like today?” and will draw and write the
corresponding weather.
Then, I will sing
Lyrics
“Password, password, what is the password?”
And show students the picture of a moon

18. T: “What is it?” EA: “moon” (although it probably be “luna”) T: “Yes, is the moon!
Today’s password is “MOON””
I will distribute the print to the students. As a routine, they paint the password, glue
is on their notebooks and search it on another print they already have at the back of
their notebooks.
I will walk around the classroom to help them.
Activity 2 (15’)
I will distribute the “My family” print, so students can draw their families.
I will bring one of my own, where I will show them how I drew my family and how I
wrote the name under each member.
"MY FAMILY" PRINT
Rearranged previously mentioned font, ribbon and family and googled for "frame" in images, line draw ing  DW
Background erased and resized according to needs.

19. DOTTED FONTS FOR WORDS
Closure (15’)
I will tell students I want to teach them a new song. It is called the “Thank you”
song, because I want to thank all of them for having me as a teacher.
Lyrics
Thank you, thank you Bow to one side, next to the other
Thank you very much Bow to the center
Thank you, thank you Bow to one side, next to the other
Thank you very much Bow to the center
Thanks, Thanks a lot Moves hand towards one side –as presenting-
Thanks, Thanks a lot Moves hand towards the other side side
This is what we say
When we want to say Bows to the center
Thank you!
I will clap my hands all along, and have students repeat after me.
I will then distribute some candy with a card to thank them:
If we have any time left, we will play a “Simon says” game, with actions they’ve been
practicing last week which are: stop, stand up, sit down, listen and look.
Homework:
Students have no English homework.