Kindergarten Lesson Plans

Alumno residente: Johanna Morel
Período de práctica: 1
Institución: Escuela de educacion primaria “Juan Manuel de
Rosas”
Dirección: Buenos Aires y Monseñor Durban
Grado: Primer grado
Cantidad de alumnos: 12
Nivel Lingüístico: Inicial
Tipo de planificación: clase
Unidad temática: Animales del zoológico
Clase Nº: 1
Fecha: 28 de Abril de 2016
Hora: 13.00h a 13.50h
Turno: Tarde
Duración de la clase: Cincuenta minutos
Duration of the lesson: 50’
Teaching points: ZOO ANIMALS
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify and name zoo animals.
 Be able to mime and name some actions.
 Develop their listening ability by listening to song.
 Deepen their understanding of commands/instructions while developing
their social skills.
 Develop their motor skills by dancing a song.

LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Animals: frog,
dog, cat, fish,
pig, butterfly,
chicken
Colours: blue,
pink, red,
green, purple,
brown,
orange,
yellow, black,
white.
Follow simple
commands
.
Show me blue,
show me red.
Sit down.
Stand up.
Come here.
Wh- questions
What is it?
It´s a….
What colour is
it?
It´s…..
NEW Zoo animals:
elephant,
kangaroo,
monkey,
penguin,
snake, polar
bear.
Identify and
name zoo
animals.
Identify and
mime the
actions: jump,
swim, dance….
Let´s go to the
zoo
Jump like a
kangaroo,
swim like a
polar bear….
Production of the
/dƷ/ sound through
repetition as in
´jump´
Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
Integration of skills: Speaking and listening through oral practice.
Materials and resources: Templates of a zoo made with a box, flashcards with
the zoo animlas, notebook, worksheets, video, (match and say),pencils.
Pedagogical use of ICT in class: In this lesson, a video will be used to support
the presentation and exposure of the students to the teaching point.
https://www.youtube.com/watch?v=OwRmivbNgQk
Then I will give this link to my students´ families so that they can sing the song
together at home and revise what their children did in the classroom.
Seating arrangement: Depending on the activity students will be sitting in pairs
or in semi-circle.

Cooperative work: learners of this age can play together, but still find it difficult
to carry out cooperative or group work activities. This activity will allow students
to work together as a whole group (singing, miming).
Possible problems and possible solutions regarding behaviour: Ss may be
very excited at the time of miming and dancing the song. If a student gets too
excited or misbehaves I will make eye contact with the student, call his/her name
and ask him/her to behave so that we can all enjoy the song.
Potential problems students may have with the language: students might
have problems in understanding what the teacher is saying, so I will do as much
miming, modelling and exemplification as possible.
Assessment: What will be assessed and how: Since Ss this age have very
short attention spans, I will pay attention to this and vary the activities as much
as necessary.
Routine (3`)
Aim: To create the right learning environment.
I will greet the students, opening an oral exchange as follows:
T: Hello children!
SS: Hello Ms (Johanna)!
T: How are you today?
Ss: Fine, thank you!
I will sing a chant to SAY HELLO and get Ss’ attention (It is the song Constanza
sings at the beginning of each lesson)
Hello!
Put your hands up!
Hello hello! Clap your hands!
Warm-up (5’)
Aim: To set the context for the activities.
I will put the zoo box on the desk and then I will call students attention
“Look! I have something amazing to show you! What is it?”

“Look!” I will point to the word zoo that is outside the box to help them “…a….
zoo!”
Un zoológico!
“Yes! Very good! A zoo!”
Transition (2’)
“Mmmmm… let me see” (I will move the box to arise students’ curiosity)
I will spy into the box and make gestures, showing them that I´m surprised.
Then I will say: “can you help me?” “let´s say helloooo to zoo animals!” “once
more… hello zoo animals!”
Presentation (10’)
Then I will take the animals´ flashcards one by one.
Wooow! Look! An elephant! I will stick it on the board and ask them to repeat.
What is it? An elephant! Again, can you repeat? An elephant! Excellent!
What colour is it? Blue! Great!
Then I will take the kangaroo, oooh Look! A kangaroo! I will stick it on the board
and ask them to repeat.

What is it? A kangaroo! Again, can you repeat? A kangaroo! Well done!
What colour is it? Brown! Great!
And I will do the same with the rest of the animals (monkey, penguin, snake, polar
bear)

Transition
Excellent kids!
Now… let´s go to the zoo!
I have a funny video to show you! Do you want to watch it?
Yes!

Development (15’)
Great! Let´s watch it! (I will sing the song and mime the actions while they watch
the video)
“Do you like it?”
“Fantastic!”
“Do you want to sing the song?” yes!
“Great! Let´s make a semi-circle… come here…”
(I will play the video again and we we´ll sing and mime the actions all together)
“Very well done! That was very fun!
Now.,let´s sit down on the desks that we have work to do….”
Activity 1 (5´):
Aim: to practice the new vocabulary.
For this activity I will use pictures from the video. I will stick them on the
board saying the verb aloud and miming the action.
“Now look at this picture! Wooow funny!, stomp…stomp, can you repeat?”
“stomp” “great!”
Now… look at this! Jump! Yesss! Jump!
And I will do the same with all the animals and actions.

Activity 2 (10´)
Aim: For students to recognize and practice new vocabulary.
Match and say:
I will give them a photocopy where they have to match the animal with the
kids that are doing the same action (like in the video). I will leave the pictures
from the previous oral activity to guide them.
Closure (1´):
Goodbye song adapted from:
https://www.youtube.com/watch?v=PraN5ZoSjiY
Sources:
-Pictures taken from the video:
-Goodbye song adapted from:

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
Class management
strategies
x
Language accuracy x
Observations Minimumscore:21 / 35
Score:_23___ /35 = 7
Dear Johanna,
On the whole,thisfirstlessonplanseemsattractiveandengaging. Greatvisual aids!Lovelysong.

Please,readourcommentsandsuggestions,andtake themintoaccountforyour next
submissions. Also,revisitthe guidelinesforlessonplanningprovided.
Plans2 and 3 are verysimilartoplan1. Couldyoumake the necessaryadjustmentswithinthis
same file,usingadifferentcolour,varythe type of activitiesandstructure andresubmitthe next
lessonplans?
If you have any queries,feel free tocontactus.
Have a greatfirstlesson!
CeciliaandAurelia

Rosas”
Grado: Primer grado
Tipo de planificación: Diaria
Clase Nº: 2
Fecha: 2 de Mayo de 2016
Hora: 13.00h a 13.50h
Turno: Tarde
Lesson Aims:
 Develop their listening ability by listening song.
 Identify, produce and name numbers and colours.
 Be active participants while revising learnt structures and vocabulary.

REVISION
Colours: blue,
pink, red,
green, purple,
brown,
orange,
yellow, black,
white.
Zoo animals:
elephant,
kangaroo,
monkey,
penguin,
snake, polar
bear.
Numbers
one, two,
three.
Follow simple
commands
.
Show me blue,
show me red.
Sit down.
Stand up.
Come here.
Identify and
name zoo
animals.
Wh- questions
What is it?
It´s a….
What colour is
it?
It´s…..
Jump like a
kangaroo.
Production of the
/dƷ/ sound through
repetition as in
´jump´
NEW Numbers:
four, five.
Identify and
name the
numbers
…… four,
five…little
monkeys
jumping on the
bed
Production of the
/dƷ/ sound through
repetition as in
´jumping´
Materials and resources: zoo box, flashcards with the monkeys, flashcards with
numbers.notebook, video, worksheets, pencils.
https://www.youtube.com/watch?v=b0NHrFNZWh0

Seating arrangement: During this activity students will be sitting in semi-circle.
Cooperative work: This activity will allow students to work together as a whole
group or collaborate with each other while working on the worksheet.
very excited at the time of listening to the song. If a student gets too excited or
misbehave I will make eye contact with the student, call his/her name and ask
him/her to behave so that we can all enjoy the song. I will also use the song
“Mr Silence”.
miming, modelling, exemplification as possible. In case all the strategies fail I
will use the sandwich technique.
Students might have problem pronouncing some number, so I will say them aloud
and ask them to repeat.
Assessment: What will be assessed and how: I will check that students
comprehend and identify the numbers by asking them to point/answer at the
corresponding flashcard.
Routine (3`)
T: Hello children!
Hello!
Mr Silence… Mr Silence says `ssshhhhh´ says ´sssshhhh´
Everybody quiet, everybody quiet…
Silence please, silence please…

Put your hands up!
Warm-up (5’)
“Look! Remember this?” what is it?
Yes! The zoo!
“ooh! I think I heard something!”
A friend came here to play with you!
I will move the box as if there were something moving inside.
Transition (2’)
Then I will say: “can you help me?” “helloooo” “once more… hellooo!”
Presentation (5´)
Aim: For students to recognize vocabulary.
I will take one monkey.
“oh look!” “What´s is it?” “A monkey! Yes!”
“What colour is it?”
“BROWN!”
“Very good! A brown monkey!”
I will stick the flashcard with the monkey on the board and I will say “one monkey”
and I will stick the number one above the flashcard with the monkey.
Then I will move the box again and spy.
“ohhh, I think there´s one more monkey!”
I will take another monkey from the box.
“wwwwoooww! Two monkeys!”

I will stick the flashcard with the monkey and the flashcard with the number two
above.
I will do the same until number five.
Transition(5´)
“woooww look how many monkeys are there?”
“Now… let´s count! Can you help me?” Yes!
I will point at each monkey and help them count.
One… monkey…. Great!
Two… monkeys…
Three… monkeys…
Four… monkeys…
Five… monkeys….
I have a funny video to show you! Do you want to watch it?
Yes!
Developement (3’)
Great! Let´s watch it!
https://www.youtube.com/watch?v=b0NHrFNZWh0
Lyrics

“Fantastic!”
Transition (1´):
Now, I need you to help me count, because I´m a bit confused (I will make
gestures to show them that I am confused)
Can you help me count please?
Five little monkeys
jumping on the bed.
One fell off
and bumped his head.
Mama called the doctor and the doctor said,
"No more monkeys jumping on the bed!"
Four little monkeys
jumping on the bed.
One fell off
Three little monkeys
jumping on the bed.
One fell off
and bumped her head.
Two little monkeys
jumping on the bed.
One fell off
One little monkey
jumping on the bed.
She fell off
and bumped her head.

Activity 1 (10´):
Aim: For students to identify and practice vocabulary.
I will show them the first picture, but I won´t stick them on the board.
Oooh! Look! Can you help me count?
I will point at the monkeys.
One monkey…. Great!
Two monkeys…
Threes monkeys….
Four monkeys…
Five monkeys….
Yesss!
Excellent! Thank you!
Five little monkeys jumping on the bed!
I will make again gestures to show them that I´m confused…
And now?... Can you help me?
Two monkeys…

Threes monkeys….
Four monkeys…
Yesss!
Thank you!
Four little monkeys jumping on the bed!
And here?... Can you help me again please?
One monkey…. Good!
Two monkeys…
Threes monkeys….
Yesss!
Thank you!
Three little monkeys jumping on the bed!

Oooh and here?... Can you help me please ?
Two monkeys…
Yesss!
Thank you!
Two little monkeys jumping on the bed!
And now?... Can you help me?
One monkey…. Oooohhh and that´s all! Great!
Yesss!

One little monkey jumping on the bed!
Transition (1’):
And now…
Can you help me sing the song?
Are you ready?
Yes!
Great!
Activity 2 (3´)
Aim: To develop students´ listening skills and practice vocabulary.
We sing the song all together.
Transition (1´)
Very well done!
Thanks for helping me singing!
Now, I have a fun activity for you to do!
Look!

Activity 2 (10´)
Now I will explain to the students that they have to write the numbers and
color the monkeys. I will leave the numbers and monkey flashcards on the board
so that they can see how to write the numbers (they have already identified and
found the numbers in the previous activity).
Okay look! Remember these monkeys? Yeeesss!
Great!
Now we have to write the number (I will point at the board to show them
the written number) and then colour the monkeys!
1- …………… monkey
2- …………… monkeys
3- ……………. monkeys
4- ……………. monkeys
5- …………… monkeys
Closure (1´):
Lyrics:
Pictures:Taken from the video.
Monkey to colour: https://goo.gl/9EZEgs
“Goodbye goodbye
Bye bye bye
Goodbye goodbye
Bye bye bye”

Rosas”
Grado: Primer grado
Tipo de planificación: Diaria
Clase Nº: 3
Fecha: 4 de Mayo de 2016
Hora: 13.00h a 13.50h
Turno: Tarde
Lesson Aims:
 Develop their listening ability by listening song.
 Identify and name parts of the body.
 Be active participants while revising learnt structures and vocabulary.

REVISION
Colours: blue,
pink, red,
green, purple,
brown,
orange,
yellow, black,
white.
Zoo animals:
polar bear.
Follow simple
commands
.
Show me blue,
show me red.
Sit down.
Stand up.
Come here.
Identify and
name zoo
animals.
Identify and
name the
numbers
Wh- questions
What is it?
It´s a….
What colour is
it?
It´s…..
…… four,
five…little
monkeys
jumping on the
bed
NEW Bear
Head,
shoulders,
knees,
toes,eyes,
ears,mouth,
nose.
Identify parts of
the body
Bear´s head
Bear´s
mouth…
Production of the
/ᶿ/ sound through
repetition as in
´mouth´

Materials and resources: zoo box, flashcards with a bear, flashcards (parts of
the body), colour flascards. notebook, video, worksheets, pencils.
https://www.youtube.com/watch?v=Bp-rWsBpIUU
Seating arrangement: During this activity students will be sitting in semi-circle.
Cooperative work: This activity will allow students to work together as a whole
group or collaborate with each other while working on the worksheet.
very excited at the time of listening to the song. If a student gets too excited or
misbehave I will make eye contact with the student, call his/her name and ask
him/her to behave so that we can all enjoy the song.
miming, modelling and exemplification as possible.
Students might have problem pronouncing some words like: toe, shoulders,
ears…. so I will say them aloud and ask them to repeat. Or we will play Chinese
whispers.
Assessment: What will be assessed andhow: the teacher will assess students
when participating orally, as well as when doing their written tasks and their
collaboration in class.
Routine (3`)
T: Hello children!

Hello!
Put your hands up!
Warm-up (5’)
“Look!
“ooh! I think I heard something!”
A new friend wants to play with you today!
I will move the box as if there were something moving inside.
Transition (2’)
Then I will say: “can you help me?” “helloooo” “once more… hellooo!”
Presentation (8´)
Aim: For students to recognize and practice vocabulary.
I will only show the bear´s head
“oooh! What is it?”
“Un oso”
“A bear! Yes! What colour is it?
“brown! Very good!
“can you see it?” I can only see the bear´s head”
Then I will show a bit more and I will say: “look! The bear´s head and shoulders!”

And I will point to the bear´s head and shoulders.
Okay now… let´s say… helloooo bear!
Hellooo bear!
I will make gestures like inviting the bear to come out.
Then, I will stick the bear flashcard and the flashcards with the names of the parts
of the body on the board; and say the parts of the body as I point to the bear and
ask the students to repeat.
“Now.. look at the bear´s eyes… can you repeat?” “eyes” great!
“ears” “Look at the bear´s ears! Can you repeat?” “Ears!” Excellent!
“Look at the bear´s mouth! Can you repeat?” “mouth” Excellent!
And I will do the same with nose, knees, toes…
After this, I will tell my students that the bear has something to show us
Transition (1´):
“The bear wants to show us something… Do you want to watch it?”
“Yeeess”
“Okay great! Let´s see!”
Developement (4’)
Great! Let´s watch it!
https://www.youtube.com/watch?v=Bp-rWsBpIUU
Head, shoulders, knees and toes,
Knees and toes.
Knees and toes.
And eyes, and ears, and mouth,
And nose.
Knees and toes.
Read
more: http://www.scoutsongs.com/lyrics/headshoulders.html#
ixzz47KDqIPyP
Follow us: @yugiohcardguide on Twitter | YuGiOhCardGuide
on Facebook

“Fantastic!”
Activity 1 (7´)
Aim: develop students´ motor and listening skills and practice vocabulary.
Can you help me dance and sing the song?
Thank you!
Great come here!
(They are alredy sitting in semi-circle, so I will ask them to stand up in front
of their desks)
I will sing the song and mime and ask them to do the same.
Head (I will touch my head)
Shoulders (I will touch my shoulders)
Knees (I will touch my knees)
And I will do the same with the rest of the song.
Transition (1´)
Okay that was fantastic!
Are you ready to sing and dance the song now?
Yeeesss!
Great!
Activity 2 (3´)
Aim: To develop students´ listening and motor skills and practice
vocabulary.
I will play the video and we will sing and dance the song all together.

Transition (1’):
Very good! I´m proud of you!
Now… let´s do another activity, which is really funny!
Activity 2 (15´):
Aim: To identify colours and practice the new vocabulary.
I will give them an activity where they have to colour the parts of the body.
I will give them the photocopy and ask them to wait and pay attention.
I will take some extra pencils and sharpeners.
I will solve this activity with them on the boar. I will take a big Winnie Pooh poster
and colour it together with them (instead of colour it I will stick the red ears on the
poster)
“So now it´s time to colour!”
“You will need to pay attention!”
So I will read the first sentence aloud:
“Color the ears…. (I will point at the bear´s ears) red” can you show me red? I
will rise my red pencil.
Activity:
-Colour the ears: red
- Colour the eyes: Brown
- Colour the mouth: blue
- Colour the head: orange
- Colour the nose: yellow
-Colour the shoulders: green
-Colour the knees: purple
-Colour the toes:pink

Picture: https://goo.gl/6WOpFA
Closure (1´):
Lyrics:
“Goodbye goodbye
Bye bye bye
Goodbye goodbye
Bye bye bye”

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