Kinder

1. 1
I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Inicial
Number of Students: 28
Institution: Jardín Cavagnaro
Adress: Calle 70 – N° 2753
Age: 4 years old
Level: Beginners
Lesson plan: a class
Date: May, 16th
Time: 30’ (9.30 a 10 HS)
• Teaching Points: The shapes (square – circle – rectangule – triangle)
• Aims: During this lesson, learners will be able to…
Identify and name different shapes in their environment.
Develop their listening skills by listening and to a song and watch a video.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
• Language Focues:
LEXIS FUNCTION STRUCTURE PRONUNCIATION

2. 2
REVISION Look!
Listen!
Sit down
Stand up!
Hello!
Giving
commands or
instructions
Let’s make a circle…
Let’s find…
Stand /æ/
NEW Square – circle –
rectangle - triangle
Recognizing
the shapes
What’s this?
What colour is it?
It’s a square
It’s red…
Inicial S /s/ - Square
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: pictures about the different shapes made on cardboard with
different colours. A Bingo game about shapes in a big cardboard. Video (shapes song) –
• Pedagogical use of ICT in class: in this lesson, a video will be used to introduce the shapes
and exposure of the students to the teaching point. Activities organised through the use of
audiovisual materials enhances 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.
• Possible problems /difficulties and their possible solutions during the class: children may
want to watch the video again, but the teacher will say that she has a surprise for them.
• Potential problems students may have with the language: students may find it hard to produce
the chunk ‘it’s a square…’ however, the teacher will try to encourage them. If they can’t do it
or don’t understand, they may use: square…
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them
to produce the new vocabulary. If they get shy, the teacher will check they can recognize the
items by saying (showing a picture about the topic) is it a square? To sts answer just ‘yes – no’.
Routine: 5’
The teacher will get into the classroom and greet the students with a Ffroggy puppet: ‘Hello!, how are
you today?’ EA: Hello!
T: are you happy (she will miming that to sts can understand) or are you sad?
The teacher will ask to students to sit in a circle on the floor and we will sing the hello song:
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too.
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too. (chorus x2)
Transition: ‘great kids!’ ‘Wait….wait! (she will do a gesture of stop)…what can you see here?’ EA: a
computer! T.: Yes! It’s a computer…so let’s watch…

3. 3
Warm – up 5’
Ok! What can you watch? EA: shapes! (They will say that in Spanish) so the teacher will say: ‘yes!
Shapes!’
The teacher will ask to students: ‘And where we can find shapes?’ and she will move around the
classroom looking for different shapes and encouraging to students to do the same.
Next, the teacher will ask sts that they will sit again and pay attention to what, she and Ffroggy, have to
share with them.
Transition: what do I have here? (She will show to students a bag with pictures about shapes). So
here she will show them to introduce the topic in the video.
Presentation: 10’
The teacher will play the next video:
https://www.youtube.com/watch?v=FWzBqflGlY4
Lyrics:
We are shapes you can see us every where
I'm a square I'm a square,
you can see me everywhere
I have four sides
I'm a square I'm a square
I'm a circle I'm a circle,
I go round & round
I have only one side
I'm a circle round & round
I'm a triangle I'm a triangle
I'm pointy little shape
I have three sides
I'm a triangle I'm a triangle
we are shapes you can see us everywhere
I'm a rectangle I'm a rectangle
Like a really long square
I have a four sides
I’m a rectangle I’m a rectangle
The teacher will use only the shape that she will teach during the class.
Here the teacher will show to students different pictures about shapes and while she is showing them,
she will ask: is it in the video? The students will say: yes-no according to what they watched. The
teacher will stick them on the board.
The teacher will encourage to students to repeat the shapes.
Here the teacher will ask students about the colour: ‘what colour is the circle?’ ‘What colour is the
triangle?’…
Comentado [A1]: Try to elicit answers in L2.
Comentado [A2]: Will you do something with those shapes at
this moment?

4. 4
Development 5’
• Activity 1 – 5’
The teacher will stick a great cardboard on the board with a Bingo shape. It will look like this:
Then in a bag she will have different shapes, so she will invite some children to take a shape
and she will encourage to them to say every shape that they take. If the shape is on the chart,
they will have to make a cross with a marker.
This game will be played with a whole class.
• Closure – 5’
The teacher will invite to students to sit on the floor and they will watch and listen the video with the
shape song again.
‘Ok. Now let’s sing the bye bye song’.
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Comentado [A3]: Are they playing Bingo as a whole group?

5. 5
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
x
Observations Well done, Leti! Work hard so as to encourage students` production.
Best of luck!
Aure
Con formato: Fuente: Sin Cursiva