Lesson plan 5

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: García Morena
Cantidad de alumnos: 20
Edad: 4 años.
Unidad Temática: Profesiones
Clase Nº: 5
Fecha: 25/11/19
Hora: 14:50-15:10
Duración de la clase: 20 minutos.
Fecha de entrega de la planificación: 31/10/19
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Learning aims: 
During this lesson, learners will be able to
-To consolidate vocabulary about professions.
-Learn a new song related to the topic.
-Use their art work during the lesson.
-Develop their speaking skills.
-Develop their listening skills.
Learning focus:
The activities will focus on:
-Vocabulary: doctor, doctor’s hat, pilot, pilot’s hat, chef, chef’s hat,
fireman, fireman’s hat.
-Game: play a game, pretending to be a professional.
-Song: learn a new song related to professions.
Integration of skills: 
They will develop their:
-Listening skills, by listening the teacher and listening and singing a
new song.
-Speaking skills, by singing a new song and answer the questions.
-Creative skills, by pretending being a professional.

Multiple intelligences:
-Interpersonal skills, by playing the game together.
-Bodily-kinaesthetic intelligence by learning a new choreography and

2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
dancing while playing the game.
-Musical intelligence by singing the different songs.
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Materials and resources:
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
-Goodbye song: https://www.youtube.com/watch?v=PraN5ZoSjiY
-Quiet please song: https://www.youtube.com/watch?v=uEHCyoJQ_Ew
-Adaptation of the song “what do you do”
https://www.youtube.com/watch?v=ckKQclquAXU
-Professions’ hats
Possible contingencies:
-Children may get distracted by the hats.
-Children may talk while the teacher is explaining the
instructions.
-Children may not follow the instructions appropriately.
Classroom management strategies:
-In order to ask silence, sing the song: “Quiet please”
(https://www.youtube.com/watch?v=uEHCyoJQ_Ew)
-In order to catch their attention, say “everybody with looking eyes,
listening ears and quiet voices” while doing gestures.
-While giving the instructions always use an element as an example.
Assessment: collecting information and reporting your findings
-Ask the children about the topic/vocabulary.
- Observe them while doing the activities.
-Observe if they can follow the instructions appropriately.
-Observe if they are paying attention.
-Observe if what activities they like the most.
Lesson stages:
Routine
 Warm up
 Introduction
 Activity

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Closure
Lead-in
 Purpose:
-To say hello.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech):
- Ask children to sit down on the floor and say to them “It’s
time to say hello!” then play the hello song on the radio
and sing with them.
 Scaffolding strategies
-Use gestures to sing the hello song.
 Transition comment to link each stage of the lesson with the next
one:
-Great! You’ve sang beautiful the hello song!
Presentation
 Purpose:
-To introduce the game to the children.
-To reinforce the vocabulary learnt during the previous classes.
-Use the hats created by the children in the previous class.
-Develop their creativity by pretending being a professional.
 Timing: 5 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
- Tell the children that they are going to play a game.
- Use the doctor’s hat.
- Ask them “what does the doctor do?”
- Pretend to be a doctor, by using a child as a patient.
 Scaffolding strategies
-Use gestures while explaining the instructions.
-Use the hat while explaining the instructions.
 Transition comment to link each stage of the lesson with the next
one
“Ok, are you ready to play the game?”
Development of the sequence of activities
Activity: the statue game
 Purpose:

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-To play pretend being a professional.
-To use their art work from the previous class.
-To reinforce the vocabulary learnt about professions.
 Timing: 6 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Tell them that they have to choose one hat “You have to choose
one hat and put it on like this” “great, can you tell me the name of
your professions? Wait for answers.” “who are you? Are you a
doctor or a fireman?” “yes, great!”
-Tell them that “while the music is playing, we are going to dance
(play some music and dance in order to show them) “but when
the music stops, we are going to be statues” (stop the music and
pretend to be a statue) “then, while we are statues I am going to
name one profession, for example me, a doctor” (point my hat in
order to them to understand) and then “I’m going to pretend to
be a doctor” (do the actions of the doctors, taking the
temperature, hear the beating, etc.).
-“Are you ready?” “ok, let’s play”.
 Scaffolding strategies
-Use mimes while explaining
-Use one hat in order to them to understand.
-Ask them about their professions using another name for
them to relate it “Are you a doctor or a fireman?”
-Repeat the instructions if it is necessary.
-Use vary velocities while playing the music.
 Transition comment to link each stage of the lesson with the next
one
-“Wow that was so fun! Now, we are going to sing a new song!”
Activity 2: What do you do? Song
 Purpose:
-To learn a song about professions.
-To consolidate the vocabulary learnt about professions.
-To play pretending being professionals.
-To use their art work created in the previous class.

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
-Ask them to form a circle “Please, form a circle”
-Divide the song into parts, in order to encourage them to
repeat and dance like me.
-Sing the first part: “What do you do? I’m a doctor, I’m a
doctor, and I’m a doctor (while doing the gestures of
wonder while asking the question and doing the gestures
of the doctor while saying “I’m a doctor”. Wait for them to
repeat it.
-Sing the second part, doing the same and then sing the
entire song. Repeat it until the children can sing it and
dancing well.
 Scaffolding strategies
-Use gestures while giving them the instructions.
-Use the same movements learnt in the previous game in
order for them to relate what does each profession.
-Show them the choreography while singing the first part
as an example.
-Use a hat.
-Repeat the instructions if it is necessary.
 Transition comment to link each stage of the lesson with the next
one
“Well done Búhos! Now it’s time to say goodbye. Can you please
leave your hats over there? Thank you. Are you ready to sing the
goodbye song? Ok, great”
Closure
 Purpose:
-To say goodbye.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Tell them to form a line, “it’s time to say goodbye”
-Play the goodbye song on the radio, sing and dance the
goodbye song.

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 Scaffolding strategies
- Use gestures while explaining the instructions.
- Repeat the instructions if it is necessary.
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

7. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Observations