Lesson Plan 1

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Nivel Inicial
Institución Educativa: Jardín Cantepri
Dirección: San Martín 955, Comodoro Rivadavia
Sala / Grado / Año – sección: Sala de 5 años, Los leones
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: el alfabeto
Clase Nº: 1
Fecha: 10/05/2018
Hora: 15:20 a 16 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 05/05/2018
 Teaching points: animals with alphabet letters (alligator, butterfly, cat,
dog)
 Aims or goals:
During this lesson, learners will be able to…
-Identify and name of an animal beginning with the letter B
- Describe by colours
-Develop their listening skills by listening to a song.
-To deepen their understanding of commands/ Instructions while
developing their gross and fine motor skills as well.
Language focus:
Function
s
Lexis Structures Pronunciation
Revisio
n
Look!
Listen!
Sit down.
Stand up.
UnderstandingCommand
s
The alphabet A as in
alligator
colours
What
letter/anima
l is this?
It’s …
It’s 
alligator

New Watch.
Color.
B as in buttterfly My butterfly
is (blue)
My

 Teaching approach: The lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer,2010).

2.  Integration of skills: students will work on their listening, speaking and
reading skills (reading of isolated letters only)
 Materials and resources: song hello hello
https://www.youtube.com/watch?v=tVlcKp3bWH8, video “Fly fly the
butterfly” https://youtu.be/4N-viLR31_A, paper plate butterflies, alphabet
letters on the classroom walls, colors, markers and crayons
 Pedagogical use of ICT in class or at home: 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 videos (audiovisual
material) enhance language learning and acquisition. There isn not a tv
set or tape recorder in the classroom so I’ll take my own computer with full
battery in case there’s a power problem.
 Seating arrangement: due to the very limited classroom space available,
the students will be sitting around the three rectangular tables during most
of the class, except while they sing the hello and goodbye songs, and
when we do the show and tell.
 Assessment: what will be assessed and how: I’ll check that students
comprehend the commands given by watching their actions; I’ll check
their understannding of the new lexis by watching them mime the word. I’ll
encourage them to produce the chunks of language I’m teaching and
assess their oral production.
Routine: 5’
Purpose: to start the lesson, get students into the mood for work, establish
rapport.
I’ll get into the classroom and greet students: “Hello! How are you today?” EA:
“Hello!” I’ll ask students to stand up next to their chairs – as they usually do -
and look at me while we sing and mime the usual welcome song. I’ll mime the
song myself demonstrating the actions according to the song lyrics
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 stump your feet?
Hello hello
T: Well done, kids! Now sit down, please. Do you remember your ABCs?

3. Warm up: Timing 5’
Purpose: To have students remember the alphabet letters and the animal
learnt the previous class
I will focus the students’ attention on the alphabet letters on the classroom
wall. T: Look at the alphabet. Do you know the letters? What letter is this?
I’ll point to each letter and encourage them to sing along as in the
previous classes.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P
Q, R, S, T, U and V, W, X, Y and Z
Now, I know my ABC’s. Next time won’t you sing with me?
T: Excellent! A round of applause for everyone! What about the animals?
What animal do you remember beginning with the letter A? EA: Alligator.
T: Great! What colour are alligators? EA: Green! T: Exactly! Way to go!
Presentation: Timing 10’
Purpose: To intrduce a new lexical item and have students listen to a
song in a video
I’ll show the students a video with the nursery rhyme Fly fly fly thr
butterfly. After they watch it I’ll ask them what animal is there in the song?
EA: A butterfly
fly.fly.fly
the butterfly
in the meadow
is flying high
in the garden
is flying low
fly.fly.fly
the butterfly
T: Do you like the song? Let’s watch it one more time.
I will show them the video again pausing it to ask: what colour is this
butterfly? And this one? What colour is this one? I’ll encourage all of
them to speak by making eye contact wth each of them, especially if one
of them doesn’t answer. Is it red? No? Is it blue? What colour is it?
T: I love butterflies. I have one. Look!
Development: Timing 15’
Purpose: To have kids colour their own butterfly and describe it.
I will show the children my butterfly, how it flies and say: My butterfly is
red, yellow and blue. Do you like it? Now it’s your turn. Take out your
pencilcases from under your chairs. (where they usually keep them)
I’ll give each student a paperplate butterfly for them to colour. I’ll say:

4. Colour your butterfly with your pencils or crayons. When you finish,
remember to write your name on the back. (The students’ names are
displayed on the classroom walls and they’re asked to write them down
on each project to practice finemotor skills and the recognition of their
own names in written form). As they colour I’ll play the butterfly song for
them to listen.
Once they have finish, I’ll ask them to put your pencilcases under the
chair. Then, I’ll ask each students to stand up, show their butterfly and
describe it. I will model the language: My butterfly is red, yellow and blue.
Mateo, What about your butterfly? SA: My butterfly is red, green and
black. Beautiful! We’ll give each student a round of applause after their
explanation.
If any student becomes shy I’ll ask one classmate to stand uo and help
them.
Closure: Timing 3’
Purpose: To have kids play with their newly-made butterflies
I will play the Fly fly butterfly song again and encourage students to make
their butterflies fly to the tune.
homework: I’ll ask the students to take their butterflies home and tell their
parents about it in English
Routine: Timing 2’
Purpose: To mark the end of the class
I will play the goodbye song for students to sing and mime with me.
T: See you mext class!
Bye bye goodbye
Bye bye bye bye goodbye
I can clap my hands
I can stump my feet
Bye bye goodbye
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing
Variety of resources
– Learning styles
Stages and activities

5. Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30