lesson plan

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Muñoz Natalia
Período de Práctica: Nivel inicial
Institución Educativa: Jardin Copelco
Dirección: General Paz 250
Sala / Grado / Año - sección: sala de 5 años roja turno Mañana
Cantidad de alumnos: 17 alumnos
Nivel lingüístico del curso: principiante
Tipo de Planificación: clase
Unidad Temática: números
Clase Nº: 1
Fecha: 16 de mayo 2018
Hora: 10:40
Duración de la clase: 40 minutos
Fecha de primera entrega: 13
· Teaching points: numbers ( 1 to 10)
· Aims or goals:
G During this lesson, learners will be able to Identify and name
numbers
G Develop their listening skills by listening to a song.
G To deepen their understanding of commands/ Instructions while
developing their gross motor skills as well.
 Language focus
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION

2. NEW One, two,
three,
four, five,
six, seven,
eight, nine,
ten
Identify the
numbers up to
ten
- What’s this
number?
- one, two,
three
Two /tuː/
Teaching approach: The lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer,2010).
Integration of skills: Listening and speaking will be integrated through
different activities such as questions and answers, listen to songs, and
play a game and colour a photocopy.
• Materials and resources: computer, CD, blackboard, gloves, posters
with numbers, a bag, photocopy, crayons.
 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. Activities organised through the combination of audio
and video (audiovisual material) enhance 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 and they will seat
alone in their desks
• Cooperative work: learners of this age are in the parallel play stage,
which means they can play together, but still find it difficult to carry
out cooperative or group work activities.
• Assessment: what will be assessed and how: I’ll check that students
comprehend and identify the different weather conditions by watching
them mime the word, or stand next to the corresponding picture. Even
when in the PPP method elicitation is expected, they are very little to
do so, so I’ll provide them with the necessary input, and I’ll encourage
them to produce the chunks of language I’m teaching.

3. Routine:10´
Purpose:
G 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!”
In this opportunity, I will tell them my name again as they already
know my name and I will ask them that they will tell me their names.
T: Do you remember my name? My name is Nati . And what's your
name? S: Ignacio. T: Are you Luisa? S: Yes
I’ll ask students to sit in a big circle next to the blackboard and we’ll
sing the welcome song. As it is the first time they are going to listen a
song in English, I will stand up and wave in other words I will use body
gestures to support and improve their understanding.
Transcript
“ This is the way we say hello, say hello, say hello,
This is the way we say hello, to you, and you, and you”
https://www.youtube.com/watch?v=iRzbiUjRhoM
The teacher will play the song two or three times so they start getting
used to the song.
Transition:
The teacher will have a bag in which there are going to be two new
friends “Robert and Raymond”. They will be in the classroom with us for
some days. “Now let’s meet them, they are going to stay with us for some
days”

4. Warm-up 5’:
G Purpose: to introduce the topic and the teaching points.
T will present the numbers using “Robert and Raymond”
T has their hands inside the bag and she asks students what is inside
the bag? She asks one student to come next to her to touch what is
inside the bag. Student will answer in Spanish as they do not know
English. Then, teacher will take out their hands out of the bag and will
introduce the new friends who have numbers on their fingers. Teacher
asks what are these? And moves her fingers to show the numbers
from 1 to 10
Transition: Now Robert and Raymond tell the students that they are going
to dance. “they will help us to sing and dance a song moving their
fingers”. Teacher asks students “Do you want to dance and move your
fingers?”
PRESENTATION10’:
Purpose:
G to incorporate new vocabulary
G to expose to the learners to the target language
G to foster comprehension of the target language through a
song
Now T sits on the floor and says: what do we have here? Ohhh yeah
“Robert and Raymond” lets sing a song with them.
As learners listen to the song, she shows the numbers of the gloves.
She encourages learners to repeat after her the numbers

5. Song: How many fingers?
https://www.youtube.com/watch?v=xNw1SSz18Gg
Lyrics:
How many fingers on one hand?
How many fingers on one hand?
How many fingers on one hand?
Let's all count together.
1, 2, 3, 4, 5
1, 2, 3, 4, 5
1, 2, 3, 4, 5
1, 2, 3, 4, 5
How many fingers on two hands?
How many fingers on two hands?
How many fingers on two hands?
Let's all count together.
1, 2, 3, 4, 5 6, 7, 8, 9, 10
1, 2, 3, 4, 5 6, 7, 8, 9, 10
Clap clap clap your hands.
X X X X X
Clap clap clap your hands.
X X X X X
Clap clap clap your hands.

6. X X X X X
Clap your hands with me.
X X X X X
(Let’s count our toes)
How many toes on one foot?
How many toes on one foot?
How many toes on one foot?
Let's all count together. 1, 2, 3, 4, 5
1, 2, 3, 4, 5
1, 2, 3, 4, 5 1, 2, 3, 4, 5
How many toes on two feet?
How many toes on two feet?
How many toes on two feet?
Let's all count together.
1, 2, 3, 4, 5 6, 7, 8, 9, 10
1, 2, 3, 4, 5 6, 7, 8, 9, 10
Stomp stomp stomp your feet
. X X X X X
Stomp stomp stomp your feet.
X X X X X
Stomp stomp stomp your feet.
X X X X X

7. Stomp your feet with me.
X X X X X
1, 2, 3, 4, 5 6, 7, 8, 9, 10
She points the numbers and repeats the numbers and students repeats
after her.
Then, the T says aloud the new vocabulary again and kids repeat after
her.
Transition:
“Well done students! Robert and Raymond want to play more games.
Therefore, he will present a new game. Let’s play together”.
development10’:
Purpose:
G this and the next activities are aimed at fostering
contextualized practice of the teaching points.
1°Activity – 2 or3´
I’ll stick on the classroom the different numbers from 1 to 10 so
learners will have to point out the number that are said by Robert and
Raymond! For example, “Robert and Raymond say three! And learners
will have to point out number three.
Transition:
Ok, now let us paint with Robert and Raymond so let’s sit on your
chairs.
2° activity: 8´
The teacher asks students to sit on their chairs and she provides
students a photocopy and crayons to match the numbers with objects.

8. They will have to follow the lines to match the number from one to
four since then they will have to follow the lines. The teacher asks
students, do you want to paint? Yes!! Ok, let´s paint
Name:
Closure - 10’:
I’ll invite students to sit in a circle to play a game called duck duck
goose.

9. I will start the game by showing them how to play the game so in this
the way they will be more confident when it is their turn to play it.
“So let’s sit in a circle”. I will use body gesture to help them understand
what they have to do! In addition, I will start counting one, two, three
up to ten. The student who gets number 10 has to chase me and then we
continue for some minutes.
“Oh, no! Look at the time” (pointing to the clock on the wall). It’s time
to say goodbye! Let’s sing the good bye song:
Lyrics
“This is the way we say good bye, say goodbye, say good bye,
“This is the way we say good bye, say goodbye, say good bye,
https://www.youtube.com/watch?v=WajZTKFqNjQ
You must always include this chart, which will be completed by your
tutor:
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
Teaching strategies

10. Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30