Kindergarten Lesson Plans

I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Naiman Lorena

Período de Práctica: Nivel Inicial

Institución Educativa: Jardìn Infantil Krakeyen

Dirección: Independencia 519, Ushuaia

Sala / Grado / Año - sección: sala de 5 años

Cantidad de alumnos: 17 alumnos

Nivel lingüístico del curso: Beginners

Tipo de Planificación: PPP

Unidad Temática: People at School

Clase Nº: 1

Fecha: Martes 12 de Mayo de 2015

Hora: 9:30hs a 10:00hs

Duración de la clase: 30mins

Fecha de primera entrega: Lunes 4 de Mayo

Teaching points: People at school ( bus driver, gatekeeper, gym teacher, janitor, music teacher).

Aims or goals: During this lesson, learners will be able to…

• Identify and name the different people at school.

• Develop their listening skills by listening to a song.

• To deepen their understanding of commands/ Instructions while developing their gross motor skills as well.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION Look!

Listen!Stand up.Sit down, please.

Giving commands or instructions.

Look at the poster…Pay attention here, please.Imperatives

Stand /æ/

Point to….Pay attention

NEW Bus driver, cashier, gatekeeper, gym teacher, janitor, music teacher, principal, secretary.

Talking about people at school.

This is the gatekeeper. Hello, gatekeeper.Who’s this? The gym teacher!Present simple

Gym /ʤ/Janitor /ʤ/ Jolly Giraffe / ʤ/

Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP teaching procedure.

Integration of skills: Students will be encouraged to develop their listening and speaking macro skills through activities that involve body movement and the use of their senses.

Materials and resources: picture cards, class audio Cd, puppet, poster.

Pedagogical use of ICT in class or at home: Students will listen to a song and watch a flicker presentation in which the new vocabulary is presented.

Seating arrangement: Students will be seated in a circle as it lets students interact with their mates and with the teacher.

Possible problems / difficulties and their possible solutions during the class: Students may not have a clear idea about what people at school means, so students will work with pictures that will help them recognize each kindergarten member .

Classroom management strategies: The teacher will invite students to repeat the new words, to identify the vocabulary through the use of pictures and to sing and dance a song that will help students assimilate the new vocabulary in context.

Potential problems students may have with the language: The pronunciation of the new words will be learnt and practiced throughout the lesson by drilling and by listening to a song. This way Students will not only listen to the teacher’s voice and pronunciation but also to a song in which the vocabulary is also mentioned.

Assessment: what will be assessed and how. Students will be expected to recognize the vocabulary through body movement (point to...) and miming.

Stages in the lesson

Routine: 5 mins.

Purpose: to greet the ss and open the lesson.

I’ll introduce students by saying “Hello!, How are you today?, I’m teacher Lorena and this is Jolly Giraffe! Say Hello to Jolly Giraffe!” And I’ll encourage all the children to welcome Jolly the Giraffe who will be with us up to the end of my lessons.

Jolly Giraffe will say hello to each ss and she will ask them their names and age.”Hello, I’m Jolly Giraffe! What’s your name? How old are you?” Possible answer: “Hello! I’m Martina! I’m 5”.

Transition: Now, let’s listen to the teacher! She has important news!

Warm up: 5 mins.

Purpose: to prepare the ss for the following activities by activating previous knowledge and presenting a context for the new topic being dealt.

The T will bring a poster of a school and will ask ss to tell her the parts of their kindergarten, where they eat, where they play, where they have lessons and where the principal is. The names of each member of the school will be highlighted and repeated with the help of picture cards. Jolly giraffe will name each picture and will encourage ss to reapeat after her “This is the music teacher. Altogether, hello! Music teacher!”.

Transition: Let’s learn a bit more about the school staff!

Presentation: 5mins.

Purpose: to present the new vocabulary.

Ss will be invited to watch a flicker presentation in which they will see images that represent each member of the school. Jolly Giraffe will say: “Let’s make silence please, raise your hand those who are in silence! Now, let’s watch a presentation!”

FLICKER PRESENTATION: https://www.flickr.com//photos/130913049@N05/sets/72157651858723727/show/

While ss watch the presentation, the T will say the members of the school’s names and encourage ss to repeat. The T will stop the presentation when some explanation or examples can be given about the pictures.

Transition: The T will say, ‘Boys and girls! Jolly Giraffe has a song to show you! Let’s listen, dance and sing!’

Activity: 10 mins

Purpose: to encourage ss to practice the new vocabulary.

The T will take the poster of the school again. Ss will remain on the floor in a circle.

The T will explain to the ss that they will listen to a song that talks about the people at school. The first time ss listen to the complete song and the T points to the pictures. The second time Ss will listen and point to the members of the school pictures. The third time, the T will assign

the members of the school to the ss, each ss will have a picture card of one member, each time they listen to the name of one member he/she will come to the centre of the circle and show the picture to the rest of the ss.

SONG: class audio cd, track A3.

PEOPLE AT SCHOOL

I see many peopleWhen I go to school!

They say hello.I say hello.

(spoken) Hello! How are you?

Bus driver, gym teacher,Gatekeeper…

They work at school.

Principal, secretary,Music teacher…

They work at school.English teacher,Janitor, cashier…

They work at school.

They say hello.I say hello.

(spoken) Hello! How are you?

Transition: Fantastic! You’re great singers and dancers! Let’s do some role play.

Closure: 5 mins.

Purpose: to round up the lesson.

Ss will have the same picture cards that the T assigned to them in the earlier activity. Ss will be invited to present a member of the school. The T will model the activity with Jolly Giraffe; they will say: “Hello, I’m Jolly Giraffe and this is the bus driver!” and the T will show ss the picture of the bus driver. All ss will work with a mate and will perform the same activity.











Unidad Temática: Places at School

Clase Nº: 2

Fecha: Jueves 14 de Mayo de 2015




Teaching points: Name places at school (bathroom, classroom, playground, music room, office)


• Identify and name the different places at school.

• Describe location using prepositions of place.



Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION

Bus driver, principal, cashier, music teacher, gym teacher, janitor.

Identifying the people at school.

Look at the poster…Is this the janitor? No, it’s the principal.Who is this? The teacher!

Gym /ʤ/Janitor /ʤ/ Jolly Giraffe / ʤ/

NEW Bathroom, snack shop, classroom, playground, music room; upstairs, downstairs, outside, in, on.

Identifying places at school and describing location.

What place is this? The playground!Where is the classroom?Upstairs!

-room / u:/

-stairs /steər/


Integration of skills: Students will be encouraged to practice their macro skills as listening and speaking through activities that involve body movement and the use of their senses.

Materials and resources: picture cards, class audio Cd, puppet, poster.

Pedagogical use of ICT in class or at home: Students will listen to a song and watch a video in which the new vocabulary is presented.

Seating arrangement: Students will sit in a circle as it lets students interact with their mates and with the teacher.

Possible problems / difficulties and their possible solutions during the class: Students may not have a clear idea about the names of the places at school, so students will work with pictures that will help them recognize each place in the kindergarten.




Stages in the lesson:

Routine: 5 mins.

Purpose: to greet the ss and introduce the lesson.

I will greet the students and ask them if they remember who my friend is. I will point to Jolly Giraffe and ask the children, “Who’s this? Do you remember?” possible answer: “It’s Jolly Giraffe!”, and Jolly Giraffe will answer: “Hello kids! How are you today?, are you sad? Happy? Angry? Or bored? “I will help Jolly Giraffe with body movements so that ss understand each feeling. Jolly Giraffe will try to ask each ss how they feel that day. Finally, the T will show ss pictures of happy, sad, bored and angry faces, and ss will vote which is the picture that represents how they are feeling that day. The T will paste the picture on the board.

Transition: Jolly Giraffe will say: “Today, the teacher has more great news for you!! Let’s listen to her.”

Warm up: 5 mins.

Purpose: to present the context for ss to learn the new vocabularyTo contextualize new vocabulary.

The T will ask ss if they know who their principal is, who their music teacher is, who their gym teacher is, who the janitors are, and who the bus driver is. If one ss answers correctly he/she will have to stand up and look for the picture card that represents the word and stick it on the board. The picture cards will be facing down on the floor.

Once all the members of the school are identified, the T will ask ss to take a look at the book’s poster of the school. Ss will have to point to the location in which the members of the school are. The T will try to elicit the necessary vocabulary from ss (upstairs, downstairs, outside, in,

on); although the answers could be delivered in L1. In that case, the T will present the equivalent word in L2.

Transition: The T will say: let’s watch a funny video that will help us with these words.

Presentation: 5 mins.

Purpose: to introduce the new items of vocabulary.

Ss will be invited to sit on the floor in a circle because they are going to watch a video. If the group becomes noisy, I will say a rhyme and encourage ss to clap with me, thus trying to calm ss down so that to make silence and get ready for the video.

Once ss are ready, I will play a video in which the prepositions up and down upstairs and downstairs are represented in a very funny way.

VIDEO: Sesame Street: Upstairs, Downstairs

https://www.youtube.com/watch?v=NFLbKtcwtZY

(I will play the video for two minutes only as it is very long.)

Once ss finish watching the video, I will ask ss if they can look at the poster again and tell me where the teacher, the janitor, the music teacher and the secretary are. Finally, I will ask ss to guess where the gym teacher and the cashier are. Possible answer: outside! In L1. I will give the equivalent word in L2.

Transition: Now, get ready to sing and dance!

Activity: 10 mins.

Purpose: to practice the new vocabulary. In a meaningful context

The T will take the poster of the school again. Ss will remain on the floor in a circle.

The T will explain to the ss that they will listen to a song that talks about the places of the school. The first time ss listen to the complete song and the T points to the pictures. The second time Ss will listen and point to the different parts of the school. The third time, the T will ask ss to take their hands, while they listen to the song they will turn the circle around and they will mime the actions.


WHERE CAN IT BE?Upstairs, downstairs, where can it be?

Inside, outside, can you help me?I can hear the other children

Jumping, one, two, threeTell me where to find the playground, please.

Upstairs, downstairs, where can it be?Inside, outside, can you help me?

I can see the other childrenAnd they’re eating ice cream

Tell me where to find the snack shop, please.

Upstairs, downstairs… hear the other childrenSinging DO RE ME

Tell me where to find the music room, please

Upstairs, downstairs… hear the other childrenChanting A, B, C

Tell me where to find my classroom please.

Closure: 5 mins.


I will mime the actions helped by Jolly Giraffe and the school poster. I will locate Jolly Giraffe in a certain place and ss will have to tell me where jolly is. Then, one ss will take Jolly Giraffe and do the same for their mates to answer.











Unidad Temática: Recognize initial sounds

Clase Nº: 3





Teaching points: recognize initial sounds /f/, /l/, /m/, and /s/.


• Recognize items that begin with /f/, /l/, /m/, /s/sounds

• Identify small and capital letters.in a meaningful context.



Language focus:


Lion, lollipop, lamp, milk, monkey, moon, farmer, fish, four, sun, seal, sandwich, stick.

Identifying the initial sounds.

Imperative sentences and questions in the simple presentLook at the picture…What is it? Is a sandwich? yes/no!Is it a lollipop?Yes/no!.

Initial sounds /f/,/m/, /s/, /l/.

NEW Hop, jump, run, sing, dance, clap, march.

Performing actions. Following instructions.

Sentences in the imperative moodLetter /l/ jump! Letter / s/

?

run!


Integration of skills: listening and speaking through activities that involve body movement and the use of their senses.

Materials and resources: picture cards, class audio cd, puppet, storytelling.

Pedagogical use of ICT in class or at home: Students will listen to a song in which the new vocabulary is practiced.


Possible problems / difficulties and their possible solutions during the class: Students may find difficult to relate all the words with a context, so students will work with pictures that will help them recognize the vocabulary and, they will listen to a story that will present the framework for the vocabulary to work with.





Routine: 5mins.


I will greet the ss saying ‘Hello everyone, how are you today? Oh! Look! Over there! I see something yellow, mm I see something brown…mm I see something ...It’s Jolly Giraffe!. Jolly Giraffe will say 'shshsh I’m sleeping!' Then, I will say 'But Jolly! Wake up! Here are your friends!’ All the ss: ‘Wake up Jolly Giraffe!’

Once Jolly Giraffe wakes up, she will ask ss: ‘Hello everyone! How are you today? Are you sad? Happy? Bored? Angry? And each ss will tell Jolly Giraffe how they feel that day. Finally, the ss will choose which feeling goes better that day and stick the picture card on the board.

Transition: Jolly Giraffe will say,’You know what?! The T has some fantastic news for you today!’

Warm up: 5 mins.

Purpose: to present the context To contextualise in which the new topic will be dealt.

I will ask ss if they’ve ever had a very real dream. All the dreams will be heard, and I will tell them that last night a read a very interesting book that was about A FARMER, A LION, A MONKEY, A SEAL and A FISH. While a say these words, I will show the picture cards. In the case I don't find the picture cards, I will draw the animals on the board and I will do the mimics that represent each animal, which will help ss gessguess the names of the animals. In that case, ss will have to sit on their chairs so that to llok look at the board.

Transition: I will say to the students 'So now, pay attention and make silence because I will tell you what happened to me last light night!'.

Presentation: 5 mins.

Purpose: to present the vocabulary that ss will be working with.

I will tell ss that last night I had a wonderful dream. My dream was called:

My Way HomeOnce upon a time, there was an old farmer in the middle of the woods looking for a stick he

lost. He said to himself that once he finds the stick, he will find his way home.After looking for the stick under the light of the sun for a while, he found it! So he was so

happy that he started thinking of a big very very big sandwich that he will eat when he gets home.

When he began to walk, he found four animals! The first one was a monkeyAnd the monkey said, ‘Hello farmer, can you help me find my way home?’

‘Yes, I can ! Come with me ‘After a while, the farmer and the monkey found a seal.

And the seal said, ‘Hello farmer, hello monkey; can you help me find my way home?’‘Yes we can! Come with us! ‘

An hour later, the farmer, the monkey and the seal found a lion!And the lion said, ‘Rrooooaaarrrr! Hello farmer, hello monkey, hello seal; can you help me

find my way home?‘yes we can! Come with us!’

And when the moon shone, the farmer, the monkey, the seal and the lion found a fish!And the fish said, ‘hello farmer, hello monkey, hello seal, hello lion! Can you help me find my

way home?‘Yes we can! Come with us!

The night went dark, and….suddenly!!!!! splash!!! I realized I was dreaming !

Taken from: my own production.

While I tell the dream, I will perform the different voices for each character and I will show the picture cards for each word that ss will be working with.

Transition: Jolly Giraffe will say: ‘woow!!!! What a dream!'; and, I will say: 'Did you like my dream?!’

Activities: 10 mins.

Purpose: to practice the recognition and pronunciation of the items presented.

I will ask ss if they remember which words were mentioned in the story. Jolly Giraffe will remind ss that if they want to speak, they need to raise their hands and wait for their turn to speak.

I will show ss one picture card per sound /l/, /m/, /f/, /s/; and I will encourage ss to repeat after me. Then, I will ask ss what other words they heard with the same sounds. I will draw four big circles on the board with colour markers, each with a symbol that represents the sound. Four ss will be asked to put the images under the correct circle, one each time.

The group will be divided into four, each group will be one animal and will perform an action: monkeys hop (a short jump on one foot), lions jump, seals dance, and fish sing. If ss don’t know the meaning of these actions, I will mime the actions for each word. I will encourage ss to dance and not to run as there is little space in the classroom to run. I will also use music so that the activity is more entertaining; thus, each time I stop the music, I will say the name of an animal and ss will have to perform the actions.

First, I will check if ss have understood the activity and the actions each group of 'animals' have to perform. Then, once ss are sure enough to play, they will start the game, the group that makes a mistake looses a point and the teacher wins one. I will write a table on the board under the initials Ss/T.

Transition: I will count the points and the whole group will find out which group is the winner. I will say: ‘and the winner is…..the lions!. Now let’s make a circle again.’

Closure: 5 mins.


I will tell ss that they’re going to sing and dance a song that they already know (ss are working with the book activities on a daily bases with their teacher, that is why they already know the

song), the one they did the day before. But this time they will have to perform all the actions they hear in the song.


LION, LION/l/ lion!/l/ lion!

/l/ lollipop and lamp!Good! Now turn aroundAnd jump, jump, jump!

/m/ milk!/m/milk!

/m/ monkey and moon!Good! Now turn around

And march, march,march!

/f/ fish!/f/ fish!

/F/farmer and four!Good! Now turn around

And dance, dance, dance!

/s/ sun!/s/ sun!

/s/ sandwich and seal!Good! Now turn around

And clap, clap, clap!And now, let’s all sit down!

If the cd doesn't work, I will have the music in a pen drive. Besides, the cd music has already been downloaded to the classroom computers.











Unidad Temática: Values

Clase Nº: 4





Teaching points: learn a value: Clean up..


• Recognize school objects.in meaninigful context


• Develop their speaking skills by talking about values.


Language focus:


Crayon, pair of Recognizing school objects.

Wh questions in the simple Books /u:/

scissors, paper, books, glue.

presentWhat’s this? It’s a book.What are these? They’re scissors.

Glue /u:/

NEW Clean up, clean up time, clean up the classroom.

Performing actions. Following instructions.

it’s clean up time, let’s clean up the classroom, put the crayon in its place.

Clean / i:/

Teaching approach: The lesson is based on the Total Physical Approach, and organized through the PPP teaching procedure.

Integration of skills: Students will be encouraged to practice their macro skills as listening and speaking through activities that involve body movement and the use of their senses.

Materials and resources: picture cards, video, puppet, storytelling, flicker presentation.

Pedagogical use of ICT in class or at home: Students will listen to a song in which the new vocabulary is practiced.


Possible problems / difficulties and their possible solutions during the class: Students may find difficult to relate all the words with a context , so students will work with pictures that will help them recognize the vocabulary and, they will listen to a story that will present the framework for the vocabulary to work with. Besides, ss will be encouraged to perform the actions required by the teacher so that to realize the meaning of the values they will be working with.





Routine: 5mins.

Purpose: to greet ss and open the lesson.

I will greet the ss and say: ‘Hello boys and girls! How are you today? Say hello to Jolly Giraffe!’ and Jolly Giraffe will say: ‘Hello! How are you? Are you angry? sad? Happy? Or bored?’ all ss will be encouraged to answer and stick the picture face on the board.

Jolly Giraffe will be uncomfortable, like having problems to sit down properly and to pay attention. All the Teacher’s school objects will be thrown over the table and on the floor. The T will ask Jolly Giraffe: ‘Jolly Giraffe what is happening to you today? Are you ok?’ ‘JG: ‘mmmm I don`t know, there’s something that I don’t like here.’

Transition: I will say: mmm what could it be? Do you know ?

Warm up: 5 mins.

Purpose: to present the context for the following activities.

The T will look around her and ask the ss what could be happening to JG. Ss possible answer: teacher your things are a mess! . J Giraffe will tell the T that she doesn’t like how the T throws her school objects all around the classroom, ‘The classroom is a mess!’. And the T will feel embarrassed. The ss together with JG will identify and count all the T’s school objects. Then, the T will ask SS: ‘What can I do?’. Ss possible answer: ‘Clean your things!’ in L1 or L2. And the T will ask them how can she clean up all her things.

There will be four boxes labelled with the school objects’ names all around the classroom. Ss will have to help the T pick up her things and put them in the correct boxes.

Transition: I will say; oh! This is what bothers JG so much! I’m so sorry JG! And JG will be very annoyed.

Presentation: 7mins.

Purpose: to introduce the new vocabulary that will be worked through the lesson.

The T will ask ss to sit on the floor again and pay attention. If ss misbehave, the T will sing a song for ss to sit down and make silence.

The T will invite ss to watch a flicker presentation in which they will have to pay special attention to the pictures they will see.

FLICKER: https://www.flickr.com/photos/130913049@N05/sets/72157652258001816/

The presentation will show messy classroom and clean classrooms; and, ss who are cleaning the classrooms. Ss will have to differentiate the classrooms, the T will ask which is the best place to have lessons, in which of the classrooms ss will feel better, what would happen if they worked in a messy classroom, and what happens if they work in a clean classroom. Then, the T will make emphasis on two pictures in which ss can be seen cleaning the classroom; ss will be asked what they think about the children, if they do the same at school and at home. At this stage, the T will elicit from the ss the actions needed to clean up ‘ it’s clean up time’,’ let’s clean up the classroom’, ‘put the crayon in its place’, ‘pick up your school objects’, ‘put the books in the box’. The T will show ss some word cards with these phrases and will ask ss to stick them on the board. JG will ask ss what is good and what is bad from what they see, and what would they do if they find their classroom as a mess.

Transition: I will say to the ss that they are right, ‘we have to clean up our classroom so that we can work better!

Activities: 8 mins.

The T will ask ss to tell her where they put all their things. Ss will make a mini tour in the classroom to show the messy T where they put all their things. If there is something that i is not in the correct place, ss will clean it up.

Jolly Giraffe will tell ss a story about a girl who didn`t clean her room.

STORY: THE MESSY ROOM

Every single day Emma’s mum and

dad told her to clean her bedroom and every single day she ignored them. It was a mess! She could hardly open the door because there were so many toys, dirty clothes, and books lying on the carpet.One morning, as Emma was lying on her bed, her mum stuck her head in the door and said, "Emma! I can hardly stick my head in. Look at this mess. You need to clean your room. We’re taking Ryan to the zoo today. Now that we have a pram, we thought it would be a good day to try it out. Clean your room! We’re leaving after lunch." Her mum had to squeeze her head between the door and the wall to pull it out.Emma looked at the mess on her floor. "It’s too messy. I don’t know where to start. I’ll just leave it and clean it after we get home from the zoo," she said."Emma, it’s time for lunch," her mum called.Emma, being much smaller than her mum, squeezed through the door quite easily and ran into the kitchen. "What are we having today, Mum?" she asked."Bacon and tomato sandwiches and some potato crisps. Can’t you smell the bacon?" her mum answered."It smells delicious. Can we take some old bread to the zoo to feed the animals? I know that Ryan will enjoy that, or at least watching us feed them," Emma said. Ryan was sitting in his high chair looking around the room."We’ll stop by the bakery and pick some day old bread up, if you’d like. Now hurry and eat and then we’ll go. It’s going to be a lovely day. Gran is coming with us. She’ll be here any minute," Mum said. "Go and get your shoes on and then we’ll go."Emma ate her lunch and then ran into her room to get her shoes. The problem is that she could only find one of them. She looked under her bed, but all she could see were dirty towels and pants. She moved some of her toys out of the way, but still couldn’t find her shoe. After she’d checked everywhere she could in her room, she squeezed through her door and ran into the kitchen. "Hi Gran," she called to her grandma, who had just arrived. "Mum, I can’t find my shoe. Will you wait while I look for it?" she asked.Her mum thought about how many times she’d told Emma to clean her room up. She whispered something to Gran and then said to Emma, "You will have to stay home. Your dad and I will take Ryan to the zoo. Gran will stay here with you."

"No, Mum. Please wait for me. I want to go to the zoo," Emma cried."I’m sorry, Emma. I’ve told you a dozen times to clean your room and you ignored me. You can’t find your shoe now. It’s your own fault for not doing as I asked. You will stay home with Gran."Emma ran into her bedroom, sobbing. Her mum came to the door. "Emma, clean that room of yours before I get home. I’ve told Gran not to give you any sweets until you are finished." She went out to the car with Ryan and Emma’s dad and then they drove away.Emma sat on her bed and cried for a long time. Gran stayed in the living room and did some knitting. "I guess I’d better clean my room," she pouted, wiping the tears from her eyes. It took Emma two hours to clean her room. She put all the dirty washing into the clothes hamper. She put all her toys back in the right

boxes and then stacked them nicely in her closet. She hung up all of her clean clothes and put the rubbish into a plastic garbage bag. She made her bed and put the doll clothes in the doll box. "I did it!" she said proudly. She even found her missing shoe. She ran into the living room. "Gran! Come and see. I cleaned my room and found my shoe."Gran put her knitting down and looked in Emma’s room. "The door actually opens. This looks very nice, Emma. If you kept it this way, you’d not lose your shoes. Come and have a sweetie now," she said.Emma and Gran were sitting at the table eating a bowl of trifle with cream when her mum, dad, and Ryan came home. "Well, look at Emma’s room," her dad said. "It’s clean.""Your room can look that good every day, Emma. All you need to do is put your wash in the clothes hamper every night and pick your toys up when you are finished playing with them," her mum said."How was the zoo? Did Ryan have fun? I wish I could have gone," Emma frowned."I see you found your shoe! We’ll go again and if you keep your room clean, we may go and do some other fun things too," her mum added.From then on, Emma tried her hardest to keep her room clean. Every night, after she changed into her pajamas, she put her clothes in the hamper. She put her shoes in the closet and always cleaned up her toys. A week later, her mum took her to the zoo and they had so much fun.Taken from: http://www.electricscotland.com/kids/stories/room.htmThe story will be accompanied by pictures that illustrate the events.

Once JG finishes reading the story, the T will ask ss what they think about it.

Transition: I will say; ‘now that we know how important is to keep our rooms clean, let’s clean our classroom!’

Closure: 5 mins.


Ss will be invited to watch a video of a cleaning up song.

SONG: Clean Up Song for Children | Kindergarten | Preschool | by ELF Learning

https://www.youtube.com/watch?v=oY-H2WGThc8

While ss listen to the song, they clean up the classroom.











Unidad Temática: Assessment

Clase Nº: 5





Teaching points: assessment of the concepts and language learnt in the unit.


• Recognize school objects, people at school, places at school and activities.


• Develop their speaking skills by talking about values.


Language focus:


Crayon, scissors, paper, books, glue, principal, secretary, gate keeper, bus driver, gym teacher, cashier, music teacher, janitor; bathroom, snack shop, classroom, playground, music room, office; Upstairs, downstairs, in, on, under; clean up!, let's clean up the

Recognizing school objects, people at school, places at school, activities.

Wh questions in the simple presentWhat’s this? It’s a book.What are these? They’re scissors.Where’s the playground? Upstairs!Where’s the teacher?In the classroom!Who cleans?The janitor!Clean up the classroom, please!

Recognition and production of these soundsBooks /u:/Glue /u:/Gym / d͡ʒ/Janitor / d͡ʒ/-stairs /steər/

classroom!. NEW


Integration of skills: Students will be encouraged to develop their listening and speaking macro skills through activities that involve body movement and the use of their senses.

Materials and resources: picture cards, posters, class audio cd, pen drive with audio tracks, game with boxes.

Pedagogical use of ICT in class or at home: Students will listen to songs in which the vocabulary is practiced.

Seating arrangement: Students will sit in a circle to interact with their mates and with the teacher.

Possible problems / difficulties and their possible solutions during the class: Students may find it difficult to relate all the words with a context, so students will work with pictures and posters that will help them recognize the vocabulary. Besides, ss will be encouraged to perform the actions required by the teacher so that to realize the meaning of the values and words they will be working with.

Classroom management strategies: The teacher will invite students to repeat the new words, to identify the vocabulary through the use of pictures and to sing and dance songs that will help students acquire the vocabulary in context.

Potential problems students may have with the language: The pronunciation of the new words will be learnt and practiced throughout the lesson by drilling and by listening to songs. This way Students will not only listen to the teacher’s voice and pronunciation but also to a song in which the vocabulary is also mentioned.



Routine: 5mins.


I will greet the ss and say: ‘Hello boys and girls! How are you today? Say hello to Jolly Giraffe!’ and Jolly Giraffe will say: ‘Hello! How are you? Are you angry? sad? Happy? Or bored?’ all ss will be encouraged to answer and stick the picture face on the board.

The T will ask if there is any birthday that day, if there isn’t she will tell ss that that day is Jolly Giraffe’s birthday; the T will say: "Any happy birthday today? Yes? No? Whose? " Ss PA:"YEs! Martina! " "No". The T will say: "Today is Jolly Giraffe's Happy Birthday!".Jolly Giraffe will be sleeping yet in some place of the classroom, so all ss will walk around and look for her. To come back to the greeting circle, the T will explain that they will have to count to 10, when they finish they will have to be sitting on the floor with the T. This will help ss get organized and able to sit down again.

Once ss find JG, they all together will sing the happy birthday song to Jolly Giraffe, who will be very happy for the surprise. JG will say "Oh thank you boys and girls! I'm so happy!".

Transition: the T will ask JG how old she is "How old are you Jolly Giraffe?", and JG will ask ss to guess " Guess!".

Warm up: 5mins

Purpose: to prepare the ss for the following activities by activating previous knowledge and presenting a context for the new topic being dealt.

The ss will be asked to stand up and sit on their chairs so that they work with the T on the board.

Once ss guess JG's age, she will ask ss how old they are, ss will show the number with their fingers. (Then one ss will be invited to count how many girls there are in the classroom, and another ss will be invited to count how many boys there are. After that, ss will count altogether how many they are in the classroom, helped by the teacher who will encourage them to point to the flashcard numbers, which will be stuck on the board. Once they finish, one ss will come to the front of the class, choose the number that represents the quantity of ss, and leave only that number on the board. Together with the T, he/she will take all the other number flashcards away from the board.) Not included.

(Once ss know how many they are),

JG will also explain that it is her last day with them too, so they will review everything they did together.

The T will ask ss what things they learnt with her and JG; the T will say: "What did we practice? I help you. Do you remember people at school? the Janotor, the teacher...Who else?" Ss PA:" gym teacher, janitor, principal!" Teacher's PA: "Perfect! ANd what about the places at school? I help you: The play ground,the kitchen..." Ss PA: "office! toilet!" Teacher`s PA "Excellent! and what about the classroom? What do we have to do in the classroom? It is important to....(the T will mime the actions for ss to understand) clean!" Ss PA: " clean up!" . The Teacher will say "Very good boys and girls you remember everything!". The ss will

participate raising their hands and waiting for their moment to speak. The T will encourage them to remember all the vocabulary through miming and gestures.After all the ss' ideas are mentioned, the ss will describe the poster of the school naming all the places and people at school. To do so, the T will poitn to the different places and people at school in the poster and wait for ss to answer. (When a ss answers correctly, he/she will stick the people flashcards on the board next to the poster).Not included.

Transition: The T will say; ‘wow! You remember everything!! Let's continue with the revision, but this time in a funnier way!'

Activity 1: 7 mins.

Purpose: to present the vocabulary that will be revised in the lesson.

The group will be divided into two groups, ss will count how many they are in each group and choose a name for their group. After that, JG will explain all the ss that they are going to play "Charades" or "Dìgalo con Mìmica", JG will say: "Let's play Charades!". The T will explain to the ss that one ss per group will have to pick one flashcard and mime the action so that the rest of the group guesses; the T will say: "one of you takes a picture (she will mime the actions at the same time), and mimes the action without saying the word. The rest of you will guess!". Each group will play in turns; when the other group plays, the rest must remain in silence.

The names of the groups will be written on the board and two ss will write the points, one student for each group. (The winner will be given a happy face for them to stick on the board each time they behave well in the classroom) not included. The winner group will receive some gifts, which at the end of the lesson all ss will receive so that all of them are happy with the gifts.

Transition: I will say; ‘Well done! Now let’s (play some games to) practice what we know!

Activity 2: 8 mins.

Purpose: to practice all the vocabulary learnt in the unit whithin a meaningful context.

The T will explain that JG likes playing games at birthday parties.

Jolly Giraffe will explain ss the rules of the game:

Ss will continue playing in groups, the picture cards and realia will be in a big box (bag). The T will place three labelled boxes (school objects, places at school, people at school, each box with a drawing representig the words) around the classroom. The group that puts more objects in the correct box in 2 minutes wins. Two ss will write the points under the names for each group. The T will explain as follows "One group will play first. One ss of the group will take one object of the bag and put it in a box. The groyp with more objects wins!".

All ss should have the chance to play at least once. One group plays first, then the other.

After playing, all ss count and name the objects. The winner will be given a special gift ( a sweet with the face of a member o school).Not included.

Transition: Jolly Giraffe will say;"Aand the winner is….the blue bears (as an example)!!!"

Closure: 5 mins.


Once ss receive their gifts, the T will invite ss to colour the objects they learnt through all the lessons.The T will say "Now sit down on your chairs please. Let's colour the objects we know!" Therefore, the T will give one drawing to each ss to colour. Oce /oncethey finish the drawings will be sticked on a wall paper with the headings "people at school", "school objects", and ( "animals") places at school. As an example:

JANITOR SECRETARY

MUSIC TEACHER BUS DRIVER

Jolly Giraffe and the teacher will give out souvenirs for the ss as a closure of the lessons. They will say to the ss: "This is a gift for you! thank you for being so nice!".

MODEL:

Education

Kindergarten Lesson Plans