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Profesor(a) titular: ________________________________________ Grade: _________ Date: _____________

Profesor(a) titular: ________________________________________ Grade: _________ Date: _____________

Initiation to the teaching Practicum – 2019_1

Teacher in development: María Camila Castaño Jaramillo

Lesson plan format

1. Grade and level: Kindergarten-True beginners


2. Considerations for the task:
SWBATs: Lg form Lg function Lg chunk Task
To identify wild Frog, toucan, tiger, Expose students to: Safari in the
animals and monkey, jungle. This is____ classroom: We will
differentiate them These are____ simulate that we are
from farm animals. in a safari. So the
teacher will paste
some flashcards with
the wild animals and
students will be
going around the
classroom and they
have to say the name
of the animal and
make its sound.

4. Pre-requisites: Students have to know how to follow instructions


5. Materials: Song, scissors, glue, colors, worksheets, flashcards.

6. Procedures (according to Nunan, 2004):


Minutes Procedures Anticipated problems and
possible solutions
a. 7:00 am – c. Schema building – description:
a. The teacher will greet students and play the
7:10 am
b. 7:10 am – greeting song.
b. The teacher will introduce some wild animals
7:30 am
through flashcards and a video: Frog, monkey,
tiger, toucan.
Instructions for kids:
a. Ok, kids we are going to listen to the greeting song
before starting the lesson.
b. Ok, kids. Now we will learn the animals of the
farm. I’m going to show you some flashcards and
tell you the name of each animal and its sound and
then, I will touch each flashcard and you have to
say the name and its sound.

a. 7:30 am – Controlled practice– description:


a. Students will play a game with the commands “sit
7:45 am
b. 7:45 am – down” and “Stand up” and the sound of two wild
8:30 am animals. For instance, if students listen the sound
c. (Segunda
of a tiger they have to stand up and if they listen to
clase) 7:00
the sound of a frog they have to sit down. This
am – 7:20
activity will help students to internalize the
am
vocabulary.
b. Students will be given a worksheet with farm and
wild animals and they have to paint them. After
that, they will cut the animals and classify them.
c. Students will be given a handwriting worksheet in
which they will practice the writing of the animal
“tiger”.

Instructions for kids:


a. Ok, kids we are going to play a game with the
commands Sit down and stand up. Do you
remember them? Ok, but we are going to play it
differently. If you listen to the sound of a frog, you
have to stand up and if you listen to the sound of a
tiger you are going to sit down. Later on, we will
play it with other animals’ sounds.
b. Now, you have to paint the animals of this paper
and after that, you will cut the animals and paste
them in these two papers. One is for wild animal
and the other for farm animals.
c. Ok, kids. Now you are going to trace the words
that are in this paper and after that, you have to
write the word by your own.

7:20 am – 7:30 am 3. Authentic practice– description:


Students will watch a video about some wild animals in
order to facilitate the internalization of concepts.

Instructions for kids:


Ok, kids. We are going to watch a video about some wild
animals and you have to identify their names and sounds.

7:30 am – 7:45 am 4. Focus on linguistic elements– description: The teacher


will show two wild animal flashcards in her hands. Left
hand frog and Right hand toucan. If the teacher raises her
left hand, students have to say frog and if the teacher raises
her right hand, students will say toucan. The procedure will
be repeated with the other wild animals.

Instructions for kids:


Ok, kids. I will show two images with two wild animals in
my hands. If I raise the left hand, you will say “Frog” and
if I raise my right hand, you will say “toucan”. We are
going to repeat this activity with the other farm animals.

7:45 am – 8:00 am 5. Provide freer practice– description:


The teacher will paste some flashcards of the wild animals
on the board and she will touch each flashcard and students
have to say the name of the animal and its sound.

Instructions for kids: Ok, kids. Now we will practice the


wild animals so I’m going to touch one flashcard and you
have to say the name of the animal and its sound. We will
do the same with the other wild animals.

8:00 am – 8:30 am 6. Introduce the pedagogical task– description:


Safari in the classroom: We will simulate that we are in a
safari. So the teacher will paste some flashcards with the
wild animals and students will be going around the
classroom and they have to say the name of the animal and
make its sound.

Instructions for kids:


Ok kids, we will simulate that we are on a safari so we are
going to walk around the classroom in order to find the
flashcards with the animals and you have to say the name
of the animal and its sound.

Reflection: (Answer the following questions as a guide for the reflection: what went well? What didn’t go well? How is
this information going to be useful for a subsequent lesson plan? Remember you do not have to limit the reflection to
these three questions).

What went well?


I noticed that students really enjoy the topic related to animals. They were very attentive and understood the concepts. I
was speaking more in English and they were understanding better than they used to. I also noticed that it is easier for
them to learn few words. For instance, in previous lessons I taught them from 4 to 7 words per lesson and I realized
that is very challenging for them to internalize all those concepts. Taking this in consideration, I reduced the words to 4
for this lesson and they learned and remembered all words so I know what to do for next classes in order to facilitate ss
understanding.

What did not go well?


An activity couldn’t be developed because of time, but it can be carried out in one of the next lessons.

Attachments/materials
Song link: https://www.youtube.com/watch?v=GoSq-yZcJ-4