- The lesson plan aims to teach 5-year-old students about clothes and weather conditions over 30 minutes. - Students will revise weather vocabulary like sunny, rainy, cloudy. They will learn new clothes vocabulary like hat, jacket, t-shirt, trousers, shorts, boots, shoes. - A variety of activities are planned, including a circle time introduction, PowerPoint presentation, game passing around a bag of clothes, and individual work pasting clothes onto picture cards.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Nivel Inicial
InstituciónEducativa:I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección:salade 5 años
Cantidadde alumnos: 23
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
Unidadtemática: Mivestimenta
Clase Nº : 1
Fecha:10/05/18
Hora: 10:45- 11:15 hs
Duraciónde laclase: 30’
Fechade primeraentrega: 04/05/18
 Teaching points: My clothes
 Aims: Duringthislesson,learnerswillbe able to..
-Revise some weatherconditions(it’sasunny/cloudy/rainyday)
-Identifyandname differentclothes.
-Describe whatdifferentclothesapersoniswearing.

2.  Language focus
Lexis Function Structure Pronunciation
Revision Look!
Sitdown!
Standup!
Weather:
Sunny,rainy,
cloudy,
cold,hot
Colors
Blue, red,
yellow,brown
Following
instructions
Describing
weather
conditions
Let’smake a
circle!
What’sthe
weatherlike
today?
-It’s(cloudy)
-It’sa (sunny)
day
New Clothes:
hat, jacket,
t-shirt,
Trousers,
shorts,boots,
shoes
Describing
clothes
What’sthis?
It’sa hat
He’swearing
(boots)
/æ/ Hat
 Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)
 Materialsand resources: a puppet,my computer(anotebookwithhighdefinition) to
showa Powerpointpresentation, some clothes (realia), flashcards, pictures made of
cardboard and glue.
 Pedagogical use of ICT inclass: In thislesson,aPowerpointpresentation will be used
to introduce the topic and expose students to it. I’ll also play a song for activity one.
 Seatingarrangement: Studentswillbe sittingin acircle onthe floor during the warm-
up session.Inthe presentationstage,I’ll follow the head teacher’s advice, half of the
studentswill be sittingontheirchairsandthe rest of them will be sitting on the floor,
so that everyone cansee the slidesonmy computer. Inthe first activity, students will
be sitting on the floor in a circle while in the second activity they will work at their
tables.

3.  Cooperative work: inthe firstactivity,studentswill answerquestionsas a group while
in the second activity they will work individually.
 Potential problems student may have with the language: students may find it
difficulttoproduce some chunksof language,soI’ll helpthembyrepeatingthe phrase
and encouraging them to produce the chunk. I will also elicit answers. In addition,
students may not understand my instructions so I’ll make gestures and demonstrate
the activities.
 Assessment: what will be assessed and how: I’ll ask questions to check if students
can identifysome clothes. (What’sthis/Whatisit?/ What’she wearing?).I’ll encourage
them to produce chunks of language.
Routine: 5’
I’ll getintothe classroom and greet students: “Hello! How are you today?” EA: “Hello!”
I’ll invite students to make a circle and sing the usual welcome song.
T: “Let’s make a circle. Make a circle, make a circle 1,2,3. Ready? Let’s sing the Hello
song!”
Hello, everyone, Tra-la-la-la-la.
Hello, everyone, Tra-la-la-la-la-la.
Hello, everyone, Tra-la-la-la-la.
Hello, everyone.
Transition: “ Verygood,kids!Now sitdownplease!.Look!Here ,I have cards withyournames,
so I can remember them (Pointing to the cards). Ok? (I’ll call students and hang the cards on
the students’ necks) ” T: So, Lucia and Agos come here! …….
Ok, we’ve finished! Now, let’s meet a friend….

4. Warm up: 3’:
T: (I’ll take a puppet from my bag) “ Chachan chachan! Look! Who is he? Can you guess?”
(I’ll show part of Woody’s head) EA: “Woody!” T: “ Yes!, it’s Woody!” Say hello to
Woody! Look at his clothes! He’s wearing a hat ” (pointing to it) “What color is his hat?”
EA: “brown”T: “Great! It’sbrownlike hisboots”(Pointingtothem) Andlook he’s wearing
trousers, what color are his trousers?” EA: “Blue!”. T: Very good! They are blue! (If
students don’t remember any color I’ll elicit answers: Is it orange?)
(I’ll approach Woody to my ear as if he was telling me something) Oh! Woody wants to
meet a friend on my computer.(pointing to it) Ok?
Transition: “Now, let’s sit on these chairs, you Paz, Fran….And you Renata, Luli,…,sit on
the floor , here. I’ll show you a friend of Woody. (Half of the students will be sitting on
some chairs and the rest of them will be sitting on the floor)
Presentation: 7’

5. I’ll show students the following slides on my computer. I’ll elicit vocabulary about weather
conditionsasa revisionandI’ll introduceclothesbydescribingacharacter.Then,I’ll encourage
children to repeat chunks of language: “It’s a jacket”.
In addition, some flashcards about clothes will be stuck on the board, so students can see
them more clearly.
T: “Look! He‘s Jack. It’s a beautiful day! What’s the weather like?” Or: Is it a sunny day or a
cloudy day?” EA: “It’s a sunny day!” Very good! And Jack is happy because it’s a sunny day.
He’sveryhot (miming with my hand) so Jack is wearing a t-shirt and shorts pointing to them)
What color is his t-shirt?” EA: “Red!” T: “Perfect! And his shorts, what color are they?” EA:
“Green!”T: “Verygood!And Lookat hisshoes! He’swearingredshoes. And look! He’s eating
an ice-cream!
Oh! Lookat the clouds!What’sthe weather like? (EA: cloudy!) Yes! and it’s very cold, so Jack
is wearing a jacket and a hat. What color is his hat? (emphasizing the sound /æ/) EA: “blue
and orange” T: “Fantastic”!. He‘s also wearing trousers. What color are his trousers?” (EA:
Yellow!) Great! Look!Jackiswearing boots! Andwhat’sthis?(pointingtothe ball) EA: “ ball!”
T: “Fantastic! Jack is playing with a ball. (I’ll point to each picture with my finger so that
students can associate the word with the meaning)

6. After describing the slides, I’ll encourage students to repeat some chunks of language.
T: “Look, it’scloudyandcold,so Jack iswearinga jacket(Pointingtoit) Repeat (Pointing to my
finger to my mouth ). “It’s a jacket” EA: “It’s a jacket”. T: “Excellent! Now, it’s a hat”. ( I’ll
encourage students to repeat the chunk). I’ll follow the same procedure with the rest of the
clothes.
Transition: Excellent! Children! Now let’s make a circle and sit on the floor, I’ve got a bag
with some clothes!
Development : 13’
Activity 1: 7’
In this activity, I’ll play some music so that students pass the bag to their mates. When the
music stops, the child who has the bag will take an item of clothing out of the bag. At that
moment,I’ll ask:“What isit?” . If theycan’t answer,I’ll helpthemby eliciting answers: “Is it a
hat?. I will also ask other questions such as: “What color is it?
T: “Now,you Luciohold the bag (giving him the bag). (Meanwhile I’ll play the song) Pass the
bag to Lauti. (After some seconds I’ll stop the song) T: “Now stop, Luna (Gesturing with my
hand to aid comprehension. Take an item of clothing out and show it” (I’ll mime the action)

7. T: “Very good! What is it?”(Asking to all the students) EA: “ t-shirt!” T: “Perfect! It’s a t-shirt”
I’ll continue until the bag is empty.
Transition: “Very good, children!, Now, stand up!. Let’s go to the tables, it’s time to work.!”
Activity 2: 6’
I’ll give each child the following pictures and a set of clothes cut in advance for them to
stick. Some students will have clothes for sunny days, and the rest of the children will
have clothes for cloudy days. Students will work individually.
If students get distracted, I’ll say: “1,2,3, look at me!” Now, this is Sam (for the boys)
and this is Jenny (for the girls). You’ll paste these clothes on them” (pointing to the
pictures).
I’ll hand out the pictures and different clothes so that students start pasting them.
As students work, I’ll ask them some questions such as: “What’s this?” EA: “t-shirt” T:
“Excellent! It’s a t-shirt” (If students present difficulties with vocabulary, I’ll help them
by eliciting answers: “Is it a jacket?)

8. Once students finish pasting the pictures, I’ll tell them: “Show me to Sam and Jenny.
Beautiful! Now, we’ll paste Sam and Jenny on these cardboards. Paste clothes
(showing a picture with summer clothes) for hot days, here (pointing to the cardboard
with a sun). And, paste clothes for cloudy days, here” (Cardboard with a cloud). (I’ll
help students to paste their pictures on the cardboards)
Closure:2’
T: “Oh, no! It’s time tosay goodbye!(pointingtoherwatch).Come on!
Let’ssingthe goodbye song!
Bye,bye, everyone. Tra-la-la-la-la.
Bye, bye,everyone. Tra-la-la-la-la-la

9. Bye, bye, everyone. Tra-la-la-la-la.
Bye, bye, everyone.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Language accuracy x
Observations Minimumscore:18 / 30
Score:__25__ /30
Great start, Nati!
Justkeepan eye ontiming,sothat youcan fulfil all tasks.Encourage studentstouse the target
language.
Have a greattime!