In Lesson 3 I continued working with the zoo animals.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: MaríaPía Garbuglia
Institución Educativa: Jardín deInfantesMariano Moreno
Dirección: calle 1 N° 574
Cantidad dealumnos: 26 alumnos -13 nenesy 13 nenas
Edad: 5 años
Unidad Temática: Zoo Animals
Clase Nº: 4
Fecha: 07/10/2019
Hora: 13: 30 hs
Duración dela clase: 30 minutos
Fecha de entrega dela planificación: 05/10/2019
Learning aims:
Duringthis lesson, learnerswill be able to:
- Develop listening and speakingskills throughthe story and the interaction
with the teacher.
- Concentrate and pay attention to a story.
Learning focus:
During this lesson, students will be able to learn and revise:
-Some colours: brown, green, black, white and orange.
- Some zoo animals: elephant, giraffe (new), frog, gorilla, tiger, snake (new),
zebra and rabbit.
Integration of skills:
During this lesson students will develop these skills:
-Listening skill while they listen to the story and to the teacher´s directions
and questions.
-Speaking skill while they try and answer the teacher´s questions.
- Motor skill while imitating the zoo animals.

2. Multiple intelligences:
During this lesson the following intelligences will be met:
- Visual-spatial: watching the story in a PowerPoint presentation.
- Linguistic-verbal: by answering the teacher´s questions and singing.
- Interpersonal: by interacting with their teacher and classmates.
- Bodily-kinesthetic: singing and dancing the songs and doing the mimics for
the animals.
Materials and resources:
Songs and story. The resources are detailed in their right place in the
plan.
Possible contingencies:
There are some students who find it difficult to follow the instructions
during the English lessons because of their slow-working path. There are
two troublesome kids in particular who find it really difficult to follow
the lesson. They always misbehave and the teachers don´t seem to care
too much about it. They can be taken out of the classroom if it´s
necessary. The teacher should try to make them feel engaged in the
lesson.
The teacher will start singing the silence song in order to ask for silence:
Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a zip,
Put your finger on your lip,
Put your finger on your lip like this, SHHH
Shhhhhhhhhhhh
Put your finger on your lip like this, SHHH
Put your finger on your lip like this, SHHH
Close your mouth with a squeeze
Listen up, quiet please
Put your finger on your lip like this, SHHH
Shhhhhhhhhhhh

3. Classroom management strategies:
Explain in L1 what the story is about and ask the questions in English using
gestures and doingall mimics available.
Assessment: collecting information and reportingyour findings
The teacher will observehow muchor how little they all participate when
answeringquestions. Duringthe reading stage the teacher can observe which
studentsfind it difficultto follow the story and those who follow it.
Lesson stages:
Routine
We sing the hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8 to
create the English learning atmosphere. Duration: 1:19 minutes.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?

4. Lead-in
Students start singing the Hello! Song from their desks (following the daily
routine). They will then be invitated to watch a story that Miss Pía brought.
Teacher: Hello children, how are you today?
Kids: Fine!!!
Teacher: Great!!!! I´m glad you are fine! Let´s start singing the Hello! Song.....
Teacher: Great job! Now, let´s watch a new story....shall we?
Presentation
Today we are going to watch a story about a kid who wanted a pet so he wrote
a letter to the zoo. What is a zoo? Expecting students answer the question in
Spanish. What is a letter? (The teacher draws a letter on the blackboard)
expecting children to answer in spanish “carta”. Good! It´s a carta. So this boy
wrote a letter to the zoo asking for a pet...what is a pet? Have you got any pets
at home? Let´s see what the boy gets from the zoo...
Development of the sequence of activities
During the previous lesson students finished colouring the worksheet
prepared to revise the animals Rexy saw at the zoo. Today they are going to
work with another story.
Teacher: Ok children, now, we are going to read a new story about a boy who
wanted a pet….so, he wrote to the zoo asking for a pet….let´s see what he got
from the zoo!! (the ppt is uploaded to the campus, I created it adapating the
real story to the animals worked with).
The teacher starts reading the story and she is going to play with the kids
throughout the sounds that each animal makes…the idea is to create suspense
and see if they remember some animals from the previous story. The new
items in this story are snake and giraffe. Duration: 15/20 min
After finishing the story (if there is some time left) children will be invited to
play the “Mimics game”. The teacher mentions a zoo animal and they have to
do the mimics and make the sounds for it.

5. Closure
When time is over, the teacher says: “Well kids, time´s up” Let´s sing the
goodbye song. See you on Thursday. We sing the goodbye song:
https://www.youtube.com/watch?v=UQfvAlmr5g0 to round-up the lesson.
Duration: 0:54 minutes.
Goodbye, goodbye.
It’s time to go.
Goodbye, goodbye.
I don’t want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and x

6. activities
Scaffolding
strategies
x
Language
accuracy
x
Observations Good work, Pía!
Nice adaptation of the story. Please, consider the suggestions
and adjustmentsincluded in the comment boxes. Try to
describe next lesson plansin moredetail.
Have a nice class!
Ceci