Didactic sequence 1 santo tomas preschool

Secuencia Didáctica 1.
Colegio Santo Tomás–Sala de 4 años. Ms. Corso, Erica& Cavalotto,Andrea.
DIDACTIC SEQUENCE
Characteristic of the group: Yellow Room (25 students – 15 boys and 10 girls)
Book: Hippo and Friends 1 by Claire Selby with Lesley McKnight (Cambridge
University Press)
Timetable: Thursday from 13.15 to 14.15
Friday from 14.15 to 15.15
Teacher students: Andrea Cavalotto and Erica Corso.
Topic: The Family.
Rationale
 The early learning process of a language contributes to the integral
development of young learners by improving their knowledge in their mother
tongue, and also by helping them to recognize and accept different ways of
living from the one that they experience at home.
In this sense, it is understood that the acquisition of linguistic forms and the
knowledge on how to use and interpret them in an L2 will promote cognitive
growth in an environment that fosters collaborative work, in order to
complete the process of language acquisition.
As our students are only 4 years old, we will favor a CLT (Communicative
Language Teaching) approach based mainly on the development of aural
skills (listening, speaking), and the use of TPR (Total Physical Response),
VAKOG (Visual, Auditory, Kinesthetic, Olfactory, Gustatory) and routines, so
as to support a spiral curriculum.
Purposes
 To promote listening activities (drawing, coloring); oral activities (singing,
answering questions); TPR activities (performing movement songs, role-
playing).
 To generate learning instances of vocabulary related to family members.
 To prompt learners to be aware of different family structures, in order to
develop the values of respect and tolerance towards their classmates’ family
structure.
 To engage students in the different activities.
Objectives
 To listen and understand stories.

 To name some family members (mummy, daddy, sister, brother, baby,
grandma, grandpa).
 To talk about their own family members.
 To answer questions about their own family members.
 To revise numbers (1-10).
 To revise vocabulary related to parts of the body and winter, so as to
reinforce what students have learnt in the previous units.
Time estimated: 6 classes.

LESSON PLAN 1
Thursday 6th, August
Routine:
I will greet the class by singing the “Hello” song, and then prompt students to tell
the day and what the weather is like. (5’)
Warm-up:
Presentation of the topic with the support of a flashcard showing “Olivia Pig’s”
family, and questions will be asked about that family so as to trace preconceived
vocabulary about family members. (10’)
Activity 1:
With the help of a computer, I will play the “Finger Family” song and video, and
then, while playing the song only, I will use Olivia Pig’s finger paper puppets. The
idea behind this is to prepare students for future role-plays. I will only introduce five
family members -mummy, daddy, sister, brother, and baby - thus revising numbers
1-5. (5’)
Activity 2:
I will narrate the “Frog’s Family” story together with the support of flashcards, and a
pond and a leaf made of colored cardboard. Afterwards, children will be
encouraged to retell the story -with my help- using TPR and the frog’s flashcards.
(30’)
Activity 3:
On the tables, learners will have to color Olivia’s family sheets that will be provided
by me. In this way, I can prepare the puppets for future role-plays with the “Finger
Family” song. (10’)
Note:
Whenever the opportunity, TS will encourage learners to talk about their family
(name some of their family members and talk about them).
Extra activities:
Other songs and videos will be shown, so as to revise and reinforce vocabulary as
regards numbers, parts of the body/face, and the concept of winter. Besides,

students will be encouraged to role-play different songs: “Go Away Big Green
Monster”, “Ram Sam Sam”. (5’)
Link to the Finger Family song (act.1):
Go away big green monster:
Ram sam sam:

LESSON PLAN 2
Friday 7th, August
Routine:
Activity 1:
I will revise and integrate the lexis and structures taught the previous class
(mummy, daddy, brother, sister, baby), so as to introduce two more lexical items
(grandma, grandpa). This will be done by playing the “Finger Family” song, and
with the support of Olivia Pig’s family flashcards. (10’)
Activity 2:
Students will have to tell the difference between a mummy and grandma, and a
daddy and grandpa. The purpose behind this is to provide an instance for students
to give their own opinions, ideas. Expected output: ‘Grandma wears glasses’; ‘She
has got her hair in a bun’. ‘Grandpa has got a moustache’; ‘He uses a cane’. (10’)
Activity 3:
I will select 7 students and lend to each of them my own Olivia pig’s finger puppets,
and then sing aloud the “Finger Family” song. When I say “Daddy finger, daddy
finger, where are you?” the student with the daddy puppet will show it, and so I will
finish the sentence: “Here I am, here I am, how do you do?” The same will be done
with the rest of the puppets, even with grandma and grandpa. (10’)
Activity 4:
I will make a revision of the “Three Little Kittens” story (song and video), so as to
show students that there are different types of family structures. (10’)
Activity 5:
Revision of the “Frog’s Family” story, with the support of flashcards and a pond and
a leaf made of colored cardboard. Questions will be asked, so as to check if
students could follow and understand the story’s line.

Activity 6:
On the tables, students will color Olivia’s grandma and grandpa’s puppets so as to
have the whole pig’s family ready to work with next class. Those who could not do
the Olivia’s activity the previous class, they can do it on this day. (10’)
Note:
Whenever the opportunity, I will encourage learners to talk about their family (name
some of their family members and talk about them).
Extra activities:
students will be encouraged to role-play different songs: “My Teddy Bear”, “Head,
Shoulders, Knees and Toes”.
Link to Finger Family song (act.1):
Link to The three little kittens (act.4):

LESSON PLAN 3
Thursday 13th, August.
Routine:
Warm-up:
I will revise and integrate the lexis and structures taught the previous class
(mummy, daddy, brother, sister, baby, grandma, grandpa) with the support of the
Olivia pig’s family puppets, together with the “Family Finger” song. (10’)
Activity 1:
I will bring to class the Olivia pig’s paper puppets that students colored on the
previous class, so that they can role-play and sing along the “Family Finger” song.
(10’)
Activity 2:
Students will be shown two big colorful posters portraying characters ‘Cookie’ and
‘Lulu’ in different atmospheres. Then, I will provide the flashcards from the “Frog’s
Family” story so that students can stick them, in the different habitats, after I give
the command. For example: -T: “who has mummy? Please come to the front and
stick it near Cookie. I will also bring other frogs of different size and colors. The
purpose of this instance is to revise vocabulary as regards numbers, size, colors
and the concept of family. (15’)
Activity 3:
I will tell students a readapted version of the story “Does a kangaroo have a mother
too?” by Eric Carle. The story will be called “Does a kangaroo have a mummy
too?”, thus making use of the lexis ‘mummy’, which children have recently learned.
The story will be told 2 or 3 times, and questions will be asked about it. (20’)
Extra activities:
students will be encouraged to role-play different songs: “From head to toe”, “I’m a
little snowman”.

LESSON PLAN 4
Friday 14th, August.
Routine:
Activity 1:
I will present a poster of the back part of a car and, with bumper stickers, I will
represent my own family. With this activity, children will reinforce awareness of
their own family. (10’)
Activity 2:
A child will come to the front and portray to the rest of the class his/ her own family
by using the colorful bumper stickers that trainee will provide. All the children will
be encouraged to participate. (15’)
Activity 3:
I will play the “Rain rain go away” song so as to revise numbers, colors, weather,
size and the concept of family, and students will answer questions concerning
these topics. (10’)
Activity 4:
I will present flashcards showing the character ‘Elephant’ and the different
members of her family (mummy, daddy, brother, sister, grandma) and pets (dog,
rabbit, frog). This presentation will also be supported with a song. (10’)
Activity 5:
On the tables, students will work on the pupil’s book ‘Hippo and Friends 1’, page
31. Learners will be guided so as to solve activity 1, where they must stick the
stickers of Elephant’s family over picture frames. (10’)
Extra activities:
students will be encouraged to role-play different songs: “Penguin song”; “Five little
monkeys swinging in a tree”.

LESSON PLAN 5
Thursday 27th, August.
Routine:
Warm-up:
I will play the “Rain, rain go away” song so as to revise the concept of family, and
will ask students questions like: -Is he daddy or grandpa?
-Is she sister or baby?
There will be also a review of numbers, colors, weather. (10’) *note: as on Friday
14th I could not work with this song, I will do it on this class.
Activity 1:
I will read to students a homemade blue book called ‘Does a dog have a daddy,
too? which follows the structure of Eric Carle’s book ‘Does a kangaroo have a
mother, too?’. Questions will be asked about the different animals portrayed there,
and the relationship among them. (15’)
Activity 2:
I will show students the frog’s flashcards used to perform the “Frog’s Family” story.
With those, I will activate students recognition of the frogs and the family
categories (mummy, daddy, sister, brother, baby), because they will be used on
the game described below. (5’)
Activity 3:
I will introduce students to the Frog’s Family game in the following way: as in this
class there are 25 students, there will be 5 teams (team green, blue, red, yellow
and orange) and each of them will be assigned 5 frogs (mummy, daddy, brother,
sister and baby), 25 frogs in total. The teams will be lined up in rows, and when I
say ‘stick baby’, the children holding the baby frog flashcard will run to the board so
as to stick it. The team which pins all the correct frogs in the order I say it, will be
the winner team. (25’)

Extra activities:
students will be encouraged to role-play different songs: “Penguin song”; “Five little
monkeys jumping on the bed”.

LESSON PLAN 6
Friday 28th, August.
Routine:
Activity 1:
I will bring to class a homemade pink book called ‘Does an elephant have a
mummy, too?’ which follows the structure of Eric Carle’s book, ‘Does a kangaroo
have a mother, too?’ After this, questions will be asked to the students in order to
talk about different families portrayed in the story. (10’)
Activity 2:
I will bring to class the 25 frogs that were shown the previous class for the game,
and will make use of them so as to explain a new different game. This time,
children will have to make a big circle and each one will be provided with one frog,
there will be five different colors and different members of the family. In the
blackboard, the helper will write the name of five groups according to the different
colors, and so I will start the game by naming one of the members, so the kid that
has it will have to recognize it and put the frog up so as to show it. (25’)
Activity 3:
I will present again the poster of the back part of a car and, with bumper stickers. I
will represent my own family so as to reinforce previous knowledge about the
different structures of a family. After this, children will go to the tables and each of
them will be given a copy of the back part of a car and bowls with different bumper
stickers for them to choose and set their own family. Children will also color and
paste the stickers. (20’)
Extra activities:
students will be encouraged to role-play different songs: “Penguin song”; “From
head to toe”.

Didactic sequence 1 santo tomas preschool

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