CLASS PROFILE LESSON PLAN OVERVIEW
Student/Group: Very Young Learners MAIN TOPIC[S]: Vocabulary: frog, horse, duck, sheep, bear and fish.
Structures: ‘What do you see?’, ‘I see a/an (color /animal) looking at me.’
Group Size: 3+ STUDENT OBJECTIVE[S]: By the end of the lesson Ss will be able to understand and say the target
vocabulary using the target structures from the main topic.
Language Level[s]: A1 Language Ability: N/A
Learning Style[s]: Visual, Kinesthetic and Context: The Brown Bear Storybook
Verbal-Linguistic
Teacher/Trainer: N/A Resources: Mystery bag/box, brown teddy bear, animal flashcards, six hula hoops, the
Brown Bear book, six animal coloring worksheets, a box of colored pencils, a
toy potato, a cell phone, speakers, story flashcards.
Flashcards:
https://primaryeflresources.wordpress.com/2012/05/16/brown-bear-
brown-bear-what-do-you-see/
Session Duration: 1 hour
TIME PHASE AIM PROCEDURES GROUPING RESOURCES
Whole group none
5m Students sing the Hello Song and greet each other
WARM-UP Get Ss ready for the lesson by by asking: ‘How are you?’ and answering
singing a song and greeting individually.
00:00 -00:00 each other.
Introduce the topic of the Whole group animals
lesson. Group sings the Magic Bag song in a circle and She reinforces the new language flashcards
Review and pre-teach some every student gets a chance to hold the bag and by doing some drills in different
7m key vocabulary from the story try to guess what is inside it. Teacher slowly rhythm and pace
LEAD-IN 1 and prepare students to reveal that there are animals cards in the bag.
participate in the following Then, she picks one card at a time and get
00:00 - 00:00 game. students to guess what card it by saying: ‘I think
it's a/an…’ . After that, she places the cards one
the floor and reinforces the new language by
doing some drills in different rhythm and pace.
Teacher places hula hoops on the floor and places Whole group hula hoops
10m Play a game to reinforce the an animal card in front to each hoop. Teacher and animals
ACTIVITY 1 vocabulary and language sts run around the hoops singing: ‘Children, flashcards
structure in the story. children, what do you see, what do you see, what
00:00 - 00:00 do you see?’. When they finish singing they jump
into the hoop in front of them and say:’ I see
a/an ... looking at me.’
Teacher and students sit in a circle. Teacher Whole group Brown Bear
shows the cover of the book and asks questions book
Read the story with the about it. As she turns the pages over slowly, she story
children and allow them to encourages the children to guess the animal that flashcards
15 m interact with it. is going to come up next and reinforces the color
ACTIVITY 2 and the repetitive structure. Then, teacher gives
the children the cards of the animals in the story
00:00 - 00:00 and asks them to try to remember the sequence
they were presented in the story by putting them
in order on the floor. Then, the teacher tells the
story again to check if their guesses were correct.
Teacher encourages them to say the lines in the
story as she checks their work.
10m Individually coloring
Personalize the story. Students choose to color the animals in the worksheet
LEAD-IN 2
worksheet according to their own choices. colored
00:00 - 00:00 Teacher monitors sts on an individual basis. pencils
Students sit in a circle to play Hot Potato with the Whole group potato
Give Ss a chance to share their coloring worksheet from the previous activity.. coloring
12 m work by playing a game and to Students pass the potato around and when the worksheet
ACTIVITY 3 encourage a less-controlled song stops, the class asks the student holding the
song
oral production. potato: ‘Ana, Ana, what do you see?’. The child
00:00 - 00:00 gets a card from the center of the circle and cellphone
replies: I see a/an … [animal] looking at me. ‘ speaker
Choosing one of the animals from the coloring
worksheet.
Registering student responses OBSERVATIONS: Teacher completes individually
and proposing adaptations. 1/ Note any general observations about the outside of class.
effectiveness of the class.
2/ Register the student responses below from
1[low] to 5 [high]:
REFLECTION Engagement -
Participation -
Comprehension -
Production -
Internalization -
