Teaching Portfolio Task 2: Design a lesson (45 min.

) for a selected group of early education children (1 st, 2nd or 3rd graders). While planning consider the 5
Hypotheses by Stephen Krashen: learning/acquisition, monitor, natural order, input and affective filter. In your lesson plan intertwine the remarks and comments
on the Hypotheses.

Lesson plan format

Lesson info: Time: 45minutes

Day: -

Age range: 8-year-olds

Level: elementary

Main aims: To revise colours and sizes in the context of a story chant related to the animals.
To introduce new vocabulary.
To involve the SS through physical contact with the pictures and objects discussed, using puppets, ralia, TPR and
simplified role play.
Objectives: By the end of the lesson learners will:
have revised the colours and sizes
acquire new vocabulary through experiences and associations with the words in a meaningful context
Materials:

Textbook: -

Supplementary: -

Anticipated Short attention span may result in disruptive

problems:
behaviour.

Wzr planu lekcji Magdalena Szpotowicz

Other aids: stuffed animals, a banana,

flashcards, a bag, monkey puppets,
whiteboard, recording
Solutions: Short TPR activities every time SS need to be settled.

Stage

Activity/ aids

Warm Up

AC: naming the

animals
AI: stuffed animals

Vocabulary
review

T tosses stuffed animals to the SS and asks them to name them.

T asks simple questions about SS favorite animals and their pets.
[This lowers the affective filter, uses visuals and realia to concretely illustrate
vocabulary, activate the childrens existing language schema for the topic of
animals, and initiates the lesson with simple short answer questions.]

T-SS, T-S,

AC: naming the

animals
AI: a banana

Introducing the
subject of the
lesson

T elicits the word monkey by miming and showing a banana. T explains

that monkey will be the subject of the day's story.[Previewing the topic of
the lesson. Using TPR and realia to make what T says comprehensible for S.]

T-SS, SS-T

1 minutes

AC: acting out the

story
AI: a bag, monkey
puppets

Introducing new
vocabulary

T-SS, SS-T,

6 minutes

Practice 1

AC: acting out the

story
AI: monkey
puppets, flashcards

Comprehension
check

T checks understanding and assigns characters their own special features, T-SS, SS-T,
e.g. 'Which monkey is large and blue?'. All 5 characters are told to take
S-T
their places underneath the 5 flashcards at the front of the classroom.

2 minutes

Practice 2

AC: first listening

AI: recording,
flashcards
AC: second listening
AI: recording,
monkey puppets,
flashcards

Word
recognition,
Memorising the
vocabulary
Word
recognition,
Memorising the
vocabulary

Each S listen to his/her part of the story. T mimes the action of the story.
The rest of the class listen for the pattern and rhythm of the story. They
are told to point to the pictures as the items are mentioned.[Breaking the
story into smaller pieces helps to keep the affective filter low and insure S
comprehension of each chunk.]
Each of 5 SS mime the story in steps using the monkey puppets and
flashcards.

4 minutes

Introduction

Presentation

Practice 3

Practice 4

AC: third listening

AI: recording

Aim

Comprehending
the story in every

Wzr planu lekcji Magdalena Szpotowicz

Procedure

On the whiteboard T places 5 flashcards, one for each of the stages of the
Five Monkeys chant. 5 children come to the front of the class to act out
the story. Each S takes a different monkey puppet from the bag.[Using
visuals on the board and monkey puppets T helps to make the new input
comprehensible to S. S use puppets to act out the story as the T tells it. Using
physical responses to demonstrate understanding of the language content.]

Interaction

Timing
5 minutes

S-T

S-SS,TPR

T-SS, SS-T
TPR

4 minutes
TPR, T-SS
8 minutes

SS are repeating the actions and the rest of the class repeats the story in

detail
Conclusion

AC: 'retelling' the

story

AC: changing the

story

Using new
vocabulary

Using new
vocabulary

Homework:
Reflections:

Wzr planu lekcji Magdalena Szpotowicz

chunks. T does not correct errors. He/she calls for a round of applause for
5 SS and gives them strong positive feedback.[T repeats the language
correctly if he/she hears many mistakes. Again maintaining a low affective
filter by creating a positive, supportive learning environment.]
T-SS, SS-T
T calls on volunteers to summarize or paraphrase what happened in the
story, step by step. The class reconstructs the story cooperatively. T
praises the SS.[SS monitor the quality of their own output by checking their
errors after they have made them. They are repairing their errors only if they
have time to do so without disrupting the flow of the communication.]
T asks about the general feeling of the story. SS might change the story in
groups to make it happier. They discuss a new version of the story and
share their ideas. SS recycle the target vocabulary and use their
imagination.[Extending the learning to a slightly higher level than what the S
can already comprehend (i+1).]
Each group shows their pictures and tells their story. T praises the SS.

4 minutes

T-SS, S-S,
SS-T

10 minutes

Five Monkeys chant:

Five little monkeys walked along the shore.
One went sailing,
Then there were four.
Four little monkeys climbed up a tree.
One fell down,
Then there were three.
Three little monkeys found a pool of glue.
One got stuck,
Then there were two.
Two little monkeys found a little bun.
One ran away with it,
Then there was one.
One little monkey cried all afternoon.
So they put him in an airplane,
And sent him to the moon.

Wzr planu lekcji Magdalena Szpotowicz