Alumna: Jorgelina Barrionuevo.

Profesora: Natalia Peñaloza.

3er Año. 2018

DAY: 1

STEP: 1
TIME: 10’
TASK: Hello, everyone: First, pupils sit in a circle on the floor. When they are still sitting in the circle,
they listen to the “Hello song”. While they are listening to the song, the teacher shows them a puppet
of “Cookie, the cat”, and makes Cookie wave to the children. Once the song is finished, the teacher
goes round with the puppet saying “Hello” to every child. She makes Cookie kiss them on their cheeks
or shake their hands. The teacher encourages children to reply “Hello, Cookie”. The teacher repeats
the song a number of times to encourage children to join in.
CLASSROOM LANGUAGE: Hello, stand up, very good, excellent, sit down, silence, good
morning/afternoon.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios, puppets.

STEP: 2
TIME: 5’
TASK: Poster time: The teacher sets up the poster of “Lulu, the kangaroo” and puts the clothes
flashcards in her pouch. Then, the teacher takes Cookie to Lulu’s poster. Cookie says “Hello Lulu.
What have you got in your poach?”. The teacher takes out the flashcards one by one while saying the
items of clothing. The teacher encourages the children to repeat it: T-shirt, trousers, socks, shoes,
jacket, hat.
INTERACTION: Teacher/Students.
MATERIALS: Posters, puppets, clothes flashcards.

STEP: 3
TIME: 10’
TASK: Washing line chant: The teacher draws a washing line on the board and attaches the
flashcards in the following order: T-shirt, trousers, socks, shoes, jacket, hat. The teacher chants the
words with the children: T-shirt and pupils repeat T-shirt. Trousers and pupils repeat trousers. Socks
and pupils repeat socks. Shoes and pupil repeats shoes. Jacket and pupils repeat jacket. Hat and
pupils repeat hat. She repeats the chant encouraging children to join in.
INTERACTION: Teacher/Students.
MATERIALS: Computer, audios, flashcards.

TRANSITION MARKER
STEP: 4
TIME: 10’
TASK: Table time: First, the teacher points to the different clothes and elicits the words. She
establishes that Cookie’s teacher, trousers and socks need finishing and colouring. Then the teacher
points to the unfinished clothes, takes a pencil and shows the children to trace round them. Finally,
she takes some pencils, crayons and shows the pupils to colour the unfinished items.
INTERACTION: Teacher/Students.
MATERIALS: photocopies, pencils, crayons.
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

STEP: 5
TIME: 5’
TASK: Finally, pupils have to listen to the “Bye-bye song”. The teacher makes Cookie waves goodbye.
Then, the teacher goes round with the puppet saying “bye-bye” to every child. He makes Cookie
kisses them on their cheeks or shake their hands. The teacher encourages children to say “bye-bye”.
INTERACTION: Teacher/Students.
MATERIALS: Computer, song, puppets.

DAY: 2

STEP: 1
TIME: 10’
TASK: Hello, everyone: First, pupils sit in a circle on the floor. When they are still sitting in the circle,
they listen to the “Hello song”. While they are listening to the song, the teacher shows them a puppet
of “Cookie, the cat”, and makes Cookie wave to the children.
Once the song is finished, the teacher goes round with the puppet saying “Hello” to every child. He
makes Cookie Kiss them on their cheeks or shake their hands. The teacher encourages children to
reply “Hello, Cookie, Hello”. After that, the teacher takes out the name-tags that he prepared with their
names. The teacher makes Cookie give the name-tags by reading the child’s name aloud on each one
and saying “Hello, (child’s name)”, encouraging them to say “Hello”.
Classroom language: Hello, stand up, very good, excellent, sit down, silence, good morning/afternoon.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios, puppets, name-tags.

STEP: 2
TIME: 5’
TASK: Poster time: The teacher puts up the number flashcards in order: tummy, legs, feet, feet (the
copy you made) tummy (the copy you made) head on the board where pupils can see them. The
teacher leaves a space big enough for another flashcard in front of each one. The teacher takes
Cookie over Lulu, and encourages the class to say “Hello Lulu”, then Cookie asks to Lulu “What have
you got in your pouch?”. Then the teacher invites six children to the front and take out the clothes
flashcards to Lulu pouch. As the children take out them, the teacher repeats “T-shirt. Your T-shirt on
your tummy” and indicates the pupil to stick the flashcard in front of the tummy card. The procedure
repeats with all six cards.
INTERACTION: Teacher/Students.
MATERIALS: Posters, puppets, flashcards.

STEP: 3
TIME: 5’
TASK: After that, pupils listen to the “Clothes song”, while the teacher points to the numbers on the
board. Then, the teacher plays the song again and encourages the children to join in, doing the
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

actions standing up. The teacher repeats the song a number of times encouraging children to join in
with the singing when they are ready.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios.

TRANSITION TIME
STEP: 4
TIME: 5’
TASK: Pupils listen to a song. They have to stand up and go back to their seats.
Once the children are sitting down, the teacher gives them an activity, in which they have to trace over
the numbers.
The teacher gives children the folded photocopies with the trousers, socks and shoes face up. Then
she shows the children how to make the fold. The teacher goes round helping the children. The ones
who finish quickly can go and help others.
Classroom language: “Everyone listen to me”, “Point to the lines between trousers and socks” “Point
to the line between socks and shoes” “Very good” “excellent”
INTERACTION: Teacher/Students
MATERIALS: Song, computer, audios, and folded photocopy.

STEP: 5
TIME: 5’
TASK: Then, the teacher gives pupils another activity in which they have to draw the correct number in
the chart.
The teacher gives children the worksheet and explains that they have to draw the number which is
beside the chart.
Classroom language: “Listen to me” “Look at the picture” “Draw the number within the chart” “Take out
your pencil” “ready?” “Very good” “excellent”
INTERACTION: Teacher/Students
MATERIALS: worksheet, pencils.

STEP: 6
TIME: 5’
TASK: After that, they have another activity. The teacher divides the board drawing a line in the
middle, in order to be equals parts. She also divides the class into two groups.
Then she shows the children the clothes flashcards and elicit them. After that, she shuffles the cards
and stick down on one side of the board. The teacher does the same with the colour cards, but she
sticks them on the other side of the board. She numbers each card from 1-6 with a chalk.
She asks the pupils to give her two numbers, and she turns the corresponding number card, eliciting
the words turn over. To see if they go together the teacher asks to one group “Is the hat red?” “Yes or
No” and trying to get the children answer one or the other. If the group answer is correct they win a
point if not the other group wins a point.
INTERACTION: Teacher/Students.
MATERIALS: worksheet, pencils.
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

STEP: 7
TIME: 5’
TASK: Finally, Cookie takes down the flashcards and puts them into Lulu’s pouch, saying “Thank you
Lulu. Bye bye”. After that, pupils listen to the “Bye-bye song”. The teacher makes Cookie waves
goodbye. Then the teacher goes round with the puppets saying “bye-bye” to every child. He makes
Cookie kisses them on their cheeks or shake their hands. The teacher encourages children to say
“bye-bye”.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios and books.

DAY: 3

STEP: 1
TIME: 10’
TASK: Hello, everyone: First, pupils sit in a circle on the floor. When they are still sitting in the circle,
they listen to the “Hello song”. While they are listening to the song, the teacher shows them a puppet
of “Cookie, the cat”, and makes Cookie wave to the children.
Once the song is finished, the teacher goes round with the puppet saying “Hello” to every child. He
makes Cookie Kiss them on their cheeks or shake their hands. The teacher encourages children to
reply “Hello, Cookie, Hello”. After that, the teacher takes out the name-tags that he prepared with their
names. CLASSROOM LANGUAGE: Hello, stand up, very good, excellent, sit down, silence.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios, puppets, name-tags.

STEP: 2
TIME: 5’
TASK: Unit song: The teacher puts up the colour flashcards in order of the “Colour song” on the board
where pupils can see them. Then, the teacher makes Cookie to say the colours and encourage pupils
to join in. Children have to repeat after the teacher.
INTERACTION: Teacher/Students.
MATERIALS: Posters, puppets.

STEP: 3
TIME: 5’
TASK: After that, pupils listen to the “Colour song”, while the teacher points to the colours on the
board. Then, the teacher plays the song again and encourages the children to join in. The teacher
repeats the song a number of times encouraging children to join in with the singing when they are
ready.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios.

STEP: 4
TIME: 5’
TASK: Transition time: Pupils listen to a song. They have to stand up and go back to their seats.
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

Once the children are sitting down, the teacher gives them an activity and say the first line of the
“Colour song”, pointing to the balloons on the activity. Pupils paint the uncoloured balloons according
to the order of the colours of the song.
The teacher gives children the worksheet and points to the uncoloured balloons and tries to establish
that children need to colour the other balloons pink, purple and blue.
Classroom language: “Listen to me” “Look at the picture” “colour the balloons” “follow the sequence”
“red, PINK, yellow, PURPLE, green and BLUE” “Take out your colours” “ready?” “Very good”
“excellent”
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios and books.

STEP: 5
TIME: 5’
TASK: Then, the teacher gives pupils another activity. The teacher points to the outline of balloon 1
and says that pupils have to complete the outline.
The teacher gives the worksheet and explains that pupils have to trace over the balloons.
Classroom language: “Listen to me”, “Look at the picture” “Trace the balloons” “Take your pencil”
“ready?” “Very good” “excellent”
INTERACTION: Teacher/Students
MATERIALS: Worksheet, pencils.

STEP: 6
TIME: 5’
TASK: Once they have finished the balloons, the teacher points to the number of the balloon 1 and
says “What colour is number 1?” and elicits “Red”, so pupils have to paint the balloon red. The teacher
does the same for the other balloons.
The teacher explains them that they have to colour the balloons according to the colours of the
numbers.
Classroom language: “Listen to me”, “Look at the number 1, It’s red” “Colour the balloons” “Take out
your colours” “ready?” “Very good” “excellent”
INTERACTION: Teacher/Students
MATERIALS: Worksheet, colours.

STEP: 7
TIME: 5’
TASK: Once the children have finished the activities, the teacher says to the pupils that they have to
keep the worksheets in their folders. After that, pupils listen to they listen to the “Bye-bye song”. The
teacher makes Cookie and Densel wave goodbye. The teacher encourages children to say “bye-bye”
to the puppets.
INTERACTION: Teacher/Students.
MATERIALS: Computer, song, puppets.
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

DAY: 4

STEP: 1
TIME: 10’
TASK: Hello, everyone: First, pupils sit in a circle on the floor. When they are still sitting in the circle,
they listen to the “Hello song”. While they are listening to the song, the teacher shows them a puppet
of “Cookie, the cat”, and makes Cookie wave to the children.
Once the song is finished, the teacher goes round with the puppet saying “Hello” to every child. He
makes Cookie Kiss them on their cheeks or shake their hands. The teacher encourages children to
reply “Hello, Cookie, Hello”. After that, the teacher takes out the name-tags that he prepared with their
names. The teacher makes Cookie give the name-tags by reading the child’s name aloud on each one
and saying “Hello, (child’s name)”, encouraging them to say “Hello”.
Classroom language: Hello, stand up, very good, excellent, sit down, silence, good morning/afternoon.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios, puppets, name-tags.

STEP: 2
TIME: 15’
TASK: Story time: The teacher tells students that it´s story time. The teacher shows children the first
story card. He points to the characters and elicits their names. Then, he points to the balloons and
elicits the colours. The teacher asks children what they think is happening. After that, he tells them
that Lulu is asking Cookie “What’s your favourite colour?”
Then, the teacher plays the recording and points to each colour as it is named. The teacher
encourages children to point to the balloons.
Narrator: Look at Lulu! Look at all the balloons! Red, pink, yellow, purple, green and blue.
Lulu: Cookie, What’s your favourite colour? Red, pink, yellow, purple, green or blue?
The teacher asks children what they think Cookie’s favourite colour is. If the reply in L1, the teacher
repeats it in English. If they don’t want to speak, they can point and the teacher says the colour in
English. The teacher tells them to listen to see who was right and says “Let’s see”.
The teacher slowly uncovers card 2 so that they see the balloon RED.
Cookie: It’s RED!
Narrator: Lulu gives Cookie the red balloon.
The teacher slowly uncovers card 3 so that they see the balloon BLUE.
Cookie: No, It´s BLUE!
Narrator: So Lulu gives Cookie the blue balloon.
The teacher slowly uncovers card 4 so that they see the balloon YELLOW. The teacher draws
children’s attention to the fact that Cookie is being lifted off the ground.
Cookie: No, It’s YELLOW!
Narrator: Lulu gives Cookie the yellow balloon. Oh! Look at Cookie!
The teacher shows them the card 5 and they see the balloon GREEN.
Cookie: No, It’s GREEEEN!
Narrator: Lulu gives Cookie the green balloon. Oh, no!
The teacher shows them card 6 and they see that Cookie takes off.
Lulu: Cookie! Look out!
Narrator: Yes, Cookie! Look out! Oh, dear! Poor Cookie!
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

The teacher shows them card 7 and they see that Cookie is falling.
Cookie: Aaaaah!
The teacher shows children the card 8 and breathes a sigh of relief.
Cookie: My favourite colour is BLUE!
Lulu: My favourite colour is BLUE too!
The story is over. The teacher asks children to put their hands up if their favourite colour is blue. He
makes this same procedure for the other colours.
INTERACTION: Teacher/Students.
MATERIALS: Story Cards, Audios, computer.

STEP: 3
TIME: 10’
TASK: Transition time: Pupils listen to a song. They have to stand up and go back to their seats.
Once the children are sitting down, the teacher gives children a jigsaw of the Story Card 1. Pupils
have to do the jigsaw.
Classroom language: “Listen to me”, “Look at the picture” “Do the jigsaw” “ready?” “Very good”
“excellent”
INTERACTION: Teacher/Students.
MATERIALS: Jigsaw, songs, computer.

STEP: 4
TIME: 5’
TASK: Once the children have finished the activities, the teacher says to the pupils that they have to
keep the worksheet in their folders. After that, pupils listen to they listen to the “Bye-bye song”. The
teacher makes Cookie and Densel wave goodbye. The teacher encourages children to say “bye-bye”
to the puppets
INTERACTION: Teacher/Students.
MATERIALS: Computer, song, puppets.

DAY: 5

STEP: 1
TIME: 10’
TASK: Hello, everyone: First, pupils sit in a circle on the floor. When they are still sitting in the circle,
they listen to the “Hello song”. While they are listening to the song, the teacher shows them a puppet
of “Cookie, the cat”, and makes Cookie wave to the children.
Once the song is finished, the teacher goes round with the puppet saying “Hello” to every child. He
makes Cookie Kiss them on their cheeks or shake their hands. The teacher encourages children to
reply “Hello, Cookie, Hello”. After that, the teacher takes out the name-tags that he prepared with their
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

names. The teacher makes Cookie give the name-tags by reading the child’s name aloud on each one
and saying “Hello, (child’s name)”, encouraging them to say “Hello”.
Classroom language: Hello, stand up, very good, excellent, sit down, silence, good morning/afternoon.
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios, puppets, name-tags.

STEP: 2
TIME: 5’
TASK: Poster time: The teacher puts up the number flashcards in numerical order and the colour
flashcards on the board where pupils can see them. Then, pupils listen to the “Numbers song”, the
teacher encourages them to join in. After that, pupils listen to the “Colour song”, the teacher
encourages them to join in.
INTERACTION: Teacher/Students.
MATERIALS: Posters, puppets.

STEP: 3
TIME: 5’
TASK: Transition time: Pupils listen to a song. They have to stand up and go back to their seats.
Once the children are sitting down, the teacher gives children an activity in which they colour objects
by following a sequence.
The teacher shows them the worksheet and counts the items in each line. Then, he says “Look one,
two, three, four, five, six clouds, six balloons and six trees” Now the teacher says, “One blue cloud,
one pink cloud, one blue cloud” and sees if they can see the sequence. The teacher repeats this same
procedure with the other objects.
Classroom language: “Listen to me”, “Look at the picture” “Colour the clouds, one blue, one pink…”
“Colour the balloons, one yellow, one red…” “Colour the trees, one green, one purple…” “Follow the
sequence” “Take out your colours” “Colour the picture” “ready?” “Very good” “excellent”
INTERACTION: Teacher/Students
MATERIALS: computer, song, audios, colours, worksheet.

STEP: 4
TIME: 5’
TASK: Then, the teacher shows them another activity in which there are six balloon strings but there
aren’t balloons. The teacher asks them what is wrong with the picture (the balloons are missing). So,
pupils draw the balloons and then, they have to colour them with different colours.
Classroom language: “Listen to me”, “Look at the picture”, “There are no balloons” “Draw the
balloons”, “Take out your pencil” “ready?” “Colour balloons”, “Take out your colours” “very good”
“excellent”
INTERACTION: Teacher/Students
MATERIALS: worksheet, pencils, colours.

STEP: 5
TIME: 10’
TASK: After that, pupils have to colour a picture following the numbers for the colours.
 Alumna: Jorgelina Barrionuevo.
Profesora: Natalia Peñaloza.
3er Año. 2018

The teacher shows children the worksheet and points to the uncoloured objects. He explained that
there are numbers within the objects and children have to colour them according to the colours for the
numbers.
Classroom language: “Listen to me”, ”Look at the picture” “Look at the numbers” “Colour the object
according to the number” “All the objects that have the number 1 colour them red” All the objects that
have the number 2 colour them purple”….. “Ready?” “Very good” “excellent”
INTERACTION: Teacher/Students.
MATERIALS: Computer, songs, audios.

STEP: 4
TIME: 5’
TASK: Once the children have finished the activities, the teacher says to the pupils that they have to
keep the worksheets in their folders. After that, pupils listen to they listen to the “Bye-bye song”. The
teacher makes Cookie and Densel wave goodbye. The teacher encourages children to say “bye-bye”
to the puppets
INTERACTION: Teacher/Students.
MATERIALS: Computer, song, puppets.