This lesson plan is for a 45 minute English class for 3-4 year olds at Casita Musical in General Pico, La Pampa, Argentina. The lesson will integrate vocabulary around body parts and shapes through activities where students build cardboard robots, follow commands moving different body parts, and sing and dance with the robots. The plan provides details on goals, materials, instructional strategies, and assessment.

1. Alumno residente: Orelia, Analia
Institución Educativa: Casita Musical
Dirección:calle 13 N° 255 General Pico La Pampa
Cantidad de alumnos: 15-20
Edad: 3-4 años
Unidad Temática: Classroom Language, The shapes and the Body Parts
Clase Nº:4
Fecha: 22/10/2019
Hora: 9:30
Duración de la clase: 45’
Fecha de entrega de la planificación: 16/10/2016
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Learning aims: 
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During this lesson, learners will be able
 To integrate vocabulary related to body parts and shapes
 To revisit classroom language and mood
 To develop logical, interpersonal, intrapersonal, spatial, kinaesthetic , verbal , visual skills
 To improve their social relationships among peers and the English teacher.
Learning focus:
 To integrate the body parts, head, shoulder knees, toes, eyes, ears, mouth and nose. Name
others like legs, arms to put up the robots
 To revisit vocabulary used about mood and the shapes during the previous classes
 To promote the collaborative work.
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Integration of skills: 
They will develop their: -
 Speaking skills by greeting each other or imitating.
 Kinaesthetic skills by waving their hands and miming faces through emotions, touching,
moving and pointing some of the body parts
 Interpersonal, spatial, kinaesthetic, verbal, visual skills by identifying some shapes and the
parts of the body.
 Interpersonal skills by working in groups and sharing material.
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2. Multiple intelligences:
* Linguistic intelligence (greeting each other and talking about the shapes and Parts of the
Body)
* Interpersonal intelligence (greetings among them and the teacher opening class and closing,
moods and recognizing their own body )
* Body-kinaesthetic intelligence (dancing and touching their body parts)
* Spatial and Interpersonal intelligence
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Materials and resources:
 A big white board to stick the faces’ mood
 Buddy (the Puppet)
 Robots : Artwork
 A robot model
 Three robots parts
 Cut papers’ shapes
 Poster to put up the shapes
 Rectangles, squares and hexagonal boxes
 Circles / triangles/ squares/triangles made of colourful papers
 tubes kitchen papers
 tubes toilet papers
 Bottle caps
 Glue and silicone
Possible contingencies:
 Children talking at the same time when teacher asks questions or give instructions
 Children not wanting to sit down and not respecting turns.
 Children getting bored and distract others
 Children not understanding the instructions
 Children unable to work in groups , behaviour problems
Classroom management strategies:
 Start each activity explaining what it is by showing through gestures.
 Model the instructions and turn to L1 if it is necessary

3.  Call Mr Silence or say commands with changed voice
 Encourage them to be helpers
 Repeat rules of a game, sit and wait for their turns
Assessment: collecting information and reporting your findings
 Observing children and make comments about their efforts at every moment of the class
 Observing children and give a feedback
 Keeping a diary of the children’s development of each activity, to promote their
intelligences in advance and to develop self-esteem in other cases
Lesson Stages:
Lesson Four: (fourth day)
Routine
We greet and sing the Hello song and dance. Then I ask them about their mood and
encourage them to answer or just nodding heads and say their names.
Hello Flashcard is shown to greet the children

4. Lead-in
 Purpose:
- To revisit and reinforce vocabulary seen last classes about greetings, moods and say
their names.
- To perform self-confidence to understand and use L2
 Timing: 3 minutes
 Scaffolding strategies:
- -Ask question about mood or names and lead the answers
- -Repeat the questions and encourage them to answer
- -Point to the flashcards on board and mime the mood
 Transition: ok! You sing very well, fantastic! Now we have to play with Pip, Buddy is calling
us. Listen! What happens??
Activity 1
 Purpose
- To consolidate greetings and promote creativity in an artwork project
- To revisit parts of the body
- To promote their kinaesthetic, visual, logical skills as interpersonal and intrapersonal
ones
- To develop a collaborative task.
 Timing : 25 minutes
 Activity Description and Instructions as they will be said to students (include Direct
speech):
I bring Buddy and surprise them with three bags full of cardboard boxes to build robots like
Pip. Children have already been divided in 3 groups. (Picture 3)The pieces of cardboards
are cut previously leaving holes to let them put up the parts of the arms, legs joining then
with the head and the body (the neck will be given with the body as if it were an only box
part). Eyes, ears, nose and mouth are glued with their teacher ‘s help with some bottle
caps or the cutting shaped papers)
 I enter the classroom and hear Buddy asking for help because the bags are too heavy for
him .(Pip is in the classroom and the shapes’ poster too)
Teacher: ok, ok Buddy I go for you. A minute please… (bringing one bag with him)

5. Buddy: Hello children, How are you ? Oh! What heavy bags, Teacherrrrrrr ana!!! Help me
with this one too. ( 3 bags)
Children: Hello Buddy
Teacher: OK Buddy, What is there in the bags, Buddy?
Buddy: Ok, I will explain, these bags, ( pointing to the boxes) are Pip’s friends but they are all
in parts. They know you can help robots, so they come to the kindergarten. Can you help Pip’s
friends?
Children : Yes ! or Nodding heads
Teacher: good ! Open the bags and take out the pieces
Children : wowwwww !!
Teacher: You have to put the robot’s parts up, ok? Remember the last class with Pip’s father ….
And do the same... ok, I will show it again and then you can start.
 Once children have finished to build the three robots, I encourage them to ask their
names. I will answer with a robotic voice to each robot’ name.
Teacher: what if we ask their names, you have names like Roy, Isabella, Brian, ok, the robots
have names too. So let’s ask their names like this “ robot, robot what’s your name ?” Let’s
repeat the question loud maybe they will hear and answer us (I make children repeat this
questions several times before altogether and in so doing children ask themselves the question
and I also do with them.) (Picture 4)
Children: Robot, Robot what’s your name?
Robot: My nameeee is Pap, Paaaapppp
Teacher: OH! Its name is PAP !! PAP ok, good! Now, the next robot.
Children : Robot Robot what’s your name?
Robot : My nameeee is Pepppppp Peeeppppp
Teacher : Oh ! Its name is PEP !!!! PEP ok, good! Now, the next robot.
Children : Robot Robot what’s your name?
Robot : My nameeee is POP, Poooppppp
Teacher: Oh! Its name is POP !!!! POP Great !!
Now Children have Pip and 3 more robots. Pap, Pep and Pop. (I suggest these names to sound
easy to pronounce and so similar to Pip).

6.  Scalffolding strategies:
- Show how to put one of the pieces ( it is similar as the last class with Pip’s father)
- Get around and help them push the body part into the holes by taking their hands and
doing it
- Give the cutting shaped papers and glue one of them as a model and do one for them
in each group
 Transition Time: Fantastic work!! Children, I am happy , very good ! So their names are
Pap, Pep and Pop, now let’s help Pip Ok? Children put Pip’s leg in the correct place and so
We can play together then.
Activity 2.
 Purpose:
- To recognize the parts of the body
- To develop self-esteem and confidence with L2
- To integrate and promote language classroom vocabulary of the shapes and body
parts.
- To develop some commands to integrate body parts
 Timing : 10 minutes
 Activity Description and Instructions as they will be said to students (include Direct
speech):
I tell children Pip wants to play with them and with his friends too, so they have to do what
Buddy does or says.
Buddy: touch Pip’s eyes, or touch your robot’s nose
Children: do the actions
Buddy : Good !! Now imagine you are like Pap, Pep, Pip, Pop, and Walk and I walk and
touch your eyes ( I do it first )
Children: do the actions.
Teacher: Good ! Eyes good, these are eyes and mime in the air a circle, and point to the
faces a circle .(e.g.)
- Buddy continues giving some commands such as “touch your ears “or “walk and touch
your nose” or “stop and touch Pep’s toe”, The teacher also performs the actions. If it is
not so long , I can make some of them associate actions with the shapes just pointing
to them like (e.g.)
 Scaffolding strategies:

7. - Help them and observe firstly how easy it is for some of them or how difficult for
others.
- Give easier commands or mime first to the younger kids
- Give other commands to those who can associate the body parts with the shapes in
case.
 Transition Time: You are great! It is very funny, Now let’s invite robots and the shapes to
dance. Let’s go!(Picture 1)
 Imagines of the material used to perform these activities.
Picture 1 shapes

8. Picture2-Three Robots Parts to build like Pip.
Picture3-Pip the robot to whom children have to help stand up again.

9. Activity 3:
 Purpose:
- to integrate the song with the robots and have a playful time
 Timing: 5 minutes:
 Activity Description and Instructions as they will be said to students (include Direct
speech):
Buddy invites them to teach the robots the Body song https://youtu.be/WX8HmogNyCY
(seen in Lesson 3) and dance with the robots, I place the robots in front of the classroom in
order to have enough space for dancing and singing the song.(Picture 4)
 Scaffolding strategies:
- Help children to sing and dance by holding their hands or letting them hold
Buddy to play with them
- If one of them do not want to sing or dance, let the child be with the robots and
play with them and also offer them to place the shapes in the correct places
(poster with shapes which can be taken out and placed again in the correct
place) Note: they did this activity in Lesson 2. Picture 1 shapes
 Transition Time: I am very happy today. We play, dance and sing with our friends the
shapes, the robots and Buddy. Great children !! Applauses for you and your friends !!!
(clapping hands altogether)
Picture 4- Pip and his friends Pap, Pep, and Pop
Closure
 Purpose:

10. - To say goodbye and greet children
- To invite them to get robot costumes at home with their families
 Timing : 2’ minutes
 Activity Description and Instructions as they will be said to students (include Direct
speech):
I make comments and congratulate them for their work and propose them
(It was previously arranged with the teacher and the head teacher) to make a robot
costume at home and invite their parents to see the activity done)
Finally I will say bye as every class.
Bye flashcard
General Consideration to be developed in the long run
 The head-teacher of the Kindergarten will have a meeting with their parents to tell the
project. She will organize a Robots Class at the kindergarten and in so doing children will
come to the kinder like a robot child.
 The head-teacher will be in charge of the meeting to arrange a possible date for that
special class.
 This project will be shown at the end of the class term, In December and this teacher (me)
will prepare a choreography with them using the costumes and the setting with the robots
done in the activities during the lesson planning. I was invited to work with them as their
English Teacher next year.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement

11. 1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations