Lesson 3 PLAN

1. ALUMNO RESIDENTE:Gabriela Lema
Período de Práctica:Kinder
Institución Educativa:Colegio Nuestra Señora de la unidad
Dirección:Belgrano 678. San Isidro
Sala / Grado / Año – sección: Sala de 4, turno mañana
Cantidad de alumnos:21
Nivel lingüístico del curso:beginners
Tipo de Planificación:Clase
Unidad Temática:Parts of the body
Clase Nº:3
Fecha:26/05
Hora:10,30
Duración de la clase:30 min
Fecha de primera entrega:18/05/2016
• Teaching points: parts of the body (mouth, ears, chest, eyes, legs, head, nose, neck, arm,
stomach, knee and feet)
• Aims or goals: During this lesson, learners will be able to…
Identify and mention the different parts of the body.
Have the chance to continue being exposed to vocabulary on simple actions we
can perform with our body
Participate actively in group activities (listening to/answering questions, taking
turns).
Follow oral directions to perform specific actions.
Recycle vocabulary by watching a video and playing a game.
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATI
ON
REVISION Look!
Listen
Make a circle
Raise your
hands
Come to the
front
Line up
Open/close
your eyes
Open/close
your mouth
Cross your legs
Bring me
Please
Thank you
/əʊ/
/ˈəʊpən/
/kləʊz/
/fəʊld/

2. Repeat
mouth,
ears, eyes,
face, legs, hand
, fingers, nose,
open
close
move
Numbers
Big
Small
Wave your
hand
Nod your head
NEW i
chest, head,
neck, arm,
stomach, knee
and feet
wave
cross
Nod
Have got
Has got
• Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure.
• Materials and resources: a computer to show a video. Tags with the students'
names. A memotest made with big flashcards in order to be played on the floor.
• Pedagogical use of ICT in class: we will use a funny video since it will provide us
with a friendly and attractive tool to recycle the vocabulary presented in my first and
second classes.
• Seating arrangement: students will be sitting on the floor , in a circle (this is how
they are used to work, their classroom is really comfortable)
• Possible problems / difficulties and their possible solutions during the class:
children may find it difficult to understand what they are expected to do so I will
mime vocabulary and model the activities as much as possible.
• Potential problems students may have with the language: I know that they are
being able to recognize the different parts of the body when I produce them but ,
not all of them are being able to produce the English words by themselves, so, I will
provide them with the necessary time and help in order to have each of them
Comentario [A1]: Will you need loudspeakers?
Is the screen big enough?
Comentario [A2]: Will you download it?

3. producing the target vocabulary -during the game- (chest, head, neck, arm,
stomach, knee, feet, etc)
• Assessment: I’ll provide students with the necessary input, and I’ll encourage them
to produce the chunks of language I’m teaching
Input -Presentation (8´)-
I will be waiting for them (a helper teacher brings them to the classroom) . I'll be wearing
Miss Ceci´s pinafore again and I will say :“Hello! Today I am the teacher again.
I will incorporate part of Ceci´s routine by asking the whole class (and ceci) to help me to
learn the Hello song (I will also play it in the CD player, encouraging the kids to follow the
song). Then, I will say “today I brought a video that is very funny!” I will play the video
available at https://www.youtube.com/watch?v=HTYQJznFlQk
Having my computer on my lap (as Ceci usually does) I will play the video Pausing it and
encouraging the kids participation by asking questions like
What is this? Pointing at the different parts of the character's body that will be appearing
from the sofa. I will always repeat their right answer in order to provide them with feedback
and reinforcement. (for example: “Yes, it is a hand”)
Guided Practice (10´)
Then I will show them the same bag I had taken with me the previous lessons and I will
say “cha cha cha chaannn I have something for you here”, and very slowly I will open my
bag and show them the different pieces of the memotest, always telling them the
vocabulary items while I show each part of the giant memotest ( “a leg” , “a hand”, an
eye”)
“Let's play memotest!” (they know the game, I saw them playing it. So I’m sure it will be
easy for them to understand what they have to do)
The whole group will play memotest, following the order in the circle. As I will only use
eight pairs, we will need to repeat the process in order to provide all the kids the chance to
play.
During the game, when each kid picks up a flashcard, I will ask “what is this?” (addressing
the person who picks up the card and if he/she does not seem to be able to answer I will
ask the question to the whole class) , giving the kids another opportunity to practice the
vocabulary.
When the game is over, I will start addressing different kids to collect different parts of the
body (for example, “Toto, can you give me one leg?(miming if necessary)” , which is
another opportunity to check their understanding.
Comentario [A3]: You may introduce the
character, Steve. So as to provide a context. You
should give them a purpose for watching the video,
as well.
Comentario [A4]: Script?

4. (More) independent Practice (6’). Production.ii
I will ask the kids to make “two trains” the girl2s train and the boys train (Ceci uses this
instruction so they are used to it).
We will play a Simon says variation so I will say “when I say ‘Miss Gaby says touch your
head, you touch your head ‘ “(miming), “or touch your chest” (miming). “Are you ready?”.
And I will mention all the parts of the body we have been dealing with.
Closure (2’)
I will say “excellent!” “Now , you will go outside to play. Let´s sing the goodbye song
together!”
We will all sing “this is the way we say goodbye, this is the way we say goodbye, see you
on Thursday” (this song is part of their routine with Miss Ceci)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities x
Teaching strategies X
Comentario [A5]: Will they play while they are
lining up?

5. Class. management
strategies
X
Language accuracy x
Observations Minimum score: 21 / 35
Score: __26__ /35 = 7.5
Dear Gabriela,
Lively lesson! Try to think of a thread to follow, so that the activities develop smoothly.
Cecilia and Aurelia
i
These items were introduced last class but , as young learners need time to incorporate
new language items I´ll treat them as “new” items again during this lesson.
Eliminado: This
Eliminado: have been