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:4
Fecha:27/05
Hora:10,30
Duración de la clase:30 min
Fecha de primera entrega:22/05/2016
• Teaching points: revision of parts of the body (mouth, ears, chest, eyes, legs, head,
nose, neck, arm, stomach, knee and feet) & presentation of clothes (dress, sandals,
swimsuit , boots, trousers, gloves, scarf)
• Aims or goals: During this lesson, learners will be able to…
Find opportunities 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
Start being exposed to vocabulary on pieces of clothes
Participate actively in group activities (listening to/answering questions, taking
turns).
Follow oral directions to perform specific actions.
Recycle and learn vocabulary by watching/listening to a short story.
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATI
ON
REVISION Look!
Listen
Make a circle
Raise your
hands
Come to the
front
Open/close
your eyes
Open/close
your mouth
Cross your legs
Bring me
Please
/əʊ/
/ˈəʊpən/
/kləʊz/
/fəʊld/
3. NEW • dress
• sandals
• swimsuit
• boots
• trousers
• gloves
• scarf
• Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure.
• Materials and resources: a computer to show a story developed through a Power
point , a canon , a screen . Tags with the students' names. A piece of cardboard
with Molly and Sue and 21 items to cover the main characters bodies and to
complete the setting (each learner will have one item to glue). Glue. 21 cushions.
One pencil blue, one red and one black for each kid. One paper with Molly dressed
in winter clothes for each kid (21 copies)
• Pedagogical use of ICT in class: we will visit the “media room” (which is already
booked) students will listen to/watch a very simple story that contextualizes the
vocabulary we need to recycle and present the vocabulary we are going to start
dealing with.
• Seating arrangement: students will be sitting on the floor , in a semicircle (so that all
of them have the chance to look at the screen properly)
• 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 able
to recognize the different parts of the body when I produce them but , not all of
them are 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 producing the
target vocabulary .
• Assessment: I’ll provide students with the necessary input, and I’ll encourage each
of them to produce the language items being taught and revised .
Input -Presentation (8´)-
I will be waiting for them (a helper teacher brings them to the “blue room”) . I'll prepare a
semicircle in advance (by placing one cushion for each kid on the floor).
I will meet the kids when they enter the room, and I will show them where to sit down
(touching the cushions and saying, for example “Manu, sit down here”, José, here…”).
Comentario [A1]: Blue pencil!
Comentario [A2]: A red one and a black one
Eliminado: de
Eliminado: being
Eliminado: being
4. In order to have their attention I will ask them to follow some easy instructions like “sit
down like an Indian” “raise your hand”, “touch your nose”, “touch your mouth”…and
now…listen…” (pointing at the screen where they can see Molly) “This is Molly ( I will have
previously asked Ceci to press play when I start the story (the Power Point will have the
animation already programmed , I created the story and the document, so I left enough
time between one slide and the next one to promote interactions)
I will tell the story (always pointing at the items they need to identify, miming, emphasizing,
etc..)
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 a piece of cardboard like this:
Comentario [A3]: Beautiful!
5. Then I will show them 21 items (if some students are absent I will skip some items so that
each student has one and only one chance to complete the setting). I will produce each
vocabulary item while I show it to the class and place it in the centre of the semicircle
(“Look, a pair of trousers!”, a scarf”, etc)
Eliminado: s
Eliminado: have
6. Then I will ask the first kid in the semicircle to stand up and pick up ONE (miming the
number) item . Then I will try to make them produce the vocabulary item (helping them) is
it a scarf ? is it a boot? … Yes, it is a boot!” (and addressing the boy/girl who picked it up I
will ask “please, stick it on Molly´s body (assisting him/her according to his/her needs).
I´ll repeat the same procedure until the setting is finished and I will say “excellent, we did
it!”
(More) independent Practice (6’). Production.
I will give each of them a piece of paper with a simple drawing of Molly and three pencils.
I will ask them to paint the scarf red, the boots black and the trousers blue (always
miming and checking understanding)
Comentario [A4]: You should include a title,
related to the story, such as Molly is ready to visit
her friend or something like that.
7. .When they finish I will collect the papers (each of them previously labeled with each of the
kid´s name) and I will take all the material to their classroom.
Closure (2’)
I will say “excellent!” “Now, you will go outside to play. Let´s make two trains and 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
8. NEW • dress
• sandals
• swimsuit
• boots
• trousers
• gloves
• scarf
• Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure.
• Materials and resources: a computer to show a story developed through a Power
point , a canon , a screen . Tags with the students' names. A piece of cardboard
with Molly and Sue and 21 items to cover the main characters bodies and to
complete the setting (each learner will have one item to glue). Glue. 21 cushions.
One pencil blue, one red and one black for each kid. One paper with Molly dressed
in winter clothes for each kid (21 copies)
• Pedagogical use of ICT in class: we will visit the “media room” (which is already
booked) students will listen to/watch a very simple story that contextualizes the
vocabulary we need to recycle and present the vocabulary we are going to start
dealing with.
• Seating arrangement: students will be sitting on the floor , in a semicircle (so that all
of them have the chance to look at the screen properly)
• 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 able
to recognize the different parts of the body when I produce them but , not all of
them are 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 producing the
target vocabulary .
• Assessment: I’ll provide students with the necessary input, and I’ll encourage each
of them to produce the language items being taught and revised .
Input -Presentation (8´)-
I will be waiting for them (a helper teacher brings them to the “blue room”) . I'll prepare a
semicircle in advance (by placing one cushion for each kid on the floor).
I will meet the kids when they enter the room, and I will show them where to sit down
(touching the cushions and saying, for example “Manu, sit down here”, José, here…”).
Comentario [A1]: Blue pencil!
Comentario [A2]: A red one and a black one
Eliminado: de
Eliminado: being
Eliminado: being
