1. Lesson Plan Four
Alumno Residente:Cintia Beramendi
Período de Práctica: 1, Nivel Inicial
Institución Educativa: Escuela de Educación Inicial y Primaria (UNS)
Dirección: 11 de Abril 445
Sala / Grado / Año - sección: 1er grado
Cantidad de alumnos: 26
Nivel lingüístico del curso: Inicial
Tipo de Planificación: clase
Unidad Temática: Partes del cuerpo
Clase Nº: 4
Fecha: 26 de Mayo de 2015
Hora: 8.45 a 9.05 hs
Duración de la clase: 20 minutos
Fecha de primera entrega: 21 de Mayo de 2015
Teaching points: Parts of the body
Aims or goals:
During this lesson, learners will be able to:

2.  Recognize simple questions such as “What’s your name?” “What colour is it?”
 Follow simple commands such as “Stand up” and “touch your head”
 Recognize questions of quantity “How many coconuts can you see?” in a
meaningful context.
 Use previously learnt vocabulary and structures by participating in different
activities.
Language focus:
Lexis Function Structure Pronunciation
Revision Colours: blue,
green, brown,
red.
Numbers: one,
two, three, four,
five.
Parts of the
body: head,
body, feet,
hands.
Action verbs:
touch your
head, touch
your body,
stamp your feet.
Book
characters:
Baloo.
Extra: jungle,
coconuts
Follow simple
commands:
stand up, sit
down.
Identifycolours
and numbers
students know.
Identifyiaction
verbs students
know.
Quantify
(Identifying how
many coconuts
there are and
count them)
Recognition
and production
of Wh questions
in the simple
present: “what’s
your name?”
I’m ____”what
colour is it?”
It’s red!
How many
coconuts can
you see?
Three!
Ordering: touch
your head!
Production of
the /dʒ/ sound
through
repetition as in
Jungle.
Production of
the / tʃ/ through
repetition as in
touch.
New Mood: fine Identifying
states of mood
Recognition of
Wh questions in
the simple
present: How
are you? Are
you fine? Yes,
no.
Production of
aspirated /h/
through
repetition as in
“How”.
(Note:in this lesson plan there are no new items to teach since the teacher asked
me to do a revision lesson, playing the songs we’ve already sung and working with
the vocabulary and structures we’ve been working with, the only new structure that
I think I can introduce in the routine is “How are you” after asking students’ name.)
Teaching approach: Communicative Approach.
Integration of skills: Speaking and listening skills will be integrated in the lesson since as
it is a revision lesson students are familiar with the vocabulary and structures they’ve
learnt in previous lessons, so they can participate confidently in different activities as well
as participating orally when the teacher asks different questions. Besides, students will be

3. working with a chant and a song in which they have to recognize the vocabulary learnt and
act out both songs, while singing.
Materials and resources: Pictures, 5 Styrofoam coconuts, worksheet, CD player.
Pedagogical use of ICT in class or at home: In this lesson, students will listen to
different songs and a story, so as to listen to the pronunciation of sounds as well as to the
foreign language in a meaningful context.
In case the devices don’t work, I’ll record the songs and the story on a pen drive and take
to the class a small speaker which has USB entry.
Seating arrangement: students will be sitting in groups of 4 or 5 as always and standing
up when acting out and singing the songs.
Possible problems / difficulties and their possible solutions during the class:
As students really enjoy TPR activities I think the possible problems could appear at the
beginning of the lesson when working on the story trying to order it and sticking it on their
notebooks. For that, I’ll try to make all of them participate ordering it and then, going table
by table monitoring the class and maintaining them quiet.
Classroom management strategies:
The teacher will take to the class 5 styrofoam coconuts so as to motivate students and
encourage them to participate. Besides, students will work with different songs acting them
out, that is something they really enjoy to do, so as to maintain motivation while revising
previously items.
Potential problems students may have with the language:
Students may not understand my instructions when speaking in English so I’ll try to help
them miming what I want to say or as an ultimate resource, I’ll apply the sandwich
technique (English-Spanish-English). (This is something the teacher also asked me to do
because it is easier for students)
Assessment:
Students will be assessed in groups according to their collaboration and participation in the
activities.
Procedures:
Routine: 5 minutes

4. Purpose: To greet students and let them know that the lesson has started.
I’ll enter the classroom and say “Hello everyone” and play our “Hello” song.
The song is from the course book they are working with “English Adventure” starter A.
Hello! Hello!
Hello! Hello!
Hello! Hello!
Hello to you.
(repeated twice)
Then, as another part of the routine, I’ll throw a soft ball to one of the students and say “I’m
Cintia, What’s your name?” and the student will say “I’m ____”, then I’ll say, “How are
you”? Are you fine? (miming thumbs up) I’ll do this with different students.
Transition: Very good kids!
Warm up: 2 minutes
Purpose: to activate previous knowledge
I’ll show students the Styrofoam coconuts I took the previous class and ask them “Do you
remember Baloo’s present?” (I’ll stick again the picture of Baloo on the board, and point to
it) here they are! What are them? SS: cocos (I’ll encourage them to say coconuts). Very
good! Where can we find coconuts? (I’ll stick the pictures of the jungle and the palm tree
we used in previous lesson for students to understand the question and to encourage
them to say “jungle”. T: yes! In the jungle, (pointing to it). And what colour is it? (this
question will be asked several times while pointing to different pictures) and What colour
are coconuts? SS: brown! T: yes! And how many coconuts can you see? (I’ll show them
three coconuts) SS: three! And now, how many coconuts can you see? (showing them two
coconuts, and so on).
Transition: Excellent!
Presentation:2 minutes
These are the coconuts from the story we watched last class! (pointing to the coconuts) Do
you remember? (I’ll give students a worksheet of the story we watched last class) “but I
have a problem! I’ve mixed the pictures of it! Can you help me order the story?” So, first I’ll
play a CD in which the story is told for students to listen and activate previous knowledge.

5. Transition: Ok, let’s continue working!
Activity 1: 5 minutes
Purpose: to revise previously learnt structures and vocabulary.
Then, I’ll stick one by one the same pictures students have in their worksheets on the
board, while doing oral work, so as everybody can order the story. At the same time, I’ll
play the CD in which the story is told again so as students can realize better which picture
corresponds to what scene) So I’ll say “Listen” (playing the first scene of the story) “Who is
speaking? Baloo! Look at the story! Where is Baloo? (I’ll guide students to realize which
the right scene is and stick the right picture on the board) Once they’ve finished, I’ll write
the date on the board for students to copy and stick the worksheet on their notebooks.
(this is something the teacher asked me to do).
The story is from the coursebook “English Aventure” starter A.
(picture 1)
Baloo Mmm, coconuts! How many coconuts
can you see?
(picture 2)
Mowgli One, two, three, four…five.
Five coconuts!
(picture 3)
Monkey No! four coconuts. One, two, three, four.
(picture 4)
Monkey Here!
(picture 5)
Baloo Ow! My head!
(picture 6)
Mowgli Now, how many coconuts can you see?
One, two, three coconuts!
Excellent job kids! At home you can paint the worksheet!

6. Activity 2: 5 minutes
Purpose: for students to recognize previously learnt structures and vocabulary and foster
communicative interaction.
Now! We’re going to listen to a song that Baloo loves singing, but he told me you have to
help him do what it says and sing it, are you ready? Please stand up! (I’ll play a chant for
students to recognize numbers while singing and clapping their hands. As the chant is
short, and students already know it; and the purpose of this lesson is only revision, I’ll play
another song after the first one, which involves body movements students also know.) So,
I’ll say after the first chant, “Now, listen! Baloo wants you to act out another song and sing
it! Listen and do what it says!
The songs I’ll play are from the coursebook “English Adventure starter A)
The first one is:
One (clap)
Two (clap clap)
Three (clap, clap, clap)
Four (clap, clap, clap, clap)
Five (clap, clap, clap, clap, clap)
One, two, three, four, five.
The second one is:
1,2,3,4,5
Touch your head along with me
1,2,3,4,5
Touch your head along with me
1,2,3,4,5
Clap your hands along with me
1,2,3,4,5
Clap your hands along with me
1,2,3,4,5

7. Stamp your feet along with me
1,2,3,4,5
Stamp your feet along with me
Transition: Very good job kids!, Now, it’s time to say goodbye!
Closure: 1 minute
Purpose: To finish the lesson
I’ll play our routine goodbye song that is from the same book “English Adventure, starter
A”.
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye, everyone!
Materials:
Pictures:
Coconuts:

8. story:(the worksheetstudentshave,containthe same picturesinadifferentorder)