Kinder

1. 1
I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Inicial
Number of Students: 28
Institution: Jardín Cavagnaro
Adress: Calle 70 – N° 2753
Age: 4 years old
Level: Beginners
Lesson plan: a class
Date: May, 30th
Time: 30’ (9.30 a 10 HS)
• Teaching Points: Parts of the face with shapes
• Aims: During this lesson, learners will be able to…
To review the topics that they learnt in the previous classes.
To complete an activity with the shapes.
To understand the new vocabulary comparing with their body.
To develop the listening skill through a video with the parts of the face.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Shapes (square –
circle – rectangle –
triangle - oval)
Describing the
quantity
shapes.
What’s this?
What colour is it?
Three /θ/
Comentado [A1]: ?

2. 2
Numbers (1-10)
Size: small - Big
Recognizing
the different
shapes.
How many…are
there?
Let’s count!
Where is…?
NEW Parts of the face:
eyes – nose – mouth
- ears
Recognizing
and identify
the parts of
the face
This is my…
Touch your…
Nose /ʊ/
Mouth
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: pictures about the different shapes and numbers made on
cardboard with different colours. A Video (Parts of the face) – a big circle and shapes in
cardboard to make a face.
• Pedagogical use of ICT in class: in this lesson, the students will remember the shapes and
their size using images. Also they will remember the numbers. Activities organised through
the use of audio-visual materials enhances language learning and acquisition. Also the
students will watch a video to recognize and learn parts of the face.
• Seating arrangement: students will be sitting in a circle on the floor in order to facilitate visual
contact and interaction within the group. At some points in the lesson, they’ll move around
the class. The will participate using the board to complete an activity.
• Possible problems /difficulties and their possible solutions during the class: children may not
recognize the new vocabulary, but with the activity they will understand and recognize every
part of the face.
• Potential problems students may have with the language: students may find it hard to
pronounce some parts of the face, such as mouth, but this will change with the teacher’s help.
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. She will observe if
they are interested in with the video and understand correctly. Encourage them to produce
the new vocabulary touching their faces. If they get shy, the teacher will check they can
recognize the items by using pictures about the topic.
Routine: 5’
The teacher will get into the classroom and greet the students with a big bag: ‘Hello!, how are you
today?’ EA: Hello!
T: are you happy (she will miming that to sts can understand) or are you sad?
The teacher will ask to students to sit in a circle on the floor and we will sing the hello song:
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too.
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too. (chorus x2)

3. 3
Transition: ‘Well kids…’ ‘Sit down please and pay close attention!,
Warm – up 5’
Transition: ‘well now look! And very quickly we will review what we have learnt in the previous
classes!’
So here, the teacher will show to students the different cards that they used in the last class and they
will review the shapes and numbers. The teacher will show a bag where she will have the flashcards
about shapes, size and numbers. Here she will ask to students: ‘what’s this?’ ‘Is it a…?’ ‘Is it big or
small?’ ‘What colour…?’
She will show to students the cards and they will have to say what they can see on them.
Transition: ‘Ok kids’…’I’m so so sad’ (she will mime that she is sad). ‘I had a problem before coming
here’. ‘Can you help me?’ ‘I can’t order the parts of my faceee!!’
Presentation: 10’
The teacher will show to students and will stick on the board a big circle…but this circle has another
small circle on it (this last will simulate that it’s an eye).
So here the teacher will ask to students: ‘can you help me to put the parts in order?’ ‘What is this?’
maybe the students will say what they think.
Here the teacher will show them the bag where there are the other parts (there are different shapes to
form a face). So here the teacher will explain to students that she has to put them in order.
‘Agus, could you take another part?’ according to what he takes, the teacher will explain him that they
have to form a face…’so, where do you put it?’ and he will stick that shape to form a face.
Transition: ‘Well done kids!’ ‘This is a…FACE!’ ‘Thank you for helping me!’
‘Well this is face’ ‘where are your faces’? And here the teacher will start to touch her own face, my
eyes…my nose….my mouth….and she will invite them to do the same. Also the teacher will show to
students different flashcards to help them to understand:
Transition: ‘Well done!’ ‘But now, pay attention to this!’
The teacher will play the next video:
https://www.youtube.com/watch?v=B2pmcJPQW3Q
Comentado [A2]: This revision should be contextualized.
Comentado [A3]: And what is the problem?
Comentado [A4]: You should include them in the lesson plan.

4. 4
• The video time is: 1:37, but we will use until minute 0:48.
Let's sing the eyes, nose, mouth and ears song.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth and ears.
Eyes nose, mouth ears.
Eyes nose, mouth ears.
Eyes nose, mouth ears.
Eyes nose, mouth and ears.
Eyes nose, mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes, nose mouth and ears.

5. 5
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth and ears.
Whew, I'm tired!
This is a simple song that will become faster.
Once they watched it, the teacher will ask them: ‘ok, is it about monsters?’ ‘Is it about….shapes?’ EA:
‘yes – no!’ so the teacher will say: the face!, in case the students don’t realize it.
The teacher will encourage to students to touch their faces and say every part of it.
Procedure 5’
Activity: play a game
The teacher will play a ‘Simon says’ with the children. Here she will explain and show flashcards
about parts of the face that they will have to do what ‘Simon’ says….for example: ‘Simon says…..touch
your nose…’
She will help to students in case they don’t remember the parts.
Closure: 5’
The will play the video again but this time they will listen and they will touch every part that they
listen, as quickly as they can.
Transition: ‘ok kids, let’s sing the bye bye song! ‘It was a great class’.
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’
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
Comentado [A5]: And demostrate.
You may use some visual aids to help them remember the body
parts.

6. 6
Teaching
strategies
x
Language
accuracy
x
Observations
Make sure you include the visual aids in the lesson plans, Leti.
Use L2 when explaining and encourage ss to use the target language, too.
Have a nice lesson!
Aure