During this lesson, students will: 1) Revise vocabulary related to parts of the body, colors, and numbers through commands like "touch your head" and a chant. 2) Learn new vocabulary for arms, legs, and fingers. 3) Practice the new vocabulary by drawing a picture of a friend following commands to use different colors for body parts. 4) Be assessed on their participation, ability to follow commands, and answer questions about the new vocabulary.

1. Lesson Plan one
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: 1
Fecha: 5 de Mayo de 2015
Hora: 8.40 hs – 9.10 hs.
Duración de la clase: 30 minutos.
Fecha de primera entrega: Miércoles 29 de Abril de 2015.
Fecha de segunda entrega: Lunes 4 de Mayo de 2015.
Teaching points: Parts of the body
Aims: During this lesson, learners will be able to:
 Recognize simple questions such as “What’s your name? How are you?” and
answer them.

2.  Follow simple commands such as “sit down”, “stand up”.
 Be active participants while revising previously learnt structures and vocabulary.
 Recognise new vocabulary regarding parts of the body.
Language focus:
Lexis Function Structure Pronunciation
Revision Colours: red,
blue, yellow,
green.
Numbers: one,
two, three, four,
five.
Parts of the
body: head,
body, hands,
feet.
Follow simple
commands:
Show me blue,
show me your
hands, clap
your hands, sit
down.
Wh questions in
the simple
present: “what’s
your name?”
I’m ____”what
colour is it?”
It’s red!
Production of
the /h/ sound
through
repetition as in
head, hands.
New Identify new
vocabulary
related to parts
of the body:
arms, legs,
fingers.
Colours:
orange.
Identifying parts
of the body.
Wh questions in
the simple
present: “How
many fingers
does he have?
Four!
Ordering: touch
your head!
Production of
the /ɑ:/ sound
through
repetition as in
arms.
Teaching approach: Communicative Approach.
Integration of skills: Listening and speaking skills will be integrated in the lesson as
students listen to the teacher and a CD. Then they’ll repeat what the teacher says and a
chant. Besides, they’ll participate answering some questions the teacher will ask.
Materials and resources: Flashcards, puppet, CD player.
Pedagogical use of ICT in class or at home: the use of ICT will be helpful for students to
listen to authentic material, and how native speakers use the language so that they can do
their best to approximate their pronunciation as much as possible. In this lesson we are
going to listen to songs but in others we will work with different videos.
In case the CD player doesn’t function, I’ll sing the song by myself asking students
to sing with me.

3. Seating arrangement: depending on the activity students will be sitting at their desks in
groups of 4 or 5 as always, or standing up.
Possible problems / difficulties and their possible solutions during the class: As
students are so young, some of the problems could be some “fights” between them, so I’ll
ask them to be quiet while trying to make them forget the situation and participate in the
activity. Besides, students may resort to their mother tongue when trying to communicate
in the language. If that happens, the teacher will make them repeat what they want to say
in the foreign language.
There is a boy that, at least during my two observation lessons, has had behavioural
problems in the sense that he always wants to use his mates’ pencil, rubber, or
other elements.
Classroom management strategies: The teacher will provide students with short and
dynamic activities for them to keep their motivation and also, she will make them
participate as much as possible so as to maintain that motivation. Besides, she will play a
hello and goodbye song for students to know when the lesson has started and finished.
Potential problems students may have with the language: students may have
problems in understanding what the teacher is saying in the foreign language, so she will
do as much miming, modeling and exemplification as possible.
Assessment: Students will be assessed according to their participation and collaboration
in class, and individually when the teacher asks them to answer specific questions, or
when giving simple commands for them to perform.
PROCEDURES:
Routine
Purpose: to greet students and let them know that the lesson has started.
I’ll say “hello kids”, and as this is my first lesson as their teacher I’ll remind them “well, as
Fernanda told you, I’m going to be your teacher for a few lessons, yes?” “Ok, now we’ll sing
our Hello song” and I’ll play the song they usually sing at the beginning of each lesson. As
we listen to the song I’ll wave my hands to greet them.
The song is from the course book they are working with “English Adventure” starter A. And
the song is:
Hello! Hello!

4. Hello! Hello!
Hello! Hello!
Hello to you.
(repeated twice)
Transition: “Very good kids! Now, look! A friend has come with me!” (The teacher points to
the puppet).
Warm up: 5 minutes.
Purpose: To introduce the topics
T: “Here he is!
(As if the puppet were speaking): Hello kids! My name is Ducky. How are you? fine/ OK?
(miming thumbs up)
SS: Yees!!!
T: The “puppet” will throw a soft ball to one of the students and ask him/her: “I’m Ducky,
What’s your name?”
SS: I’m_____
This will be done several times, since it is a routine that the teacher (Fernanda) always does
when enters the classroom.
Then, I’ll ask my students: “What colour is Ducky”?
SS: yellow!
T: Yes, it’s yellow! And look at Ducky’s beak (pointing to it).It’s orange! Can you repeat?

5. SS: It’s orange.
T: Very Good!!! Can you look for orange objects in the classroom?
T: (After students have found different orange objects) Excellent!
T: Now, look! what are these? Its…. SS: hands!
T: and this? SS: Body!!!
T: What colour is Ducky’s body? (pointing to it)
SS: yellow!
Transition: well done children! Excellent job!
Presentation:5 minutes.
Purpose: to introduce new structures and vocabulary.
T: (as if the puppet were speaking) Look my friends! I can clap my hands! Can you clap your
hands? (the puppet claps its hands) T: Can you clap your hands, kids? (The teacher points
to the kids and claps her hands)
SS: Yes!! (and clap their hands)
Puppet: Very good! But I have a problem! (teacher frowns) I can’t walk because I do not
have legs! Do you have legs? (Puppet points to the teacher’s legs) these are legs! Show me
your legs!
Very good kids! And Look! I don’t have arms! (teacher moves her face from one side to the
other) But you have! (Puppet points to the teacher’s arms) These are arms! Show me your
arms! (students show their arms) Excellent!
And these are my fingers! (Teacher points to the puppet’s fingers). Show me your fingers!
How many fingers do you have? Count with me the teacher’s fingers (and the puppet points
to the teacher’s fingers) count with me (as the puppet points to each finger it says a
number)..one, two, three, four, five!

6. Transition: Excellent kids!! Now we are going to play a game!
Development:15 minutes
Activity 1: 5 minutes
Purpose: To recognize the new and previously learnt vocabulary and structures, and to
foster students’ participation.
T: Ducky is resting now. (The teacher places the puppet on the desk) Please, stand up! (The
teacher mimes standing up)
Now listen and do what I say! Then, repeat with me.
One, touch your head; two, touch your body; three, touch your arms; four, touch your legs;
five, touch your feet. (each time I say a part of the body, I’ll show the right card)
Again! And repeat with me! One, touch your head; two, touch your body; three, touch your
arms; four, touch your legs; five, touch your feet.”
Excellent!Now I’ll say the number and you say what follows and do the action, ok? One,
touch your (showing the card for students to recognize the part of the body) ___ SS:
Head!!” (and they touch it) (the same with the rest of the chant)
During this and the following activity, pronunciation work will be done through repetition.
Transition: well done kids! Let’s continue!
Activity 2: 10 minutes
Purpose: To assess students’ learning, while making them recognizing new and previously
learnt vocabulary.
T: Well kids, I imagine you are a bit tired after moving your bodies (miming), aren’t you?

7. SS: Yes!
Oh! Listen! Who has woke up? Look! Is Ducky! He is here again! Oh! He is trying to tell me
something! (I’ll put the duck near my ear) and I’ll say “Ok Ducky, I’ll tell them”.
Well kids, Ducky says that you are his friends (I’ll show them some pictures of two boys,
and girls for them to infer what the word “friend” means), and he says that he’d really like
that you draw a friend of you, yes? (I’ll help by imitating and drawing a boy and a girl on the
blackboard). Do you understand? Simon, please explain in Spanish what you have to do.
(I’ll help him). Ok kids, let’s start drawing! Quickly, yes? (shaking my hands)
T: after a few minutes I’ll say “Ok kids, now we’re going to paint our friends, yes? But Ducky
wants to tell you the colours, so please listen to him!
Ducky: please kids, paint (miming) the body yellow!... now paint the legs orange!, paint the
arms green, and now paint the feet red!
T: Excellent!You’re going to finish painting your drawing at home, right? You choose the
colours for the rest of the body. You will show your friends to your classmates next class,
ok?
SS: Ok!
Transition: You did it really well children!!
Closure
To finish up I’ll say “Well kids, that’s all for today. Let’s say goodbye!” and I’ll play their
routine goodbye song that is from the same book “English Adventure, starter A”.
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye, everyone!
Materials:
I’ll print some flashcards from
http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/body-flashcard2.pdf

8. The puppet:
The pictures: