This lesson plan is for an English class at a preschool with 18 3-year-old students. The lesson focuses on teaching parts of the face like eyes, nose, mouth, and ears through a song and activity with Mr. Potato. Students will sing a song pointing to different facial features, then help put together a photo of Mr. Potato who has lost his face by placing cut-out eyes, nose, mouth and ears. The teacher provides scaffolding like miming and circulating to help students. Feedback and taking the completed Mr. Potato home are used for assessment.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Fernanda Catalán Soto
Institución Educativa: Jardín Rayitos de Esperanza
Dirección: Chaneton 640, Zapala, Neuquén
Cantidad de alumnos: 18
Edad: 3 years old
Unidad Temática: ‘’My face’’
Clase Nº: 2
Fecha: 1/11/19
Hora: 15.30 – 16.00
Duración de la clase: 30 min
Fecha de entrega de la planificación: 26/11/19
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Learning aims: 
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During this lesson, learners will be able to…
 Observe and recognize the different parts of the face
 Develop interpersonal skills by communicating with the teacher.
Learning focus:
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The activities will focus on new, and old vocabulary, related with the
face. We will put special emphasis on in ‘’eyes’’ and ‘’nose’’. However,
the words to be taught are:
- Nose, mouth, eyes and ears.
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Integration of skills: 
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Students will be able to develop their motor skills by singing and
touching the parts that are mentioned in the song. They will be able to
develop their focus while listening to the teacher as well.
Multiple intelligences:
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Linguistic intelligence. They will listen to the teacher
instructions, and they will be able to answer when the teacher asks
something.
Comentado [CZ1]: What about linguistic skills?
Comentado [CZ2]: Why will you emphasise two words only?
The learning focus should consider language as it is really used.
Children need to be exposed to meaningful language chunks, not
isolated words.
I’ve got a nose, I’ve got two eyes, etc.
Comentado [CZ3]: Only?

2. - Intrapersonal intelligence. They will analyze their own faces.
- Bodily kinesthetic intelligence. The teacher will ask them to
show where, for instance, ‘’the eyes’’ are. 
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Materials and resources:
The teacher will use the song in this video. But, she will not show
the video since in the 3 years old class, they do not have any TV
and moving them to another class implicates a waste of time, and
we only have about 25minutes of class.
https://www.youtube.com/watch?v=B2pmcJPQW3Q
Lyrics:
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.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth and ears.
The teacher will also use the following images:
Comentado [CZ4]: What does this analysis imply? This idea is
not clear.
Comentado [CZ5]: Implies

3. Possible contingencies:
- Some of them will not understand everything the teacher
says in English.
- Children talking at the same time the teacher is trying to
tell the story.
- Children wanting to get up and move around the class.
- Some of the students may not know how to organize the
different images in the ‘’potato’’.
Classroom management strategies:
- Explain what we will be doing very clearly.
- Since our students are not used to the language, the teacher will
mimic, and acting in order to make them understand.
(scaffolding)
- The teacher will walk around their tables when they are working
with ‘’Mr. Potato’’ and make sure they are doing it right; also, she
will take advantage of this and reinforce the vocabulary.
Assessment: collecting information and reporting your findings
Comentado [CZ6]: Mime – please, check language errors.

4. - Asking questions such as: ‘’So, can you tell me what this part is
called? Is it the eyes? Good job!
- Observe how they work.
- Give them feedback.
Lesson stages:
Lead-in & Presentation
The teacher will welcome the students to the class. She will ask them
how they feel and if they remember what we did the last time we saw
each other. As a recommendation of the principal, the teacher will
repeat the same contents she taught in the last class, because they were
many students who did not attend. Moreover, the ones who did do not
remember all of the vocabulary.
Development of the sequence of activities
Timing: 7-8 minutes.
The teacher will ask the students to sit on the floor in front of her
because she has some photos to show them. In order to see if some of
the students remember the vocabulary, she will ask: Who remembers
the name of this? After they answer, she will say: EYES! Very good these
are the eyes. Can you show me where your eyes are?
She will do that with: eyes, nose, mouth and ears.
After repeating every word, we will sing the ‘’Eyes, nose, mouth, ears
song’’. The teacher will sing if one time pointing at every part she
mentions. For instance, EYES (she will point at her eyes). We will sing
the song together faster every time.
This will take about 5-8 minutes.
To continue, the teacher will ask the students to sit on their chairs
because we are going to help Mr. Potato! He has lost his face! We need to
help him! The teacher will give each student a photo of Mr.Potato, along
with eyes, nose, mouth and ears. She will say: Ok! We are going to put
Mr.Potato together at the same time. Let’s begin with the eyes! Who
can pick up the eyes? They will all look for the eyes and put it on
Mr.Potato’s face. We will do that with nose, mouth and ears as well.
The idea of doing it together is to make sure that the students learnt the
words.
Comentado [CZ7]: Avoid indirect questions – use simple
linguistic structures to communicate.
Comentado [CZ8]: Are these
Comentado [CZ9]: Do they sing a hello song? Do they say hello
to one another?
Comentado [CZ10]: This is out of context. Why don’t you think
of a context to introduce / retrieve previous knowledge?
How could you make this eliciting meaningful?
Comentado [CZ11]: Isolated words, out of context are not
meaningful.
Consider using a puppet, or a character for example, to activate
previous knowledge.
Example: this is Mr Potato! Look at this face.
He’s got two… (elicit ‘eyes’) – He’s got a big red (elicit nose).
Etc.
Comentado [CZ12]: Encourage repetition of full chunks. He’s
got a nose, he’s got a mouth.
Comentado [CZ13]: This is the context of the lesson. You should
start the lesson by introducing Mr Potato.
Comentado [CZ14]: This may also prove useful to guide them.

5. This will take about 10-12 minutes.
Closure
After we finish, Mr . Potato’s face, we will make sure the class is in order
and make sure we wash our hands.
Every student will take home the image of Mr. Potato completed.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Fernanda
As it has been explained in previous plans, you should begin the class by introducing
a context, and then all the teaching and elicitation should be made within that same
context.
Please, take my comments into account for the implementation of the plan and the
Comentado [CZ15]: According to this comment, I understand
that every child will stick the parts of Mr. Potato’s face on a
worksheet?
Make sure you describe the activity in detail.

6. next plans.
Any query, let me know.
Best,
Ceci