- The lesson plan aims to develop students' listening skills through commands, songs, and identifying parts of the face. - The teacher will revise commands and introduce parts of the face through songs, flashcards, and a face-forming activity. - Students will work in groups to quickly form faces by gluing parts, then point to and name the parts along with the teacher. - Listening and speaking skills will be integrated through commands, songs, and naming face parts. The teacher will assess understanding of vocabulary.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: BALINT, ALICIA ERICA
Período de Práctica: Nivel inicial
Institución Educativa: EP n°35 “Piloto Basilio Villarino”
Dirección: Ruta Nacional n°3 Kilómetro 803
Sala / Grado / Año - sección: 1er Grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Beginner
Tipo de Planificación: diaria
Unidad Temática: 2
Clase Nº: 3
Fecha: 29 de mayo de 2017
Hora: de 11:15 a 12:15
Duración de la clase: 45 minutos
Fecha de entrega: 28 de mayo de 2017
 Aims or goals: 
During this lesson, learners will be able to:
- Listen and respond to teacher’s commands.
- Develop their listening skills by listening to a new song and singing the
previous ones.
- Remember and identify different actions using kinesthetic learning skills.
- Distinguish figures according to the parts of the face.
 Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Listen and
respond to
commands.
Nouns: boy,
girl.
Commands:
sit down,
stand up,
hands up,
Commands:
sit down,
stand up,
hands up,
hands down,
jump and
/bɔɪ/
/ɡɜːl/
/ˈstænd ˈʌp/
/ˈwɔːk/
/ˈdʒʌmp/
/ˈhændz ˈʌp/

2. hands down,
jump and
walk.
.
walk. /ˈhændz ˈdaʊn/
New Listen, identify
and glue.
Parts of the
face: face,
eyes, nose,
mouth, ears,
hair.
Point to the… /feɪs/
/hɛə/
/aɪz/
/nəʊz/
/maʊθ/
/ɪəz/


 Teaching approach or combination of methods / approaches: this lesson
is based on the Constructive approach, and organized through the TPR
(Total Physical Response) procedure. We will also be working according
to the EEE (Encounter, Engage and Exploit) model proposed by
Robinson, Mourao and Kang, since the previous cases and the revision in
the warm up and the presentation will lead students to exploit the
language during the rest of the class and the following one.

 Integration of skills: What skills will be integrated and how? Listening
and speaking skills will be integrated throughout the lesson.


 Materials and resources: 

Two posters showing the image of a boy and a girl, flashcards with pictures of
the movements Ss will revise and learn, songs played on a CD player, poster
with the parts of the face, photocopies.

 Pedagogical use of ICT in class or at home:

We will use ICT materials in the classroom when listening to the ‘Hello
song’ from a cd provided by the teacher in charge; the ‘Move your Body’ song,
retrieved from the CD corresponding to the book My Little Island 1; the ‘Parts of the
Face song’ from ‘Squeeze 1’ Student’s Book; and the ‘Goodbye song’, which was
downloaded from a You Tube video.

 Seating arrangement: 

At the beginning of the class, the students will sit on their desks, which are
placed in two big groups, facing each other. This is how they usually sit, so I will

3. respect this as they are organized and ready to work. Besides, they can see each
other and work in groups to solve the task. However, they will stand up and we will
make space putting the desks away to sing the ‘Move your Body’ song, next to their
chairs.
 Assessment: what will be assessed and how: I will assess the way
students understand and use the new vocabulary and structures
throughout the lesson. I will assure they get sufficient input so that they
can develop their listening and speaking skills as they elicit the new
vocabulary through context. I will also assess group work and the level of
the student’s language awareness. 
Stages in the lesson
Routine 5’
Purpose:to start the lessonby greeting the students and inviting them to
sit down.
I will start the lesson by saying: ‘Hello, my friends! How are you? Fine?’ and I will put my
thumbs up showing a positive gesture. Then, I will say: ‘Let’s start our Hello song.’
Hello Hello Hello
What’s your name?
What’s your name?
Hello Hello Hello
What’s your name?
What’s your name?
I’m Danny
Hello, Danny! Come in! Come in!
I’m Danny
Hello, Danny! Come in!
I’m Danny
Hello, Danny! Come in! Come in!
I’m Danny!
Come in!
(Retrieved from Playground 1. Richmond.)
‘Let’s sit down. Sit down, please.’ (Indicating with my hands and arms)

4. Warm-up 10’
Purpose:to revise the previous vocabulary and get students into context.
I will point to the boy and the girl on the posters from the previous class, which I
previously put on the board. Next to the flashcards showing the commands learnt the
previous class.
‘Do you remember them?
‘This is Tom. He is a BOY’ ‘A BOY’
‘And this is Sophie. She is a GIRL. A GIRL.’
‘Do you remember them?’
‘Can you repeat it with me? HE IS A BOY. SHE IS A GIRL.’
I will point Ss the school flashcard. ‘This is a school. Can you repeat it? SCHOOL’
Next, I will point to the picture of Tom and Sophie’s classroom. ‘Look! The children are at
school!
‘Do you remember these movements?’
‘Look at Sophie! Sit down, Sophie! Can you do it? SIT DOWN’
‘Look at Tom! Stand up! STAND UP!’
‘Let’s practise!’ I will do the movements and ask them to do them with me.
‘Sit Down. Stand up.’
Now….. Jump! Jump! (Jumping and pointing the corresponding flashcard) Jump!
‘Sit down. Stand up. Jump!’
‘Walk! Walk! Jump! Sit down. Stand up. Jump. Walk.
‘Hands up! Hands down!’ ‘Hands up! Hands down!’
‘Walk! Walk! Jump! Sit down. Stand up. Jump. Walk. Hands up! Hands down!’
And… Sit down.’
‘Now… with music!’ I will play the song we learnt the previous class and we will do the
movements together.
Move your Body
Move your body. (dance)
Move your body. (dance)
Jump, jump, jump. (jump)
Move your body. (dance)
Move your body. (dance)
Walk, walk, walk. (march on the spot)
Move your body. (dance)
Move your body. (dance)
Sit down. (sit down)
Stand up. (stand up)
Sit down. (sit down)
Stand up. (stand up)
Move your body. (dance)
Move your body. (dance)

5. Hands up. (hands up)
Hands down. (hands down)
Hands up. (hands up)
Hands down. (hands down)
Move your body! (dance)
(Retrieved from My Little Island 1. Pupil’s Book. Cd, track 11)
‘Great! Let’s sit down… Now look at Tom’s face…. He’s got hair, can you repeat it?
HAIR.’ (pointing at the hair).
He’s got eyes, can you repeat it? EYES.’ (pointing at the eyes).
He’s got a nose, can you repeat it? NOSE.’ (pointing at the nose).
He’s got a mouth, can you repeat it? MOUTH.’ (pointing at the mouth).
He’s got ears, can you repeat it? EARS.’ (pointing at the ears).
Presentation 10’:
Purpose: to further expose the learners to the target language.
I will show students a poster with the shape of a face and I will ask them to look at it.
‘Look! This is Tim! He is Tom’s friend. But…What’s missing?.... Yes! The face!’
(pointing at my face).
Let’s complete it together. I will take the eyes and holding them, I will ask them to repeat…
EYES. And I will stick them to the face. I will ask some volunteers to help me. One by one
we will form the face.
Development 10’:
Purpose: to revise classroom vocabulary and learn new one
i
I will gather the students in groups of three or four, depending on the number of children
and of the seat arrangements. I will also take into account those students who are sat on a
separate desk, in order to be better monitored.
I will hand in a picture of a face and pictures of its parts to each group. I will also have
some glue sticks in case a group does not have one.
‘Have you got glue?’ Pointing at mine. ‘I can lend you one.’
‘OK. Let’s see how fast you can form a face. Yes? Colour the parts of the face (Showing
them high) and the glue them. But you have to be very fast. This is a competition.’
‘Ready? Start!’
After they finished, I will point and name the parts of the face, and they will point to them
and repeat. ‘Point to the eyes. Good!’
‘Now, point to the mouth’
‘Point to the hair’
‘Point to the nose’

6. ‘And finally…point to the ears.’
Practice 10’:
Purpose: to revise the parts of the face by listening to a song
I will introduce the song first without music, so that Ss can listen and understand the
instructions clearly. Then, I will play it with the CD and we will sing and point the parts of
the face with the song.
Look at me
Eyes
And nose
And mouth
And hair
And ears
…….
And nose
And mouth
And hair
And ears
Eyes
And ………
And mouth
And hair
And ears
Eyes
And nose
And ………
And hair
And ears
Eyes
And nose
And mouth
And ……..
And ears
Eyes
And nose
And mouth
And hair
And …….

7. Eyes
And nose
And mouth
And hair
And ears
(Retrieved from Squeeze 1. Student’s Book. Cd, track 5)
Closure 4’:
Purpose: to say goodbye with the song we introduced the previous class
I will say to the Ss: ‘We finish the class today. It’s time to tidy up and say goodbye. We can
sing along while preparing for luch’.
Now it’s time to say goodbye
Say goodbye, say goodbye
Now it’s time to say goodbye
Goodbye everyone
Now it’s time to say goodbye
Say goodbye, say goodbye
Now it’s time to say goodbye
Goodbye everyone
Good bye, everyone!
(Retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)

8. 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
Teaching
strategies
x
Language
accuracy
x
Observations Nice lesson,Eri!Doencourage studentstouse complete sentences.
Have a lovelylesson!
Aure