- The lesson plan aims to develop listening and speaking skills in young learners through revising commands, parts of the face vocabulary, and singing songs. - A variety of activities are used including flashcards, singing, crafts, and games to reinforce vocabulary in an engaging way for different learning styles. - Students will listen to and sing songs, point to parts of the face, create face masks with cutouts while reinforcing vocabulary through repetition and gestures.

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: 4
Fecha: 1 de junio de 2017
Hora: de 11:15 a 12:15
Duración de la clase: 45 minutos
Fecha de entrega: 31 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 and speaking skills by listening and singing to a
new song and the previous ones.
- Remember and identify different actions using kinesthetic learning skills.
- Distinguish pictures of the different parts of the face.
 Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Listen and
respond to
commands.
Parts of the
face: face,
eyes, nose,
mouth, ears,
hair.
Commands:
Commands:
sit down,
stand up,
hands up,
hands down,
jump and
/feɪs/
/heə(r)/
/aɪz /
/nəʊz/
/maʊθ/
/ɪəz/

2. sit down,
stand up,
hands up,
hands down,
jump and
walk.
Shapes: circle,
triangle and
rectangle..
walk. /ˈstænd ˈʌp/
/ˈwɔːk/
/ˈdʒʌmp/
/ˈhændz ˈʌp/
/ˈhændz ˈdaʊn/
/ˈsɜː(r)k(ə)l/
/ˈtraɪæŋɡ(ə)l/
/ˈrekˌtæŋɡ(ə)l/
New Listen, identify
and sing.
Clown Point to the…
He’s got … /
a…
/klaʊn/


 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 classes 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, speaking
and cognitive skills will be integrated throughout the lesson. As this is our last
lesson, the aim is to integrate the different topics and structures we have worked
with during the previous lessons. In this way, Ss will be developing mainly their
cognitive skills by associating and applying what they have learnt before.
 Materials and resources: 

Two posters showing the image of a boy and a girl, flashcards with pictures of
the movements Ss will revise, songs played on a CD player, poster with the
parts of the face, face-shaped papers and parts of the face ones which will be
used to create masks. .
 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

3. ‘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 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: 
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!

4. I’m Danny!
Come in!
(Retrieved from Playground 1. Richmond.)
‘Let’s sit down. Sit down, please.’ (Indicating with my hands and arms)
Warm-up 8’
Purpose:to revise the previous vocabularyand 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.’
‘Now, what do we do in the classroom?’ (Pointing at the picture of the classroom)
‘Look! Jump!’ (Lifting the flashcard that shows that movement)
‘Now… Walk!’
‘Sit down!’
‘Stand up!’
‘Hands up!’
Hands down!’
‘Now… with music! Let’s sing!’
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)

5. Move your body. (dance)
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, do you remember Tim? Look!!’ I will show the Tim’s face,
which we formed together
‘He’s got eyes, can you repeat it? He’s got EYES.’ (pointing at the eyes).
‘He’s got a nose, can you repeat it? He’s got a NOSE.’ (pointing at the nose).
‘He’s got a mouth, can you repeat it? He’s got a MOUTH.’ (pointing at the mouth).
‘He’s got ears, can you repeat it? He’s got EARS.’ (pointing at the ears).
Presentation 5’:
Purpose: to further expose the learners to the target language.
I will show students a mask with the shape of a face and I will ask them to look at it.
‘Look! This is my mask! He is a clown. But…What’s missing?.... Yes! The face!’ (pointing
at my face).
‘What do we need?’
Pointing to the eyes part ‘Eyes’
Pointing to the nose part ‘Nose’
Pointing to the mouth part ‘Mouth’
Development 10’:
Purpose: to revise previous classroom vocabulary and structures
i
‘Let’s complete it together.’ I will give each student a cardboard mask and colour shapes to
form the face. I will show them the eyes and holding them, I will ask them to repeat…
‘EYES. He’s got eyes. Let’s glue them. And I will stick them to the face. I will ask Ss to do
the same. We will do the same with the nose and the mouth.
‘He’s got a nose’
‘He’s got a mouth’
‘Has he got hair?’ (grabbing my hair) ‘No, he hasn’t’
‘Let’s draw some hair’
‘Can I see your masks? Wow! They are beautiful!’
‘Now… Let’s point to the eyes’ ‘Two circles’
‘Point to the mouth’. ‘It’s a rectangle’

6. ‘Point to the nose. Excellent! It’s a triangle’.
‘Point to the eyes. Blue circles’ (we will repeat it all together with each part of the face)
‘Point to the nose. It’s a yellow triangle’
‘Point to the mouth. It’s a red rectangle’.
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. We will use the masks to point the parts of the face.
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

7. And hair
And …….
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 and give Ss my presents
I will say to the Ss: ‘We finish the class today. And this is my last class, so I would like to
say goodbye and give you a little present. So let’s tidy up and make a line, while we listen
and sing our Goodbye song’.
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 It`s a dynamiclesson.Youhave integratedcontentsandincludedvariedactivities.
Well done!
Enjoyit!
Aure