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![• Pedagogical use of ICT in class: as this is my first class with them and it only lasts thirty
minutes, I decided not to use any technological device until the second lesson.
• Seating arrangement: students will be sitting on the floor , in circle (this is they are used to
work)
• Cooperative work: learners of this age are in the parallel play stage, which means they can
play together, but still find it difficult to carry out cooperative or group work activities
• Possible problems / difficulties and their possible solutions during the class: children may
find it difficult to understand what they are expected to do so I will mimevocabulary and
model the activities as much as possible.
• Potential problems students may have with the language: They may be able to find the
different parts of the body when I produce them but , perhaps, they won’t be able to
produce the English words by themselves, so, I will provide them with the necessary time
and help in order to have each of them produce the target vocabulary (chest, head, neck,
arm, stomach, knee, feet, etc)
• Assessment: I’ll provide students with the necessary input, and I’ll encourage them to
produce the chunks of language I’m teaching
Input -Presentation (8´)-
I will enter the classroom wearing Miss Ceci´s pinafore again and I willsay :“Hello! Today I am the
teacher and Miss Ceci watches the class again (miming the meaning of “watching”).
I will incorporate part of Ceci´s routine by playing the Hello song in the CD player, encouraging the
kids to follow the song. Then, I will take Sam (the puppet I had left there) and I will say “Sam! How
are you? ! …give me your hand (I will manipulate him pretending he is doing it) then I will ask him
to cross his legs, nod, wave his hands, etc (always manipulating him ) . Then I will ask some kids at
random to cross their legs, nod, wave their hands, etc by singinga song (similar to the one we sang
during our previous class, for example “Dear Mili, dear Mili, cross your legs, cross your legs)
Guided Practice (8´)
Then I will show them the same bag I had taken with me the previous lesson and I will say “I have
something for you here”, and very slowly I will open my bag and show them my “crazy pet”. And I
will say “this is my monster pet” (miming my affection). “This is Gina, she is my monster pet”
Comentario [A1]: Second!
Comentario [A2]: Is there enough place for
them to do the written task on the floor, as you
suggest?
Comentario [A3]: What kind of cooperative
work will take place during this lesson?
Comentario [A4]: Recognise/identify
Eliminado: ing
Comentario [A5]: How will you assess them?
Eliminado: ,
Comentario [A6]: Lovely!](https://image.slidesharecdn.com/lematpdlessonplan2-7-160605191751/85/Lema-tpd-lesson-plan-2-7-5-3-320.jpg)
![“Look at her! Has she got two eyes
the body). I will encourage the kids to provide the
the right answer I will repeat it “Yes.
Ss to practice the other parts of the body while they recycle numbers too.
Then I will round up this step by saying
participation by pointing at the parts of the body I want them to produce)
four….Legs .And she has a happy face!
(More) independent Practice (8
I will show the kids five pieces of
stuck on the board in advance and
crayon to each of them to work on one cardboard (and I will
“This is your monster pet” (pointing at one kid and one cardboard, so I will repeat the same
times).
Then, I will say “our monster pet has…..ONE BIG EYE
my eyes) and I will show them that they have to draw one big eye by doing it on my own piece of
paper and repeating “ONE BIG EYE
always miming and pointing at my own body
As four kids are working next to the board, the other fifteen will be able to work more comfortably
on the floor, so I will hand out one paper
understood the task I will say “draw
two eyes?”(miming the numbers and pointing at the different parts of
I will encourage the kids to provide the right answer: has she got one eye
“Yes. She has three eyes”. Then I will do the same in order to help
Ss to practice the other parts of the body while they recycle numbers too.
by saying “so Gina has three….eyes“ I´ll encourage students’
participation by pointing at the parts of the body I want them to produce) “two… arms
And she has a happy face!”
(8’). Production.ii
pieces of cardboard (A3 size) with the shape of a monster pet
and I will ask four kids to come to the front with me .
work on one cardboard (and I will use the fifth to model the activity
pet” (pointing at one kid and one cardboard, so I will repeat the same
our monster pet has…..ONE BIG EYE” (miming one and big and pointing at one of
I will show them that they have to draw one big eye by doing it on my own piece of
ONE BIG EYE” .Then I will say “our monster pet has…..TWO SMALL EARS”
my own body, modeling the activity and repeating.
As four kids are working next to the board, the other fifteen will be able to work more comfortably
one paper and one crayon for each of them and now that they
understood the task I will say “draw ONE BIG EYE and TWO SMALL EARS”
”(miming the numbers and pointing at the different parts of
one eye? When I get
Then I will do the same in order to help
I´ll encourage students’
arms, and
monster pet that I had
. I´ll give one
to model the activity) .
pet” (pointing at one kid and one cardboard, so I will repeat the same four
(miming one and big and pointing at one of
I will show them that they have to draw one big eye by doing it on my own piece of
TWO SMALL EARS”
As four kids are working next to the board, the other fifteen will be able to work more comfortably
and one crayon for each of them and now that they
Comentario [A7]: Encourage learners to
produce the sentence as well.
Eliminado: s
Comentario [A8]: How will you choose them?
You may choose the one who crosses his/her legs
first, for example, so as to recycle vocabulary.
Comentario [A9]: If you do the activity they will
just copy you. You may use gestures to guide them.
Comentario [A10]: All of them should work on
the same kind of paper and in the same conditions
Thus, you should have just one big piece of
cardboard on the board and you should ask
volunteers to draw the different parts in turns. You
may choose a name for that monster pet and stick it
somewhere in the classroom.
Encourage learners to
How will you choose them?
You may choose the one who crosses his/her legs
first, for example, so as to recycle vocabulary.
If you do the activity they will
You may use gestures to guide them.
All of them should work on
and in the same conditions.
Thus, you should have just one big piece of
cardboard on the board and you should ask
volunteers to draw the different parts in turns. You
may choose a name for that monster pet and stick it](https://image.slidesharecdn.com/lematpdlessonplan2-7-160605191751/85/Lema-tpd-lesson-plan-2-7-5-4-320.jpg)
![Once they could all do it, I will continue giving directions (for exampleour monster pet hasONE
LONG LEG, our monster pet has A VERY SMALL MOUTH, our monster pet has TWO SMALL HANDS)
Closure (2’)
I will say “wow, your monster pets are great! (miming, thumbs up). Let´s put them all together
inside the box (showing them a box and doing the same with my own drawing) we will use them
again next time.
“Now , you will go outside to play. Let´s sing the goodbye song together!”
We will all sing “this is the way we say goodbye, this is the way we say goodbye, see you on
Thursday” (this song is part of their routine with Miss Ceci)
Lesson plan
component
Excellent
5
VeryGood
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
Teachingstrategies x
Comentario [A11]: Write their names on the
sheets of paper!](https://image.slidesharecdn.com/lematpdlessonplan2-7-160605191751/85/Lema-tpd-lesson-plan-2-7-5-5-320.jpg)
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Lema – tpd – lesson plan 2 7.5
- 1. Taller de PrácticaDocente 2016 Lesson plan –Kindergarten Topic: Parts of the body • Students’ level: beginner • Age: 4-year-old • Number of students: 20 • Duration of each lesson: 30 minutes I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO PRACTICANTE: Gabriela Lema Tipo de Planificación: clase Unidad Temática: MY Body • Teaching points: parts of the body (mouth, ears, chest, eyes, legs, head, nose, neck, arm, stomach, knee and feet) • Aims or goals: During this lesson, learners will be able to… Identify and mention the different parts of the body. Have the chance to continue being exposed to vocabulary on simple actions we can perform with our body Participate actively in group activities (listening to/answering questions, taking turns). Follow oral directions to perform specific actions. Recycle vocabulary. Find an opportunity to develop both language and artistic skills. • Languagefocus: LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Look! Listen Open/close your eyes Open/close your /əʊ/ /ˈəʊpən/ Eliminado: ,
- 2. Make a circle Raiseyour hands Come to the front Line up Repeat mouth, ears, eyes, face, legs, hand , fingers, nose, open close move Numbers Big Small mouth Cross your legs Bring me Please Thank you Wave your hand Nod your head /kləʊz/ /fəʊld/ NEW i chest, head, neck, arm, stomach, knee and feet wave cross Nod Have got Has got • Teaching approach: The lesson is based on the Communicative Approach, and organized through the PPP procedure. • Materials and resources: a pinafore , a CD player and a CD or pendrive with two songs (Hello song and Goodbye song) a bag with a monster pet or puppets, crayons , white papers with the shape of a monster pet for each student.
- 3. • Pedagogical useof ICT in class: as this is my first class with them and it only lasts thirty minutes, I decided not to use any technological device until the second lesson. • Seating arrangement: students will be sitting on the floor , in circle (this is they are used to work) • Cooperative work: learners of this age are in the parallel play stage, which means they can play together, but still find it difficult to carry out cooperative or group work activities • Possible problems / difficulties and their possible solutions during the class: children may find it difficult to understand what they are expected to do so I will mimevocabulary and model the activities as much as possible. • Potential problems students may have with the language: They may be able to find the different parts of the body when I produce them but , perhaps, they won’t be able to produce the English words by themselves, so, I will provide them with the necessary time and help in order to have each of them produce the target vocabulary (chest, head, neck, arm, stomach, knee, feet, etc) • Assessment: I’ll provide students with the necessary input, and I’ll encourage them to produce the chunks of language I’m teaching Input -Presentation (8´)- I will enter the classroom wearing Miss Ceci´s pinafore again and I willsay :“Hello! Today I am the teacher and Miss Ceci watches the class again (miming the meaning of “watching”). I will incorporate part of Ceci´s routine by playing the Hello song in the CD player, encouraging the kids to follow the song. Then, I will take Sam (the puppet I had left there) and I will say “Sam! How are you? ! …give me your hand (I will manipulate him pretending he is doing it) then I will ask him to cross his legs, nod, wave his hands, etc (always manipulating him ) . Then I will ask some kids at random to cross their legs, nod, wave their hands, etc by singinga song (similar to the one we sang during our previous class, for example “Dear Mili, dear Mili, cross your legs, cross your legs) Guided Practice (8´) Then I will show them the same bag I had taken with me the previous lesson and I will say “I have something for you here”, and very slowly I will open my bag and show them my “crazy pet”. And I will say “this is my monster pet” (miming my affection). “This is Gina, she is my monster pet” Comentario [A1]: Second! Comentario [A2]: Is there enough place for them to do the written task on the floor, as you suggest? Comentario [A3]: What kind of cooperative work will take place during this lesson? Comentario [A4]: Recognise/identify Eliminado: ing Comentario [A5]: How will you assess them? Eliminado: , Comentario [A6]: Lovely!
- 4. “Look at her!Has she got two eyes the body). I will encourage the kids to provide the the right answer I will repeat it “Yes. Ss to practice the other parts of the body while they recycle numbers too. Then I will round up this step by saying participation by pointing at the parts of the body I want them to produce) four….Legs .And she has a happy face! (More) independent Practice (8 I will show the kids five pieces of stuck on the board in advance and crayon to each of them to work on one cardboard (and I will “This is your monster pet” (pointing at one kid and one cardboard, so I will repeat the same times). Then, I will say “our monster pet has…..ONE BIG EYE my eyes) and I will show them that they have to draw one big eye by doing it on my own piece of paper and repeating “ONE BIG EYE always miming and pointing at my own body As four kids are working next to the board, the other fifteen will be able to work more comfortably on the floor, so I will hand out one paper understood the task I will say “draw two eyes?”(miming the numbers and pointing at the different parts of I will encourage the kids to provide the right answer: has she got one eye “Yes. She has three eyes”. Then I will do the same in order to help Ss to practice the other parts of the body while they recycle numbers too. by saying “so Gina has three….eyes“ I´ll encourage students’ participation by pointing at the parts of the body I want them to produce) “two… arms And she has a happy face!” (8’). Production.ii pieces of cardboard (A3 size) with the shape of a monster pet and I will ask four kids to come to the front with me . work on one cardboard (and I will use the fifth to model the activity pet” (pointing at one kid and one cardboard, so I will repeat the same our monster pet has…..ONE BIG EYE” (miming one and big and pointing at one of I will show them that they have to draw one big eye by doing it on my own piece of ONE BIG EYE” .Then I will say “our monster pet has…..TWO SMALL EARS” my own body, modeling the activity and repeating. As four kids are working next to the board, the other fifteen will be able to work more comfortably one paper and one crayon for each of them and now that they understood the task I will say “draw ONE BIG EYE and TWO SMALL EARS” ”(miming the numbers and pointing at the different parts of one eye? When I get Then I will do the same in order to help I´ll encourage students’ arms, and monster pet that I had . I´ll give one to model the activity) . pet” (pointing at one kid and one cardboard, so I will repeat the same four (miming one and big and pointing at one of I will show them that they have to draw one big eye by doing it on my own piece of TWO SMALL EARS” As four kids are working next to the board, the other fifteen will be able to work more comfortably and one crayon for each of them and now that they Comentario [A7]: Encourage learners to produce the sentence as well. Eliminado: s Comentario [A8]: How will you choose them? You may choose the one who crosses his/her legs first, for example, so as to recycle vocabulary. Comentario [A9]: If you do the activity they will just copy you. You may use gestures to guide them. Comentario [A10]: All of them should work on the same kind of paper and in the same conditions Thus, you should have just one big piece of cardboard on the board and you should ask volunteers to draw the different parts in turns. You may choose a name for that monster pet and stick it somewhere in the classroom. Encourage learners to How will you choose them? You may choose the one who crosses his/her legs first, for example, so as to recycle vocabulary. If you do the activity they will You may use gestures to guide them. All of them should work on and in the same conditions. Thus, you should have just one big piece of cardboard on the board and you should ask volunteers to draw the different parts in turns. You may choose a name for that monster pet and stick it
- 5. Once they couldall do it, I will continue giving directions (for exampleour monster pet hasONE LONG LEG, our monster pet has A VERY SMALL MOUTH, our monster pet has TWO SMALL HANDS) Closure (2’) I will say “wow, your monster pets are great! (miming, thumbs up). Let´s put them all together inside the box (showing them a box and doing the same with my own drawing) we will use them again next time. “Now , you will go outside to play. Let´s sing the goodbye song together!” We will all sing “this is the way we say goodbye, this is the way we say goodbye, see you on Thursday” (this song is part of their routine with Miss Ceci) Lesson plan component Excellent 5 VeryGood 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 Teachingstrategies x Comentario [A11]: Write their names on the sheets of paper!
- 6. Class. managementstrategies x Languageaccuracy x Observations Minimumscore: 21 / 35 Score: _26___ /35 = 7.5 Dear Gabriela, The lesson is varied and cohesive. Have second thoughts as regards the “written” activity – it is important that they have the same opportunities. Pay attention to the comments. You may try including ICT in further lessons. As we stated in the feedback for lesson plan 1, it is important you complete the information at the beginning of the lesson plan. This is what you are supposed to include: ALUMNO RESIDENTE: Período de Práctica: Institución Educativa: Dirección: Sala / Grado / Año - sección: Cantidad de alumnos: Nivel lingüístico del curso: Tipo de Planificación: Unidad Temática: Clase Nº: Fecha: Hora: Duración de la clase: Fecha de primera entrega: If you have any queries, contact us. Cecilia and Aurelia
- 7. i This items havebeen introduced last class but , as young learners need time to incorporate new language items I´ll treat them as “new” itemsagain during this lesson. ii This activity is similar to the last activity I included in my plan for lesson 1. After reading your suggestions I decided that it was better to ask the kids to color the shape of a boy/girl (similar to the puppet) in lesson 1 and I used to idea of the monster in lesson 2.