The document describes an English lesson plan for a kindergarten class. The lesson focuses on revising parts of the body and introducing clothing vocabulary. During the lesson, the students will identify body parts on a doll, play a bingo game to practice vocabulary, and create pictures labeling body parts and clothes. The teacher aims to actively engage the students and encourage oral production of the target vocabulary through miming, modeling, and providing support.

1. ALUMNO RESIDENTE: Gabriela Lema
Período de Práctica: Kinder
Institución Educativa: Colegio Nuestra Señora de la unidad
Dirección: Belgrano 678. San Isidro
Sala / Grado / Año – sección: Sala de 4, turno mañana
Cantidad de alumnos:21
Nivel lingüístico del curso: beginners
Tipo de Planificación: Clase
Unidad Temática: Parts of the body
Clase Nº:5
Fecha:31/05
Hora:10,30
Duración de la clase:30 min
Fecha de primera entrega:27/05/2016
• Teaching points: revision of parts of the body (mouth, ears, chest, eyes, legs, head,
nose, neck, arm, stomach, knee and feet) & presentation of clothes (dress, sandals,
swimsuit , boots, trousers, gloves, scarf)
• Aims or goals: During this lesson, learners will be able to…
Find opportunities 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 and vocabulary on pieces of clothing
Participate actively in group activities (listening to/answering questions, taking
turns).
Follow oral directions to perform specific actions.
Recycle and learn vocabulary by playing a boardgame.
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATI
ON
REVISION Look!
Listen
Make a circle
Raise your
hands
Come to the
front
Thank you
Wave your
hand
Move your head
Touch your
mouth, ears, etc
Chest /tʃest/
Neck /nek/
legs /leɡ/

2. Line up
Repeat
mouth,
Ears
Eyes
Face
Legs
Hand
Fingers
Nose
• open
• close
• move
• Number
s
• Big
• Small
Chest
Head
neck
arm
stomach
knee
feet
• wave
• cross

3. NEW • dress
• sandals
• swimsuit
• boots
• trousers
• gloves
• scarf
• Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure.
• Materials and resources: a doll , tags with the students' names. 21 pieces of
cardboard to play bingo. A set with all the cards needed in order to fill in the 21
boards. 21 white papers. A set of crayons, pencils and glue for each table )
• Seating arrangement: at the beginning the students will be sitting on the floor , in a
circle, then they will move to their tables .
• 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
mime vocabulary and model the activities as much as possible.
• Potential problems students may have with the language: I know that they are able
to recognize the different parts of the body and pieces of clothing when I produce
them but , not all of them are 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 producing the target vocabulary .
• Assessment: I’ll provide students with the necessary input, and I’ll encourage each
of them to produce the language items being taught and revised .
Input -Presentation (8´)-
I will be waiting for them (a helper teacher brings them to the classroom. When they arrive
I will greet them “hello, how are you?” and I will ask them to make a circle (singing the
song Ceci usually sings “make a circle, make a circle, with your friends” ). Once we are all
sitting on the floor, in order to have their attention I will ask them to follow some easy
instructions like “sit down like an Indian” “raise your hand”, “touch your nose”, “touch your
mouth”…and now…look”.. I will show them the same bag I had taken with me the previous
lessons and I will say “cha cha cha chaannn I have something for you here”, and very
slowly I will open my bag and show them a doll. “I brought my doll, let´s play with her! If
you touch a part of her body I will say which part it is (miming and showing them that each
part is marked with a circle):
Comentario [A1]: Sheets of paper
Eliminado: being
Eliminado: being

4. I will model the activity pressing one circle and producing the vocabulary item (imitating the
voice of a speaking toy) “chest”(after pressing the circle in the chest), “hand” ”(after
pressing the circle in the hand). Once I can see that they understood I will stand up and –
(following the order of the circle) I will ask each of them to press one part of the doll´s body
and I will produce the words. After giving each of them the chance to press once, I will say
“now (for example) Pipe touches one part of her body and Toto -the one sitting next to him-
will say “hand” (I will have touched the hand to exemplify). I will check if they understood
and, of course, I will have to produce the words if they cannot do it. But I will always try to
have them producing the target language.
Guided Practice (10´)
Then I will say “Excellent, we did it “ showing my thumb up and showing them the same
bag I and I will say “I have another thing for you here”, and very slowly I will show them
papers like this:
And I will explain “we are going to play bingo!
And I will say “you know how to play bingo….. If I say “sweater” and here (pointing at one
of the pieces of paper) you have a sweater, you make a circle around it. Yes?
Ready? Ok , sit down on a chair (pointing at their tables and chairs) -we have already
moved from the circle on the floor to the chairs in previous lessons and they can do it very
well-
While I help them to choose a chair I will say their names aloud and give each of them a
piece of paper with the board of the game:
Comentario [A2]: How will you check
understanding?

5. Then I will say ok…. Are you ready ? And I will pick up a card (with a part of the body or a
piece of clothing) and I will produce the word. I will repeat it more than once, trying not to
mime, nor to show the picture since I want to check if they are acquiring the language…if I
see that it is necessary to mime or even to show them the picture while I produce the word
again, of course I will finally do it.
I´ll repeat the same procedure until all of them could mark all their pictures.
(More) independent Practice (6’). Production.
I will use the same bag with cards with parts of the body and pieces of clothing and I will
ask each student to pick up one and produce the word (if they cannot do it I will help them)
and I will say “keep it” and I will help them to stick it on a piece of white paper like this:
Comentario [A3]: Will all the cards be the
same?
Comentario [A4]: Will you monitor their
performance?

6. Once all of them have one card I will say : “let´s complete the pictures! if you have the pair
of trousers, you add the sweater, the boots, the scarf, a happy face”. I will mime or use the
board to draw an example but I´m sure that as soon as they receive a paper like that, they
will intuitively start completing it.
Closure (2’)
I will say “excellent!” “Now, you will go outside to play. Let´s make two trains and sing the
goodbye song together!”
Comentario [A5]: They have already done a
“written” activity with you.
Why don´t you foster oral production by means of a
game with those cards?

7. NEW • dress
• sandals
• swimsuit
• boots
• trousers
• gloves
• scarf
• Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure.
• Materials and resources: a doll , tags with the students' names. 21 pieces of
cardboard to play bingo. A set with all the cards needed in order to fill in the 21
boards. 21 white papers. A set of crayons, pencils and glue for each table )
• Seating arrangement: at the beginning the students will be sitting on the floor , in a
circle, then they will move to their tables .
• 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
mime vocabulary and model the activities as much as possible.
• Potential problems students may have with the language: I know that they are able
to recognize the different parts of the body and pieces of clothing when I produce
them but , not all of them are 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 producing the target vocabulary .
• Assessment: I’ll provide students with the necessary input, and I’ll encourage each
of them to produce the language items being taught and revised .
Input -Presentation (8´)-
I will be waiting for them (a helper teacher brings them to the classroom. When they arrive
I will greet them “hello, how are you?” and I will ask them to make a circle (singing the
song Ceci usually sings “make a circle, make a circle, with your friends” ). Once we are all
sitting on the floor, in order to have their attention I will ask them to follow some easy
instructions like “sit down like an Indian” “raise your hand”, “touch your nose”, “touch your
mouth”…and now…look”.. I will show them the same bag I had taken with me the previous
lessons and I will say “cha cha cha chaannn I have something for you here”, and very
slowly I will open my bag and show them a doll. “I brought my doll, let´s play with her! If
you touch a part of her body I will say which part it is (miming and showing them that each
part is marked with a circle):
Comentario [A1]: Sheets of paper
Eliminado: being
Eliminado: being