Lesson 3 Practices 1

1. Alumno residente: Orelia, Analia
Institución Educativa: Casita Musical
Dirección:calle 13 N° 255 General Pico La Pampa
Cantidad de alumnos: 15-20
Edad: 3-4 years old
Unidad Temática: Classroom Language, The shapes and the Body Parts
Clase Nº:3
Fecha: 10/10/2019
Hora:9:30
Duración de la clase: 45’
Fecha de entrega de la planificación: 15/10/2016
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Learning aims: 
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During this lesson, learners will be able
 To learnvocabularyrelatedtobodyparts
 To revisitclassroomlanguage,moodandthe shapes
 To developlogical,interpersonal,intrapersonal,spatial,kinaesthetic,verbal ,visual skills
 To improve theirsocial relationshipsamongpeersandthe Englishteacher.
Learning focus:
 To learnthe bodyparts, head,shoulderknees,toes,eyes, ears,mouthandnose.Name
otherslike legs,armstopresentthe robot
 To revisitvocabularyaboutmoodandthe shapes
 To promote the collaborative work.
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Integration of skills: 
Theywill developtheir: -
 Speakingskillsbygreetingeachotherorimitating.
 Senso-motorsskillsbywavingtheirhandsandmimingfacesthroughemotions,touching
and pointing some of the bodyparts
 Logical,intrapersonal,spatial,verbal ,visual skillsbyidentifyingsome shapesand the
parts of the body.
 Interpersonal skillsbyworkingingroupsandsharingmaterial.
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2. Multiple intelligences:
* Linguisticintelligence (greetingeachotherand talkingaboutthe shapesandPartsof the
Body)
* Logical intelligence (greetingsamongthemandthe teacheropeningclass andclosing,
moodsand recognizingtheirownbody
* Body-kinaestheticintelligence (jumpingtowardsthe wordandpicture shown)
* Spatial andInterpersonal intelligence
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Materials and resources:
 ICT laptop
 A bigwhite boardto stickthe faces’mood
 A magneticboard.
 Buddy(the Puppet)
 Flashcards withbodyparts
 A robot model
 Cut papers’shapes
 Posterto putup the shapes
 A puzzle withthe partsof the face to playand the magneticboard at ELA
 A rug withsome BodyParts’ flashcardsinit,to playat ELA
 A MemoBody parts
Possible contingencies:
 Childrentalkingatthe same time whenteacherasksquestionsorgive instructions
 Childrennotwanting tositdownand notrespectingturns.
 Childrengettingbored anddistractothers
 Childrenunable toworkingroups,behaviourproblems
Classroom management strategies:
 Start each activityexplainingwhatitis,mime andmake gestures.
 Call Mr Silence orsaycommandswith changedvoice
 Encourage themto be helpers
 Repeatrules of a game

3. Assessment: collecting information and reporting your findings
 *Observingchildrenandmake comments abouttheireffortsatevery moment of the class
 *Observingchildrenand give afeedbackorretell if theydonotunderstandbygesturesor
L1 inlast case.
 *Keepingadiaryof the children’sdevelopmentof eachactivity,topromote their
intelligencesinadvance.
Lesson Stages
Lesson three (third day)
Routine
We singthe Hellosonganddance .ThenI askthemabout theirmood, and encourage them
to answeror justnoddingheadsandrepeatthe secondpart of the song again, to ask about
theirnames.(lyricsinlesson1)
HelloFlashcard

4. Lead-in
 Purpose:
- To revisitandreinforce vocabularyseenlastclassaboutgreetingsandmoods and
say theirnames.
- To singthe Hellosongasin the firstclass https://youtu.be/gghDRJVxFxU?t=9
 Timing : 3 Minutes
 Activity descriptionand instructions as they will be saidto students(include direct
speech)
Teacher: hellohoware you ?
Children:happy
Teacher: your name ? are youRoy ? ( a childof the kinder)
Child:No
Teacher: are you Brian:?
Child:nodshead
TeahcerSo what’syourname ? My name is Ana, and you?
Child: Ignacio
Teacher: Good IgnacioFantastic!Now you ? ( referringanotherchild)
Transition Time: “well,wellchildrentodaywe have toknow MOREEEE aboutPip , the Robot
and a story aboutit . Let’sstart ok? “ Yesss !! or noddingheads“
Activity 1
 Purpose:
- To incorporate the Partsof the bodyeyes-ears-mouth-nose- andhead- shoulders-
knees –toesandname othersto integrate the storyof the robot.
- To developtheirvisual,kinaesthetic,andverbal skills bywatchingthe video,singing
and dancing
- To developtheirlogical skillsbyplayingatELA and some magnetflashcards

5.  Timing: 15 minutes
 Activity descriptionand instructionsas they will be saidto students(include direct
speech)
I tell a storyabout the Partsof the Body witha robotmissingparts. (Picture 1) I bringthemina
bigbag and thentell a robotstory.Childrensee Pipwithhisbrokenleg,andcompare withthe
robot theyhave toput the eyes,nose andmouth.
Teacher:I have to tell youa nice storyabout Pip’sfamily.Tomorrow we needtohelpPipand
otherfriendstoo. Sowe needtoknow how itis a robot,to put up theirparts. Listento the
story
Children:Yes, or noddingheads
Teacher:“I tell themonce upona time one robot,Pip’sfathercomes here,buthas onlya head
(I showthe head) andlandshere,thena bodyjoinstoit fromanothergalaxy”( maybe Ican
ask one of themor explaingalaxy,asitisa transparentwordtheycan have inmind), ( showing
anotherpart of it and puttingitontothe other) andso the arms and the legs and the feet
fromanothergalaxyso itbecomesina Robot. Howeverthisrobothas nofaces’parts inthe
beginning….There weresome childrenlike you,bypointingto them, thathelpthe firstrobot.”
Robot’sparts (Picture 1)

6. Teacher:I have a problem, as thisrobot has no face ‘s parts.I have to put hisears,eyes,
mouthand nose.Canyou helpme? Withthe eyes??? where?( gesturesusedhere)
Child: me ! raisinghishand
Teacher: ok nowput hiseyes
Child:putsthe roboteyesonthe face ( papers’shapes)
Teacher:nowlook. Thisrobot lookslike Pip. Ithaslegs,arms,bodyand a head. Andwhat is
missing??( mimingthisexpressionwithmyhand) compare withPip.
Children:naríz !
Teacher: yesYou are right.,nose !!!
So go on withthe otherparts…
Teacher:(once theyfinish).Nowyouknow toputup a robot. Great !!! , butthisrobot, whatis
not there inhishead? Let’sthink…ummmm( lookingatthe robot) eyes,yes…nose …yes…
and …mouthyes( pointingouttothem)
Children:orejas,!
Teacher:Yes the robothas no ears !!!
(Picture 2- PIP’sfather)
 Scaffolding:
- To helpthemputup the robot’eyes,nose andmouth.

7. - To encourage themtoplace eyes,nose andmouthas theythink inL1
- To take theirhandsand put the shapes withglue already readytostick
 Transition Time:I say “The firstroboton landisPip’sfather( papá ),(Picture 2) sothey
looklike eachother.Lookchildrentheyare similar,ok?greatjob!!!now Let’sinvite Pipto
play!”
Activity 2
 Purpose:
- To developtheirlogical,spatialinterpersonal skill
- To promote theirinterpersonal andintrapersonal skills
 Timing : 10 minutes
 Activity descriptionand instructionsas they will be saidto students(include direct
speech)
I explain tothemthe rulesof the magnetbodyparts game ( Picture 3)( eyes,ear,mouthand
nose) andshowit to them.
Teacher:“ Okchildrennow, we have to playa magnetbodyparts, I put themface downon
this white board and thenyou have tofind itsmatch like thisbyshowingthe twopartsof an
ear forexample ( set: eyes,ear,mouthandnose) andinturns try to findthe otherpart.Once
youhave it readyyou put the match on the magneticboard, and touchyour body‘s part ( I
showit )Ok? “
Children: Nodding hishead(dothe actionand lookforthe otherpart of the ear)
Teacher: you have to respectturnone by one,de a uno , ok?”
Children:“Ok“
Teacher:“ok, youhave a match. Fantastic! An ear !!Touch your ear “, ( firstI touch mine)
Whenall parts of the bodyare found.Ihave to repeatthemandencourage themto touchthe
mouthor the eyesontheirownbodyforexample.

8. Picture 3
Activity 3:
 Purpose:
- To developkinaestheticandlogical skills
- To promote the integrationof the Bodypartsvocabulary
- To developtheirspatial and interpersonal skills
 Timing : 10 minutes
 Activity descriptionand instructionsas they will be saidto students(include direct
speech)

9. Piplovesdancingandsingingso I sayPip invitesthemtomove andsingthe song together.
Childrenalsostandupand singthe Bodysong https://youtu.be/WX8HmogNyCY.
As the songgoesfastereach time,theywill movemuchsoit wouldbe possibletogettired
( be attentive incase)
Childrendance andsingmeanwhile theytouchtheirbodypartsthe songsays.Teacherstops
the song andfreezesthemwhat bodypart is? Playtwice no more.
The Lyrics: Headand shoulders,kneesandtoes,
kneesandtoes,, kneesandtoes
. Head and shoulders,kneesandtoes
kneesandtoes,kneesandtoes
andeyes,andears andmouth andnose,
Headand shoulders,kneesandtoes,
kneesandtoes.
 Scaffolding:
- To encourage to dance and sing,make thembe confidentandprize themwith
gesturesandsmile
- To repeatandtouch eachpart of the bodyor the head
 Transition Time.Isay“It istime to playmore children…let´splayfantasticgames ok?”
childrenanxioussay“yes!”
Activity 4:

10.  Purpose:
- To developkinaestheticandlogical skills
- To promote the integrationof the Bodypartsvocabulary
- To developtheirspatial, interpersonal andintrapersonal skills
 Timimg: 15 minutes
 Activity descriptionand instructionsas they will be saidto students(include direct
speech)
Teachersays it is“ playTime”and move more the bodies.I propose themto practice
throughsome gamesas the hopscotchand the memobodyparts at ELA withextra
activitiesalreadypreparedtheycanintegrate the contentsseentillnow ,to playas relax
time.
I explainthe rulesof the game,Isaythe name of the partsof the bodyand theyhave
to jumpto the heaven.Ishowitfirst, jumpand hop to the picture andtouch the part
of the bodyitis. It isan integrationactivitythroughplay.
Game 1: “Jumpingtothe heaven”( Picture 4)
Teacher:Ok jumpto the nose
Child: jumps
Teacher.Fantastic,nowtouchyour nose
Child: (touchingnose)
I continue if itistoo longactivitydue tothe numberof students I have to letthem
twice jumping eachchildandchange the flashcardssoas not to repeatthe same
parts several times.

11. ( Picture 4)
Game 2: Memo bodyparts (Picture 5)
Observation: Thisis an extraactivityincase Time allowstodo itin thislessonplan. It
will formpartof The ELA classroom, joinswith the Fishingshapes,Jumpingtothe
heaven,Magnet bodyparts,or Memo Bodyparts games.
I explainthe rulesof the game.Flashcardsare face downonthe tablesand 4 groups in
each.I get aroundto scaffold if they do notget a match. Theyhave to findthe
correspondingsimilarandtryto touch theirpartsof the bodyand say throughthe
teacherscaffolding.
 Scaffolding:
- To get aroundand repeatrulesof the game,incase problemsbehaviours.
- If there is a childwhodoesnottouch ok , I show onmy face or body and then
encourage him/hertodothe same

12. - If any of themisshy anddoesnot wantto play , teacherelicits tohim/herto
stay nearand helpsor maybe lookatthemwithoutmoving,justgive thischild
the opportunitytoobserve his/herpeers
(Picture 5)
 Transition Time:I tell children Iamso happy because they can playand know more about
the robots.Tomorrowwe have to helpPIP,finally.
Closure
 Purpose:
- To encourage themtosay bye
- To close the class sayingnextclasswe will helpPip
 Timing: 2 minutes
 Activity descriptionand instructionsas they will be saidto students(include direct
speech)

13. As inthe previousclass, teacher tellstheirworkisgreat,and greetandsay goodbye.
Showingthe bye flashcard asusual inthe previousclasses. Make some comments
abouthow well theyhave workedtoday, andsothe teacherisveryhappyfor this.
Bye flashcard.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

14. Observations