This document provides a lesson plan for a class teaching parts of the face and body to 4-year-olds in Spanish. The lesson includes reviewing parts of the face, learning new vocabulary for parts of the body, singing a song that incorporates the new vocabulary, and making faces using shapes. The teacher will assess comprehension through gestures, watching the students perform actions, and recognizing pictures of the body parts.

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I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student:GieserLeticia
Períodode Práctica: Nivel Inicial
Numberof Students:28
Institution:Jardín Cavagnaro
Adress:Calle 70 – N° 2753
Age:4 yearsold
Level:Beginners
Lessonplan: a class
Date: June,1st
Time: 30’ (10.30 a 11.00 hs)
 Teaching Points: Parts of the face with shapes
 Aims: During this lesson, learners will be able to…
 To remember different parts of the face.
 To learn the new vocabulary through the usage of different materials.
 To understand the new vocabulary comparing with their body.
 To develop the listening skill through a song with the parts of the
body.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION

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REVISION Parts of the face:
eyes – nose –
mouth – ears
Recognizing
and identify
the parts of
the body.
Recognize
the parts of
the face in
their own
body.
This is my…
Touch your…
Nose /ʊ/
Mouth
NEW Parts of the body:
head – shoulders –
knees and toes
Recognizing
and identify
the parts of
the body
These are… Shoulder /ə//43
Toes
 Teaching Approach: The lessonis based on the Natural Approach, and organized
trough the PPP procedure (Harmer, 2010).
 Materials and Resources: pictures about the different shapes and numbers made on
cardboard with different colours. A Video (Head-shoulders, knees and toes song) – A
small cardboard shapes and a white sheet of paper to complete an activity.
 Pedagogical use of ICT in class: in this lesson, the students will remember the parts
of the face and will learn the body song. Activities organised through the use of
audio-visual materials enhance language learning and acquisition. Also the students
will watch a video to recognize and learn parts of the body.
 Seating arrangement: students will be sitting in a circle on the floor in order to
facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class. The will participate using the board to
complete an activity.
 Possible problems /difficulties and their possible solutionsduring the class: children
may not remember some parts of the face that they have learnt, but in this case, the
teacher will help them to miming and touching her own face.
 Potential problems students may have with the language: studentsmay find it hard
to pronounce some parts of the body, such as shoulders, but this will change with
the teacher’s help.
 Assessment: what willbe assessed and how: the teacher will check students’
comprehension by miming, doing gestures and watching if they perform the
actions or not. She will observe if they interest with the video and understand
correctly. Encourage them to produce the new vocabulary touching their faces and
dancing the new song. If they get shy, the teacher will check they can recognize the
items by using pictures about the topic.

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Routine: 5’
The teacher will get into the classroom and greet the students with a big bag: ‘Hello!, how
are you today?’ EA: Hello!
T: are you happy (she will miming that to sts can understand) or are you sad?
The teacher will ask to students to sit in a circle on the floor and we will sing the hello
song:
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too.
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too. (chorus x2)
Transition: ‘Ok kids!’ ‘Let’s sing a song’! ‘You remember it!’
Warm – up 5’
Here the teacher will play the video from the last class again. So she will say: ‘ok…let’s sing
and touch our faces’ ‘Are you ready?’
The students will listen and while they’re doing that, the teacher will invite them to touch
their face and imitate what they listen. Then the teacher will touch her own face again, and
she will say to students: ‘those are my eyes…’ ‘this is my…’ ‘Those are my….’
Transition: ‘great! We sang a lot!’ ‘But now…. you have to sit down on the floor’.
When they sit in a circle on the floor, the teacher will start to sing head, shoulder knees and
toes and she will touch her body. So here they realized that is about the body. In case they
don’t understand, the teacher will encourage to students using body flashcards.
Here the teacher will start to touch her body singing ‘head, shoulders, knees and toes’, and
here she will encourage to students to say what they think about this. They will realize that
it is about the body, so they will say this. Then she will invite to students to watch the video.
Presentation – 5’
In this case, the teacher will play this video:
https://www.youtube.com/watch?v=WX8HmogNyCY

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Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
Let's try it a little faster!
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
Faster?
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
Faster?!
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
Faster?!?!
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.

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And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
When the students watched it, the teacher will ask: ‘what can you see’? EA: Body!
Then, she will invite to students to stand up and she will start to sing the song (without the
video) and the students will do the same as her. In that way, they will recognize the body
parts in their own body.
When they finish, the teacher will play the video again. They will imitate what they can
watch on it, and they will dance and sing using the body parts.
Transition: ‘oook…are you tired?!’ ‘It’s very funny!’
Procedure: 10’
Activity: Make a face
The teacher will invite to students to sit in their chairs and she will give to everyone a sheet
of paper where they can see a big circle (this will be the head). This look like this:
And then, she will put different parts of animals on the table (parts that they could watch in
the video related with the video animals) Thus they will create a funny face with the
different parts. shapes on the table (square, triangle, rectangle, and circle). So the students
will make their own face using those shapes. To make it, they will stick the parts inside the
circle using glue. Finally every child will write their names above the paper and will give it
to the teacher.
Here the teacher will give to students a big circle and different parts of the faces about the
animals that they could watch in the video. She will invite to them to sit in their seats and
stick with glue the parts that they liked and make a funny face with the material.
Transition: ‘Well kids! Let’s dance to finish this class!’

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Closure: 5’
The will play the video again and they will dance once the song that they learnt during the
class.
Transition: ‘ok kids, let’s sing the bye bye song! ‘It was a great class’.
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’
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
Studentswill havefunwhencreatingfacesandsingingthe song.Hope my
commentsare useful.
Have a nice lesson!
Aure