The lesson plan is for a kindergarten class learning about parts of the body. The students will review vocabulary for body parts and numbers. They will then create their own monsters by combining cut-out body parts. To assess learning, the teacher will ask students to identify and count the body parts on each other's monsters. The lesson incorporates songs and pictures to engage the students and make it fun.

1. Alumno Residente: Restivo Gisela
Período de Práctica: Nivel Inicial
Institución: Jardín Chiquilandia
Dirección: Urquiza 924- Comodoro Rivadavia
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Mi cuerpo
Clase Nº: 3
Fecha: 23-05-1
Hora: 14 a 14. 30hs
Duración de la clase: 30 minutos
Teaching points: My body. Vocabulary: eyes, teeth, ears, nose, legs, arms,
hands, feet, head
Aims: During this lesson, learners will be able to…
Review all the parts of the body.
Review numbers.
Count how many parts of the body a monster has got.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
eyes, ears,
nose, legs,
arms, hands,
feet, head,
numbers
Naming and
counting parts
of the body
One eye...
NEW
Describing It has got two... /hæz/
Teaching approach: The lesson is based on the communicative approach
Pedagogical use of ICT in class: In this lesson, students will be exposed to
photos which were downloaded from Internet. The hello and good bye songs were
downloaded from the provided links to my computer.
Comentario [A1]: Throughout the
lesson plan, you used has instead of has
got.
Comentario [A2]: Strong form?

2. Materials: images of the monsters, copies of the monster to be created, shapes
and parts of the body of different colours, pencils/ crayons, scissors, glue.
Seating arrangement: students will sit in their desks, in groups of 4, as they
always do.
Cooperative work: As students will work in small groups, during the activity, the
students who finish first can cooperate with the rest of the group.
Possible problems / difficulties and their possible solutions during the class:
Students may not have enough time to complete their monsters. I will help them
and encourage students who have finished to help the ones who haven´t.
Potential problems students may have with the language: Students may find it
difficult to describe monsters; therefore, I will help them by miming the numbers,
repeating the parts of the body while pointing at them.
Assessment: what will be assessed and how: I’ll check that students are able to
repeat the target vocabulary. Then, during the presentation, I will see if they can
count parts of the body and repeat the names.
Routine (5min)
I will get into the class and greet the students; we will sing the usual Hello song. As I sing, I
will move my hands to greet them.
Song:
“Hello, Hello, we say hello to you.
Hello, Hello, how are you today?
Welcome friends, welcome friends.
It´s nice to see you again
Welcome friends, welcome friends.
It´s nice to see you again”
https://www.youtube.com/watch?v=_BmfySrvVKM
Comentario [A3]: They share the
tables, but they do not work in groups.
Comentario [A4]: Any problems as
regards language?
Comentario [A5]: Will you assess mere
repetition?
Código de campo cambiado

3. Warm up (4min)
I will show them some pictures of different monsters, and I will ask “Do you know him?
What ´s his name?
I expect my students to say: Yes! Henry! Then, I will add: “very good! He is Henry, the
monster! What colour is Henry?” As they have already learnt colours, I expect them to
say: Yellow! Finally, I will say “Perfect! He is yellow!”
I will repeat the same questions with each of the monsters.

4. Transition: Ok. You know a lot about monsters! So Let´s see if you know Mike.
Presentation (4 min)
In order to review parts of the body, I will show them an image of Mike. ”This is Mike. Hello
Mike!” I will encourage my students to greet Mike.
Then, as I point at him, I will say “Mike has one eye. Can you see? He has one eye!” As I
point at the eye, I will show one finger and repeat: “One eye”
Then, I will say: “Mike has two arms. Look. He has two arms.” Again, I will show two
fingers (to demonstrate number two), while pointing at the arms and repeating.
Then I will say: “How many legs has Mike got? Has he got one leg or two legs? Again, I
will mime with my hands so they can understand. EA: Two legs. “Yes, he has two legs!
Fantastic!”
Transition: Great! Now I am going to present MY monster.
Development (13 minutes)
Activity 1: (7 minutes)
Before starting the activity, I will show them a monster I have designed and I will say:
“Look at him! He is my monster. He is called Steve. It has three eyes. It has two ears. It
has one nose (I will say each of the sentences while pointing at the parts of the body
named)
Comentario [A6]: And encourage ss to
repeat after you.

5. (Copy of the monster I have designed)
Then, after they have seen my monsters, I will say: Come on! You will create your own
monster!” I will give each student the shape of a monster and I will distribute some parts
of the body (eyes, noses, legs, hands, etc) in each group of students. I will also provide
them with glue, scissors and different crayons/pencils.
I will explain: “Now you are going to create your own monster! Use the parts of the body I
gave you and your imagination! “
At this moment, I will be near them, providing help with the materials. I will sit near them, if
necessary, and say “Can I help you? Here, there is a nose”
Comentario [A7]: How will you check
understanding?

6. (These are some of the monsters I will give them. I will provide them with figures of different shapes
and colours.)
Transition; Well, I want to see your monsters!
Activity 2: (6 minutes)
Once they have finished creating their monsters, I will collect one monster and while
showing it to the class I will say: Look! This is Juani´s monster.
Then, I will elicit some answers from students. In order to do this, I will ask: “How many
legs has this monster got? One? Two? I expect students to count parts of the body and
answer. After their responses, I will add “Good, this monster has...”
I will ask two questions for each monster. Then, I will congratulate the students and invite
another child to show his/ her monster and I will also ask two questions about it.
I always expect students to count and answer: It has..... If they do not say complete
sentences, I will repeat after them: “yes, it has...”
Comentario [A8]: Many of them will be
eager to show their productions. 6 minutes
might not be enough to accomplish this
“sharing”
Comentario [A9]: What will you do if
you do not have time for everyone to show
their monsters?
Please encourage them to use English.

7. Closure: (4 min)
To finish the class, we will sing the Goodbye song.
Song:
Bye, bye, good bye.
Bye, bye, good bye.
I can clap my hands
I can stamp my feet
Bye, bye, good bye.
Bye, bye, good bye.
https://www.youtube.com/watch?v=PraN5ZoSjiY&utm_source=youtube.com&utm_medium
=short_domains&utm_campaign=ssyoutube.com
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
Querida familia:
En la clase de inglés seguimos trabajando las partes del cuerpo. Hoy los nenes crearon su
propio monstruo que llevan a casa.
Pueden ponerle un nombre y preguntarles que partes del cuerpo tiene. ¡Seguro los
sorprenderán!
Miss Gisela Restivo
Código de campo cambiado
Con formato: Inglés (Estados Unidos)

8. Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __22__ /35 = 6
Dear Gisela,
You should encourage learners to use the language. Repetition is good but it is not enough to
assimilate the new words.
Cecilia and Aurelia