Segudo periodo planificacion 1 - nasencio

1. ALUMNO PRACTICANTE: Asencio Nadia
Período de Práctica: Segundo período
Institución Educativa: Colegio Kurt Godel
Dirección postal: Quaglia 625, Bariloche
Sala/Grado y sección: 4to grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: Partes del cuerpo
Clase Nº1
Fecha: 04 /06/2014
Hora: 11:20 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 29/05/2014
 Teaching points: Parts of the body – have/has
 Aims:
 Ss will be able to identify the new vocabulary presented.
 Ss will be able to identify the new grammar structure presented and its usage.
 Students will be able to develop their speaking and listening abilities through
motivating activities.
 Ss will understand a story even if they do not understand each single word.
 Ss will cooperate with each other in order to complete an activity.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Following
certain
commands.
Greetings,
actions, boy, girl,
fine, happy/sad,
monsters, big,
small, numbers,
Hello! What day
is today? How
are you today?
You are.....
I am.....
/g/, /r/, /p/, /
New Identifying body
parts.
Tummy, arms,
legs, head, long
short, long, short
He/she has
got.........
Has she/he
got.....
I have got.......
/b/ /s/ /l/ /t/ /k/
 Teaching approach: Communicative approach.
 Materials and resources: flashcards, pictures, copies
 Seating arrangement: We will work at the tables.
 Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, the T will have flashcards to show them.

2.  Assessment: The new vocabulary will be assessed trough a cooperative activity.
Procedure:
Routine (10 minutes)
(Ss do not have a routine, so I think that it will be nice to add one since routines are
very important since they make it easier for ss to learn and achieve more. Students realize
what is expected from them and they learn how to do certain things on their own focusing
on daily vocabulary). First, the T will greet the ss. She will say: “Hello children! Do you
remember me? My name is ............” and she will elicit her name from them. Then, she will
do some jokes with their names. She will say: “I also remember your names. You are.....”
She will point some ss and say some incorrect names, such as “You are Spiderman, you
are Cinderella, etc.” Then, she will say the correct names and introduce herself to the new
ss.
Next, the T will ask ss to stand up and we will sing and dance a hello song (they
know it from last year). Then, she will show them a poster with the days of the week and
she will teach them a song, she will encourage ss to repeat it.
Song: A week has seven days, seven day has a week. Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday and Sunday” What day is today?
After saying the day, the T will write the date on the board.
The T will tell them: “You are great singers! Now, I have something special here, pay
attention”
Warm – up (5 minutes) Prediction time
She will tell them: “I will tell you a fantastic story! And this story is about....” and she
will stick two pictures of two monsters’ heads on the board. She will encourage ss to
predict the story (It is about me and my mother. She gives me some body parts pictures
because I was bored) she will guide them with some questions such as : “Is this story
about dinosaurs-students-singers-animals-monsters?” She will encourage ss to answer:
“Yes, it is – No, it isn’t”. Then, she will tell them: “But this story has got another character!
Look at the picture” and she will stick a picture of herself on the board.
The T will say a rhyme that they already known: “Pay attention, concentration”

3. Presentation (10 minutes)
The T will tell them: “Now, it’s time to prepare the class for a story.” And she will
show them a perfume and tell them: “This perfume is very special, it is to pay attention and
to listen to the teacher” and she will spray some vanilla perfume.
Then, she will start narrating the story and to do it she will use different tones of
voice emphasizing parts of the body vocabulary and the pronunciation.
Story:
“One day I was at home but I was very bored boring, and my mother gave me some
pictures. They were pictures of monsters! My mother told me: Can you help me to
put their parts of the body in the correct place, please? And I said: Yes! And she
gave me two heads and I stuck them on the wall. Then, she gave me two tummies
and I stuck the tummies. Then, she gave me four legs and I stuck the legs. Then,
she gave me four arms and I stuck the arms too.”
While the T is telling the story, she will stick the pictures of the parts of the
body in the correct place and she will tell them: “Look, they are Charlie and Susan!”
The T will ask them: “Do you like my friends? Do you like the story?” and she will
encourage ss to answer: “Yes, I do – No, I don’t”
Development
Activity 1 (10 minutes) – checking comprehension.
The T will hand out the different parts of the body pictures to the groups. She will tell
them: “Now, you are going to have the pictures and you are going to help me to complete
Charlie and Susan. I will tell the story one more time and the group that has the part of the
body that I mention has to shout the name of it and we stick it in the correct place.” She will
model the first one as an example.
She will tell say the story again, and when she has to mention a part of the body, first
she will point it on her own body and if ss do not know the name, she will say it and
encourage ss to notice if they have the picture mentioned. To guide ss, she will ask some
questions such as: “Who has got Charlie’s legs?” And we will complete both pictures.
The T will tell them: “Excellent! Thank you for your help!”
Activity 2 (10 minutes)
The T will tell them: “Do you remember that my mother gave me these pictures? And
she told me that Charlie, Susan and I are very different. What do you think? Can you help
me to look for the differences?” and she will divide the blackboard into three and she will
stick a picture of herself on the board too. First, she will ask ss: “Let’s look at the legs! How

4. many legs has she got?” she will point to Susan’ legs and encourage ss to answer: “She
has got two legs” and she will write this sentence next to the picture. We will follow the
same procedure with Charlie and me. Then, the T will say to the ss: “But, pay attention to
the legs. Are Susan’s legs long or short?” while she mimes the adjectives. She will
encourage ss to answer: “They are short” and she will add the adjective to the sentence
written on the board. We will follow the same procedure with the other characters legs and
with the arms. Then, she will ask ss to focus on the tummies and we will follow the same
procedure but the T will ask them: “Is Susan’s tummy big or small” while she mimes the
adjectives too.
The sentences will be:
Susan has got short legs.
She has got long arms.
She has got a small tummy.
Charlie has got short legs.
He has got short legs.
He has got a big tummy.
I have got long legs.
I have got long arms.
I have got a small tummy.
The T will tell them: “Thanks for helping me to find the differences!”
Activity 3 (15 minutes)
The T will tell them: “Now, I want you to draw a monster.” She will handout some
sheet of papers for ss to complete the activity.
MY MONSTER FRIEND
Name:.........................................
She will tell them: “You also have to think about its name! For example: Jack, Kim or
Sam! Let’s draw” The T will monitor students’ work and while they create their monster the
T will ask them some questions such as: How many legs has it got? Are they long or short”
so students interact in L2.

5. Activity 4 (8 minutes) Oral production
The T will tell them: “Now that we have finished the drawings I need a student to
come here with me to show me the monster”. She will choose a student to come to the
front of the class to show her/his monster. First, she will ask him/her some questions:
“What is your monster’s name? How many legs has he/she got?” she will encourage the
student to answer: “He is .......- He has got 3 legs” Then, she will ask ss to work with their
peer to show the monster, she will tell them: “Now, you have to show your monster to your
peer and talk about him/her. You can ask your peer some questions about the monster,
such as: What is his/her name? What else can we ask?” and she will encourage ss to
brainstorm some questions. The T will write some of the questions on the board to guide
ss. She will also monitor ss’ work.
Closure (2 minutes)
First, the T will explain to ss the homework for next class, she will hand out the
copies and tell them: “Pay attention, concentration! Look at the copy! This monsters are my
friends from planet Sibulu!. Look at the first activity, you have to write the names: head,
tummy, leg and arm. Then, in the second activity you have to read and write the name of
the monster to colour it. I will read the first one but don’t say the name”. The T will point to
the activities, pictures and mime the actions for ss to understand. She will tell them: “This
is homework and you have to complete it for next class”
Then, the T will them: “Now, it is time to say goodbye” and she will encourage them
to say the goodbye rhyme (they know it). “Put, put, put, put your things away! See, you,
you another day, day, day!”