Kindergarten Lesson planning 1

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I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Primer período
Institución Educativa: Colegio Castex
Dirección: Brown 99 (8400)
Sala / Grado / Año - sección: Sala de 5 años, turno mañana
Cantidad de alumnos: 14 (catorce)
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Partes del cuerpo
Clase Nº: 1
Fecha: Miércoles 22 de abril de 2015
Hora: 9:30 hs a 10:15 hs
Duración de la clase: 45 minutos
Fecha de primera entrega: 19/04/15
Teaching points: Body parts, head, shoulders, knees, toes, mouth, ears,
nose, and eyes.
Aims or goals: During this lesson, learners will be able to:
 Identify the new vocabulary presented.
 Develop their speaking and listening abilities through motivating
activities.
 Foster learners’ motivation.
 Help students to feel involved in their learning process.
 To deepen their understanding of commands and instructions
while developing their gross motor skills as well.
Language focus:
Functions Lexis Structures Pronunciation
Revision
Follow
commands
Greetings,
actions (sit
down, stand
up, turn
around, touch
the ground),
Hello, how
are you
today?
Fine, thank
you, and you?
Yes/no
/f/ / ð/

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boy, girl,
numbers (1-
3), fine,
happy, sad
New Talk about
and identify
different
body parts
Head,
shoulders,
knees, toes,
mouth, ears,
nose, eyes ,
legs
Touch your
nose/mouth/
ears/eyes/
/ ʃ/ /t/ / θ/
/m/ /n/
Teaching approach: “communicative approach”
Integration of skills: I’ll integrate the skills of listening and speaking
through the use of songs and games.
Materials and resources: CD player, song, flashcards, puppet, piece of
chalks.
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.
Possible problems / difficulties and their possible solutions during the
class: Students may feel excited while playing some games; some of them
may behave improperly. I’ll remind students that they should be careful
so that no one is hurt and we can continue with the games and activities.
Classroom management strategies:
 Tone of voice (I’ll vary the quality of my voice at different
moments)
 I’ll use different commands to remind students they should
behave properly and be in silence during certain activities. For
example: “1,2,3…silence please!”
 Creating a safe environment (I’ll create a safe environment
through developing students’ confidence, making them feel
comfortable with me and the class).
Potential problems students may have with the language: students
might have some difficulty to understand the new vocabulary or to

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understand some commands in L2; I’ll have flashcards to help them to
understand better.
Assessment: I’ll assess learners’ acquisition through asking them to
point or name different body parts, and to perform certain commands in
order to check their understanding.
Procedure:
 Routine (5 minutes)
I’ll get into the classroom; students will be sitting down in a circle on the
floor. I’ll go to the circle and I’ll sit down with them. I’ll start singing the
“hello song” in order to start the lesson, to get students into the mood for
work, and to establish rapport.
“Hello, hello, I say hello to you…
Hello, hello, how are you today?
Sing it la la, sing it la la…sing it la la!”
I’ll ask students “how are you today? Are you happy or sad? I’ll encourage
them to answer me. I’ll have four flashcards to help them to understand the
question, and to answer “happy, sad, scared or angry”
Then, I’ll ask students to stand up and line up, we’ll sing a song in order
to do it. We’ll walk around the class doing a train.
“A train of boys, and a train of girls…
Boys…boys…boys…
Girls…girls…girls”
Finally, I’ll sing a circle on the floor song in order to get the students into
the mood for work.
“a circle on the floor, a circle on the floor,

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1,2,3 and a circle on the floor”
 Warm-up (5 minutes)
In order to introduce different body parts and my teaching points I’ll say “shhh,
listen”…(pointing to my schoolbag) “I think that my friend Lobster is here!...let
me check…yes! Here he is… Look! This is my friend Lobster… (showing them
my friend) “Hello Lobster!” (Giving him a kiss and hugging him) “Lobster! say
hello to the kids, HELLO! EA: hello!”
I’ll ask students “what colour is my friend? Is it pink? No, it isn’t. It’s yellow! Yes,
excellent…Lobster is yellow… can you help me to count his legs…(pointing to
one of the legs)… “1, 2, 3, 4, 5, 6…excellent he’s got six legs”
And now… “how many eyes has he got?” (pointing to his eyes)… “1,2… excellent
he’s got 2 eyes”
Transition: very well children! … shhh…pay attention…concentration… pay
attention concentration… we’ll watch a video in my computer…everybody
pay attention!
 Presentation (10 minutes)
“Now we’ll watch a video, it’s about a boy (showing them a picture of a
boy) singing a beautiful song. Do you like songs? Yes! Me too! I love songs”
I’ll play the video on my computer encouraging students to pay attention to
it. I’ll show some flashcards while the boy names different body parts).
After that, I’ll ask students to stand up and dance the song with me.

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Youtube link: https://www.youtube.com/watch?v=YBJ_-MyV2rU
“Head, shoulders, knees and toes,
Knees and toes…
Head, shoulders, knees and toes,
Knees and toes…
Eyes, ears, mouth and nose
Head, shoulders, knees and toes,
Knees and toes…”
Transition: I’ll ask them “Do you like the song? Great! Now I’ll need some
help…
 Development (20 minutes)
 Activity 1 (10 minutes)
In order to check students’ comprehension of the new vocabulary, I’ll say
“Ouch, I need some help here… look! I’ve mixed all the pictures from the
song. Can you help me to order them?”
I’ll display an empty cardboard on the blackboard encouraging students to
stick the body parts in order. I’ll say “head, shoulders, knees and toes”
(miming the movements and pointing to the body parts)… “Okay, first we
need the head, who can give me the head? Joaquin? Yes! It’s a head,
excellent Joaco!. Stick the head right here! Great!” I’ll repeat the same

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procedure with the other body parts. I will pay special attention to the
main vocabulary pronunciation in order to correct them if it is necessary.
 Activity 2 (10 minutes):
In order to practice the main vocabulary, we will play a game.I’ll hide some
cards around the class in order to ask them to find them. I’ll say “I’ve
hidden some cards (showing them one of them)… Let’s find the others!
Let’s go! Let’s go”. I’ll encourage them to find the cards.
“Excellent Sofi! … look! Sofi found a card!” “very well Dylan, look! Dylan
found another card”
Once students have found all the cards I’ll sing “a circle on the floor” and I’ll
say “Let’s play a memory game!” I’ll put all the cards upside down and mix
them. I’ll say “We’ll play a memory game! Do you like playing memory
games? YES! Me too! Martín, come here, choose two cards. Come on, let’s
choose one (demonstrating the action) Well done! And now, another card!
Yes! ... now, Bianca, it’s your turn! Choose two cards! Wow! It’s a nose
(touching my nose, and encouraging them to touch their nose) let’s see the
other…yes! Excellent, another nose! Hold up the cards and touch your
nose!”
 Closure (5 minutes)
The T will ask ss to sit down on a circle again and we will sing and mime
the rhyme to say goodbye:
“ It’s time to say goodbye, it’s time to say goodbye,
see you next class…
bye, bye, bye, bye (we will blow some kisses)”