This document provides a lesson plan for an English class teaching body parts vocabulary to 5-year-olds. The 45-minute lesson includes a warm-up game reviewing previous vocabulary, presenting new vocabulary like "sharp teeth" and "hair" through telling a story about a big green monster, an activity where students put the story in order using flashcards, a game of "follow the leader" practicing commands and body parts, and closing with songs about colors and saying goodbye. The teacher aims to help students identify new vocabulary, develop speaking and listening skills, and have fun through games and a story.

1. 1
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: 2
Fecha: Viernes 24 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, eyes, sharp teeth, hair, face.
Aims or goals: During this lesson, learners will be able to:
 Identify the new vocabulary presented.
 Develop their speaking and listening abilities through games and
stories.
 Become active learners.
 Deepen their understanding of commands and instructions while
developing their gross motor skills as well.
Language focus:
Functions Lexis Structures Pronunciation
Revision
Follow
commands
Talk about
Greetings,
actions (sit
down, stand
up, boy, girl,
numbers (1-
Hello, how
are you
today?
Fine, thank
you, and you?
- Foot /f/
- shoulders/ ʃ/
- touch toes
today /t/
- mouth /m/

2. 2
and identify
different
body parts
8), very
well, happy,
sad, scared,
angry
Head,
shoulders,
knees, toes,
mouth, ears,
nose, eyes ,
legs
Yes/no
Touch your
nose/mouth/
ears/eyes/
New Identify new
body parts
Sharp teeth,
hair, go
away
“Is it a nose?
No, it’s an
eye”
“Is it a
mouth? Yes,
it is”
- Teeth, knees,
green/i:/
- mouth/ θ/
- purple/p/
Teaching approach: “communicative approach”
Integration of skills: I’ll integrate the speaking and listening skills
through the use of a story called “Big green monster” and games.
Materials and resources: big green monster picture, flashcards (to tell
the story and for the bag game), masking tape, CD player, head and
shoulders song.
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 to perform some
commands.
Possible problems / difficulties and their possible solutions during the
class: Some of them may behave improperly while listening to the story,
I’ll remind students that they should be careful so that no one is hurt and
we can continue with the games and activities. I’ll use some chants to
help them to be quiet.
Classroom management strategies:

3. 3
 I’ll vary the tone of my voice at some moments to help them to
understand if they are behaving properly or not, and to help them
to identify in what instances they must be quiet.
 I’ll also use different commands to remind students they should
behave properly and be in silence during certain activities. For
example: “pay attention, concentration!” or “silences please,
silence please, like a “bee”, like a “bee”
 I’ll create a safe environment through developing students’
confidence, making them feel comfortable with me and the class.
To create this environment, I won’t raise my tone of voice, I mean
that I won’t shout, and I’ll tell students positive comments to
make them feel secure.
Potential problems students may have with the language: students
might have some difficulty to understand the story in L2; I’ll have
flashcards to help them to understand the story better.
Pedagogical use of ICT: I’ve adapted some flashcards about the story that
I’ve taken from the web. The pedagogical use of ICT in the class allows
me to adapt the story according to my students’ language level.
Assessment: I’ll assess learners’ acquisition process by asking them to
point or name different body parts, and to perform certain commands in
order to check their understanding. I’ll provide them with positive
feedback.
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. (the song is adapted from a Barney’s song)
“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” (the pictures were taken
by me, they are my flashcards)

4. 4
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 to rehearse some
vocabulary (train, boys, and girls) and because it’s meaningful to have the
children in movement in certain instances since little children tend to get
tired and bored.
“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 of work.
“a circle on the floor, a circle on the floor,
1,2,3 and a circle on the floor”
 Warm-up (5 minutes)
In order to rehearse the vocabulary previously learnt we’ll play a game. I’ll
put some flashcards in a bag full of coloured pieces of paper, I’ll play some
music ad students will have to take one card out of the bag and name it.
“Look! I’ve got a bag… it’s full of pieces of paper (showing them the pieces
of paper) and cards (taking one card out from the bag) I’ll play music, and
when the music stops you’ll take a card and name it” (I’ll demonstrate the
activity).
While doing the activity, I´ll help them to name the cards by doing some
questions “Is it a nose? No, it’s an eye” “Is it a mouth? Yes, it is”

5. 5
Transition: very good children! It was funny
 Presentation (15 minutes)
I’ll display on the board a big green monster picture made in
eva foam (I made it) in order to encourage students to
recognize colours, body parts and count. I’ll say “Look! He’s
big green monster. Do you like monsters? Yes! Me too!”
In order to introduce a new language item I’ll say “wow,
look at his sharp teeth…grrr… let’s count them “1, 2, 3, 4, 5,
6, 7 and 8” “Look at his hair (another new language item)
what colour is its hair? Yes! It’s purple”
I’ll continue counting different body parts and asking them to
name the colours.
“Now is time for a story!” I’ll say.
I’ll ask them to be in silence, we’ll sing “pay attention, concentration”
Then, I’ll start telling them the story while doing it, I will show them each
picture to stick it on the board
(http://www.makinglearningfun.com/themepages/BigGreenMonsterSequ
enceCards.htm) , and I will also point to real body parts when they are
named on the story. To narrate the story, I will use different tones of voice
emphasizing the body parts names and pronunciation.

6. 6
Big green monster go away by Ed Emberley (story)
Big green monster has two big yellow eyes,
A l o n g green nose,
A big red mouth with sharp white teeth,
Two little ears,
purple hair,
And a big scary green face.
But, you don't scare me!
So go away, purple hair,
Go away Two little ears,
Go away l o n g green nose,
Go away big green face,
Go away big red mouth,
Go away sharp white teeth,
Go away two big yellow eyes,
Go away Big green monster.
And don't come back, until I say so.
 Development (15 minutes)
 Activity 1 (10 minutes)
In order to check students understanding of the story I’ll ask them to put
the story in order. I’ll mix the flashcards (the ones that I used to narrate the
story) and I’ll display them on the floor. I’ll ask them to help me to put the
story in order. I’ll repeat the story in chunks to help them to take the
correct cards.
I’ll say “ouch, I’ve mixed up the cards. I think that this was number one.
Right? Let’s repeat the story to put in order the cards. Bianca, what card is
number two? Big green monster has two big yellow eyes (pointing to my
eyes) can you give me the yellow eyes, please? Awesome!” “now, I need
number three, Big green monster has a long green nose… Sofi, can you give
me the long green nose? Yes! Fantastic” I’ll continue the same procedure
with the rest of the cards.

7. 7
 Activity 2 (5minutes)
In order to remind some body parts and some commands we’ll play “follow
the leader”. I will say “it´s time to play a game. Please, everybody stand up!
Stand up! Come on!” “We’ll play follow the leader…are you ready? Yes”
“Touch your nose (pointing to my nose) great!” “sit down on the floor”
excellent” “touch your mouth” (pointing to my mouth) “very well” “shake
your head (shaking my head, encouraging them to do it) “awesome” “sing
and dance head, shoulder, knees and toes (encouraging them to repeat
with me and dance the song) “Fantastic!”
Transition: “ouch! Miss Silvia is coming, we’ve finished for today. Let’s
make a circle on the floor”
 Closure ( 5 minutes)
We’ll sing the balloon song to remind students about the colours. They
already know the song. While singing the song I’ll point to different
colours.
“Balloons are red, balloons are blue, balloons are green and a yellow
too”
I will ask them to sit down in a circle again and we will sing and mime the
rhyme to say goodbye. (I really don’t know the source of the song, we use it in
the school I work, and their teacher uses it with these students… I didn’t want
to change their routine since they are learning it with their teacher)
“ 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)”